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.     

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.     

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.     

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.     

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 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.     

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.     

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.     

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.     

Costs of studying veterinary science: a national survey of fourth year veterinary students

OBJECTIVE: To estimate the costs to the student of veterinary education. METHOD: A questionnaire was completed by 180 fourth-year veterinary students from the four veterinary schools in Australia. Frequencies and median costs were estimated using the SAS System for Windows 95. RESULTS: The median direct living costs were about $5000 per academic year, but were higher in Sydney and for those with additional expenses including children, pets and cars. Other costs associated with the course including text books, equipment and travel to practical work were of the order of $1000, and income foregone while doing practical work placed additional burdens on some. More than half the students from Sydney and Murdoch needed to work to provide basic necessities. Most of this work involved interaction with animals or people. The percentage of Queensland and Melbourne students needing to work was lower, 47 and 24 respectively, and fewer of those worked directly with animals or people. The students expected to repay a median of $14,000 after they graduate, with 70% of this being due to the Australian government as part of the Higher Education Contribution Scheme. CONCLUSIONS: Although parents contributed an average of between one-third and one half of the costs of obtaining a veterinary degree, the extent of parental contributions was very uneven and almost one half of all students needed to work to provide basic necessities. The average total debt on graduation was about half the annual starting salary, but those starting the course from 1997 are subject to much higher charges, and their average debt is likely to exceed one year's salary.     

Subject-based problem-based learning in the veterinary science course at the University of Queensland

Objective
To assess students' perceptions of subject-based problem-based learning in the fourth year of the veterinary science course at the University of Queensland.
Design
A questionnaire-based study.
Procedure
Subject-based problem-based learning was introduced into parts of two fourth year subjects in a 5-year veterinary science course. The problem-based learning exercise used modified clinical cases and was computer-assisted. Students worked in groups of two to four, and small group discussion sessions were tutorless. Lectures were replaced by large group discussion and feedback sessions, led by the teacher, with approximately 85 students.
Results
There was a significant increase in the percentage of students who strongly agreed that they had better understanding of the subject, and had learned to apply principles from this class in new situations. The only consistent criticism by students was directed at the extra time required compared to traditional lecture-based subjects.
Conclusion
Students' perceptions of the learning outcome were very favourable for problem-based learning when compared to the lecture-based subject.     

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。     

提高农业院校实验动物学课程教学质量的对策

 实验动物学课程教学是医学院校的专业基础课程,在教学与科研试验中发挥着重要作用,对学生创新思维能力的培养具有重要意义。论文根据农业院校实验动物学课程设置及教学的特点,分析目前在教学中存在的主要问题,提出了提高农业院校研究生实验动物学课程教学质量对策,为实验动物学的教学实践及改革提供参考。     

《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。     

基于标准化建设和“两性一度”要求构建动物学课程教学新格局

动物学是高等农业院校动物科学、动物医学专业一年级本科生的科类基础课,教学效果好坏直接影响本科生对所学专业的兴趣和认同度,也关系到创新创业能力培养和综合素质提升。基于标准化建设和“两性一度”要求,动物学理论课以线下教学为主,线上教学为辅,以高阶选择题和阅读提高题拓展知识点的内涵和外延,注重与养殖实践和兽医诊疗过程的有机结合,构建了公平、公正的平时成绩计量和评价体系;动物学实验课综合性和设计性实验占比超50%,以科研促教学,破解了低年级本科生专业基础知识欠缺,难以跟踪前沿科研进展的难题。课程标准化和“两性一度”的高标准要求,促进了动物学课程教学新格局的形成。     

“新农科”背景下《兽医专业英语》教学改革与探索

《兽医专业英语》是农业高等院校动物医学专业本科教学的专业课,本文以天津农学院《兽医专业英语》课程教学改革为例,多角度分析了《兽医专业英语》教学过程中存在的不足之处。结合“新农科”建设背景,以“立德树人”为根本,以培育卓越兽医新才为目标,对该课程的教学方法和考核模式提出改革举措,以期为提高农林高校《兽医专业英语》课程的教学质量提供参考。     

《动物生物化学》线上线下混合式“金课”建设探索

《动物生物化学》是畜牧兽医专业领域的一门重要专业基础课。随着现代信息技术的飞速发展,当前线上线下混合式教学模式在各个高校课程建设中得到了广泛的探索和实践。笔者在华南农业大学动物科学学院进行了《动物生物化学》课程的教学改革,将线上线下混合式教学模式应用于该课程中,旨在提高课程教学质量,响应教育部打造“金课”的号召。     

高等农业院校《兽医产科学》课程教学改革与创新研究

兽医产科学是高等农业院校兽医学教学中一门基础分支学科,主要研究动物的生理生殖、生殖疾病及繁殖技术。随着兽医学科的不断进步和国家畜牧产业发展和结构调整,向行业输送应用型、创新型、技能型兽医人才已成为农业院校人才培养的主要目标。对目前兽医产科学教学现状及存在问题进行了分析,探索了教学内容、教学方法、教学实践等方面的改革与创新研究,以期为提高我国高等农业院校兽医人才培养提供参考。     

Teaching veterinary parasitology: the North American perspective

The American Association of Veterinary Parasitologists (AAVP) initiated a study of parasitology curricula in veterinary schools in the US and Canada in November 1989. An ad hoc committee (Task Force) and then the Education Committee developed a position paper on teaching parasitology in veterinary colleges. In addition to confirming the importance of parasitology as a discipline they recommended a set of general learning objectives and proposed topic-specific titles rather than parasite-/group-specific titles. Another problem observed in teaching parasitology was a significant reduction in time available to teach parasitology. One way to compensate for the lost classroom time is to utilize some of the technological advances in presenting the material to students.     

An anatomist's comments on learning and teaching

A Texas farm boy, who entered veterinary school in 1966 with the goal of becoming a "cow doctor" but instead has ended up teaching anatomy for more than 30 years, shares some of his personal philosophy and ideas about learning and teaching. The author claims no special expertise in teaching methodology, offers no "cutting-edge" techniques, and presents no particularly "novel" concepts on how to be a good teacher. He merely shares his personal, common-sense teaching philosophy, which is pretty much summarized in "Smallwood's 12 or More Axioms of Learning and Teaching". As a "parting shot", the author comments briefly on teaching anatomy using the problem-based learning approach.