Undergraduate teaching of veterinary parasitology in Africa

The undergraduate teaching of veterinary parasitology in an African perspective is reviewed. Information was gathered from 8 of approximately 20 veterinary schools/faculties in Africa. In order to compare teaching in the different schools a standard questionnaire was designed for collecting data on different aspects of the curriculum, including the curriculum structure, the year(s) in which veterinary parasitology is taught, the contact hours allocated to teaching and the methods of teaching. The results of the eight faculties/schools reveal that veterinary parasitology is taught in a disciplinary approach allocating a total of 90-198 h to lectures (46-75%) and practicals 38-196 h (25-54%) during the full curriculum. There are considerable differences in structure of the curricula and methods of teaching undergraduate veterinary parasitology between the various schools/faculties. Availability of teaching staff and the cost of running practical classes are the most limiting factors in teaching of veterinary parasitology. There is a need to constantly review the curriculum of undergraduate veterinary parasitology and to standardise the materials and methods in light of new knowledge.     

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional hours are required for instructions on clinical cases in approaches focussed on animal species and/or organ diseases. As there is a need for discussing teaching issues, post-graduate specialization, and continuing education in parasitology and related disciplines on national and international levels, it is recommended to WAAVP to include regular workshops on teaching in the programmes of the biannual conferences, and to establish a permanent committee which should collect information and submit proposals for improvement of teaching veterinary parasitology.     

Teaching of undergraduate veterinary parasitology: the South American perspective

Undergraduate teaching of veterinary parasitology in South American countries is basically similar to most of the veterinary schools and offers lectures and practicals in parasitology (P) predominantly in the second year of the curriculum, and parasitic diseases (PD) in the third year, but in some schools also in the fourth and fifth years. However, there is a great variation in teaching hours allocated to P/PD between totals of about 50-169 h during the full curriculum. In addition to the lectures and practicals, schools are increasingly using tools (CD-ROMs) for self-instruction and new forms of education, such as workshops, round tables, and field practicals. The large number of important parasite species of large and small animals in tropical and subtropical areas would require additional hours for teaching--at least in some of the schools--considering the multidisciplinary characteristics of veterinary parasitology.     

Teaching of parasitology to students of veterinary medicine and biomedical sciences

The teaching of an applied parasitology course suitable for both veterinary and biomedical students is described. A common lecture course is given complemented by separate and specific practical, research and problem-based learning components designed for veterinary and biomedical students. For veterinary and biomedical students, teaching of parasitology during the full course comprises a total of 46 lectures; 13 practical classes for veterinary students and five for biomedical students who also undertake an independent research project.     

《动物寄生虫病学》课程教学方法的改革与实践

动物寄生虫病学是一门由一般生物学和兽医学构成的综合性学科,是阐明寄生于动物的各种寄生虫及其对动物所发生影响和所引起疾病的科学,是动物医学和畜牧兽医专业的一门专业基础课。通过对以往教学方法的改革和教学过程的实践,在教学过程中不仅改进常规教学方法,同时还增加学术论文的使用和实践操作的类型及时间比例,获得良好的教学效果。介绍了《动物寄生虫病学》课程的教学现状,并阐述了该课程教学方法改革与实践工作中的几点体会。     

Teaching of undergraduate veterinary parasitology in some European countries

A review revealed that at 20 veterinary faculties in European countries parasitology is represented in the curriculum of veterinary medicine with an average of 105 core contact hours, devoted to lectures (58%) and practicals (42%). However, there is a high diversity between faculties with ranges of total contact hours between 48 and 156. Three faculties are close to the minimum of 70 core contact hours recommended by WAAVP (2002), and one faculty is below this limit. In one of the faculties parasitology is completely integrated into interdisciplinary teaching activities, in some others there are developments in this direction which include the risk of dissolving parasitology as a discipline. One faculty with a high degree of integrated teaching has already abolished the parasitological examination. Parasitology is preferentially taught in the years three, four and five of the curriculum, but there is great variation between the faculties. Most teachers in the faculties are veterinarians. In many faculties the large numbers of students and the unsatisfactory academic teaching staff:student ratio represent a significant problem. This problem may increase with more teaching obligations caused by new curricula. Due to the high diversity in content and structure of teaching curricula of veterinary medicine between veterinary faculties in Europe international and even national exchange of students is inhibited. Therefore, and for many other reasons more activities should be initiated towards harmonisation of the study curricula in Europe.     

加强兽医寄生虫学标本室建设 提升寄生虫形态学教学水平

为了提升寄生虫形态学教学水平,充分利用内蒙古农业大学预防兽医学寄生虫教研室积累的大量寄生虫标本进行授课,通过加强兽医寄生虫标本室建设和兽医寄生虫学实验教学改革探索,提升标本管理水平及寄生虫标本服务教学的水平,以期为该课程的教学改革提供思路。     

Teaching of veterinary parasitology: the Italian perspective

The curriculum in veterinary medicine in Italy is undergoing important changes, as in the rest of Europe. The 2001 fall semester will mark the beginning of a new format for the degree in veterinary medicine and these changes will obviously affect the teaching of veterinary parasitology. In Italy, veterinary parasitology is usually taught in the third year with a disciplinary approach, similar to that described by Euzéby [Vet. Parasitol. 64 (1996) 21] and Eckert [Vet. Parasitol. 88 (2000) 117]. Approximately 90 h of lectures and 40 h of laboratory are offered and are usually divided into parasitology, followed by parasitic diseases. A more problem-oriented approach to parasitology is offered to fifth-year students within several professional routes (large animal medicine, small animal medicine, hygiene and food safety, etc.), amounting to approximately 15-60 h per student. Indeed, in the last year of study, there are less students and it is possible to present clinical cases and orient the students towards team work and critical discussion. This new curriculum guarantees a reduction in the number of lecture hours and an increase in both laboratory work and personal study, as suggested by the guidelines of the European association of establishment for veterinary education (EAEVE).     

Teaching veterinary parasitology throughout the world

In order to understand how the teaching of parasitology in veterinary schools and faculties in the world is carried out, a questionnaire was sent to all centres listed in the W.H.O. World Directory. A total of 91 replies were received. Additional information was obtained from the report of a symposium held in Hannover, Germany in 1978 and from the Education Committee of the American Association of Veterinary Parasitologists in 1981. The academic level, the place of parasitology in the veterinary curriculum, textbooks and practical instruction, evaluation techniques, teaching staff, institute organization and publications are discussed.     

建立兽医寄生虫学数字化图片库的方法与意义

随着科学技术的迅速发展以及网络和电脑的普及,多媒体教学已成为现代教育发展的必然趋势.因此,本研究的目标是以建立门类齐全、系统、规范、适用、典型的形态学图片素材库为基础,充分利用数字多媒体的优势,有力地加强数字A化教学模式在兽医寄生虫学教学中的重要作用,提高教学质量和效率.本文根据工作实际和需要,主要探讨了图片库建立在《兽医寄生虫学》教学中的方法与意义.     

History of veterinary parasitology in France

The history of veterinary parasitology in France can be divided into three parts. (1) The early period of veterinary education, and development of sections on parasites and parasitic diseases, immediately following the creation of the veterinary colleges in France in 1762-1765 by Cl. Bourgelat until the beginning of the 19th century. This was the period of academics, naturalists and zoologists, with the exception of P. Chabert who, as early as 1782, directed attention to the harmful effects of parasites on animals and tried to control them. (2) Identification and establishment of the field of veterinary parasitology and the development of specific research work, mostly in veterinary colleges, on the biology and systematic control of parasites. This period was dominated by the tremendous amount of work carried out by L.G. Neumann and A. Railliet in every topic of veterinary parasitology. (3) The modern period of veterinary parasitology (before and after World War II). This period is characterized by the increasing development of the most sophisticated techniques in fundamental and applied research to provide efficient cheap and practical means for the diagnosis and control of parasitic diseases in animals.     

Various approaches of teaching veterinary parasitology

In this paper, we discuss the advantages and disadvantages of various approaches of teaching veterinary parasitology, including the disciplinary, the problem-oriented and combined approaches. In the disciplinary approach, parasitology is taught in the classical manner as a coherent subject, covering parasite morphology, biology, molecular biology, epidemiology, pathology, immunology, clinical manifestation, diagnosis, therapy, control, and prevention. Problem-oriented teaching approaches the subjects starting from diseases in animal species or from organ systems or other objectives (e.g. food safety); it also tackles training of skills for problem solving and self-learning. Combined approaches include elements of the disciplinary approach and those of other methods. A combined approach of teaching veterinary parasitology, including basic disciplinary teaching of at least 70-90 h, and additional problem-oriented education, was recently proposed in a resolution by the World Association for the Advancement of Veterinary Parasitology [WAAVP News Lett. 5 (1) 3-4]. In 1999, a new curriculum has been established at the Faculty of Veterinary Medicine, University of Berne, originally planned as a combination of organ-focused and problem-based approach. This model was soon identified to cause problems in teaching some disciplines, including infectious diseases. Conversely, the short-term experiences with this combined approach also confirmed some advantages of problem-oriented teaching in other, mainly clinical domains. Nevertheless, closer interdisciplinary contact and collaboration--especially in elective teaching--was enforced between paraclinical and clinical teaching by reforming the curriculum. However, it turned out that large student numbers in relation to the resources of manpower, rooms and finances limited the workability of the curriculum. Therefore, further and probably continuous improvement of the curriculum is necessary.     

The future of veterinary parasitology: a time for change?

The future of veterinary parasitology is discussed at a time when R&D funding from the pharmaceutical industry is declining, yet the opportunities for veterinary parasitologists to diversify their activities has never been greater. Emerging and re-emerging areas requiring input from veterinary parasitologists include: veterinary public health; conservation and wildlife diseases; emerging and exotic infectious diseases; surveillance strategies; economic effects of parasitic diseases; aquaculture; molecular epidemiology; dietary and biological control of parasitic diseases; animal welfare; organic agricultural systems; novel vaccination strategies; drug target characterisation and rational drug design. Without change, the survival of veterinary parasitology as a viable, distinct discipline is under threat. In this environment, veterinary parasitologists must be adaptable, imaginative and pro-active in terms of setting the agendas for establishing strategic alliances, promoting research needs and developing research programs.     

The future of veterinary parasitology

Current evidence suggests research in veterinary parasitology is in decline despite its importance. This is particularly true in the UK where research funds have been diverted into BSE. Decline in interest in veterinary parasitology is at least in part due to the success of major pharmaceutical companies in producing a range of effective and safe anti-parasitic drugs. Research is needed because of the effects of parasites on animal welfare and the economic costs of parasites. However, there is little information on the actual costs of animal parasites. Another major reason for research is the development of drug resistance in protozoa, helminths and arthropods of veterinary importance. This is a serious problem particularly for sheep and goats in the southern hemisphere. A prioritised list of research requirements is suggested: (i) new drugs; (ii) resistance management; (iii) vaccines; (iv) breeding for resistance; (v) improved diagnostics; (vi) zoonoses; (vii) global warming and parasites. There is a major political challenge to raise the profile of veterinary parasitology and thus the funding essential for its advancement and the continued welfare and productivity of animals.     

Canada and Veterinary Parasitology

A World Association for the Advancement of Veterinary Parasitology tradition for its conference is to present some highlights of the country hosting the event, and with an emphasis on the history of, and research in, veterinary parasitology. A review of Canada's peoples, physiography, climate, natural resources, agriculture, animal populations, pioneers in veterinary parasitology, research accomplishments by other veterinary parasitologists, centres for research in veterinary parasitology, and major current research had been presented at a World Association for the Advancement of Veterinary Parasitology Conference in Canada in 1987, and was published. The present paper updates the information on the above topics for the 22 years since this conference was last held in Canada.     

The Utrecht model of teaching veterinary medicine and the role of veterinary parasitology

The Faculty of Veterinary Medicine, University of Utrecht, established a new curriculum for teaching veterinary medicine in 1995 with the main objectives to improve the problem-solving and communication competences of the students and their scientific education. Because it is accepted that graduates cannot get a starting competence in all fields of the veterinary profession, a differentiation of education focused on animal species and life-long learning is emphasised. Major characteristics of this curriculum are a high degree of horizontal and vertical integration of the various disciplines, the preference for teaching in small working groups and the training for self-learning. This curriculum is described in some detail. Parasitology is not taught as a coherent subject but is integrated into various subjects, presented in an interdisciplinary approach. The number of contact hours is variable depending on optional courses and the differentiation tracks taken but it amounts for a minimum of approximately 90 contact hours for each student during the full curriculum. A major disadvantage of the curriculum is that examination of parasitology is within integrated subjects. Thus, students that perform poorly on parasitology may still pass. An advantage is the extended presence of parasitology in the last year of clinical training and the improved interdisciplinary interaction between parasitologists and clinicians. The curriculum has been changed again in 2001; study paths focused on animal species and other subjects start already in the first year, and approximately 25% of the first 4 years of the curriculum will be within these study paths.     

The history of veterinary parasitology in Spain

A short history of the various contributions to the development of veterinary parasitology in Spain is given by considering five periods: (a) from the earliest times to the establishment of the first Veterinary Examination Board (Protoalbeiterato, A.D. 1500); (b) from 1500 to the creation of the Schools of Veterinary Medicine (1792-1793) and unification of the Veterinary profession (1850); (c) from 1850 to the appearance of parasitology as an autonomous discipline in the curricula; (d) from 1912 to the creation of Departments of Parasitology and Parasitic disease in the Faculties of Veterinary Medicine (1976); (e) from 1976 to the present day. In each period, the main contributions are considered and commented on, both from the parasitological and professional points of view. Finally, the role of veterinarians in modern Spanish parasitology is considered.     

History of the World Association for the Advancement of Veterinary Parasitology (WAAVP)

Forty years ago the first meeting of the World Association for the Advancement of Veterinary Parasitiology (WAAVP) was held in Hannover, Germany. We now have a thriving, internationally recognized organization; the meetings attract hundreds of scientists, attendance is increasing with almost every meeting. It is a useful time to review our beginnings, our development and our future. Our history has been one of innovation and activity and contributed to by its members in important areas of veterinary parasitology.