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.     

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.     

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.     

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.     

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.     

兽医寄生虫病研究的回顾与展望

改革开放以来 ,我国畜牧业迅猛发展 ,是推动我国农业和农村经济发展、提高农民收入的重要动力。要保证我国畜牧业的持续稳定发展 ,应对入世对我国畜牧业的挑战 ,必须不断地提高畜禽疫病的防治水平。我国是一个发展中国家 ,社会、经济、生活条件相对落后 ,幅员辽阔 ,地形地貌与气象环境差别大 ,因此 ,畜、禽寄生虫病种类多、分布广、流行严重、防治难度大 ,严重制约我国畜牧业的发展。分析我国畜禽寄生虫病防治研究的现状 ,明确新世纪努力的目标 ,对提高我国畜禽寄生虫病防治水平将有积极的意义。1　回顾近一、二十年来 ,经过广大寄生虫学工…     

The role of molecular biology in veterinary parasitology

The tools of molecular biology are increasingly relevant to veterinary parasitology. The sequencing of the complete genomes of Caenorhabditis elegans and other helminths and protozoa is allowing great advances in studying the biology, and improving diagnosis and control of parasites. Unique DNA sequences provide very high levels of specificity for the diagnosis and identification of parasite species and strains, and PCR allows extremely high levels of sensitivity. New techniques, such as the use of uniquely designed molecular beacons and DNA microarrays will eventually allow rapid screening for specific parasite genotypes and assist in diagnostic and epidemiological studies of veterinary parasites. The ability to use genome data to clone and sequence genes which when expressed will provide antigens for vaccine screening and receptors and enzymes for mechanism-based chemotherapy screening will increase our options for parasite control. In addition, DNA vaccines can have desirable characteristics, such as sustained stimulation of the host immune system compared with protein based vaccines. One of the greatest threats to parasite control has been the development of drug resistance in parasites. Our knowledge of the basis of drug resistance and our ability to monitor its development with highly sensitive and specific DNA-based assays for 'resistance'-alleles will help maintain the effectiveness of existing antiparasitic drugs and provide hope that we can maintain control of parasitic disease outbreaks.     

对《中国兽医寄生虫学》的回顾与展望

我国兽医寄生虫学科的建立与发展已有 70年左右的历史了 ,为使本学科领域内的工作者了解学科的发展史和更好地继承与发展该门学科 ,本刊从本期起设立兽医寄生虫学“学科史料”栏目 ,先刊登“中国兽医寄生虫学的回顾与展望”一文 ,以后再陆续刊登这方面内容的文章 ,欢迎大家投稿。稿件内容可以是学科某一方面发展的综述 ,也可以只报道学科发展中的某个重大事件 ,如某一种重要寄生虫病的发现 ,一个重要寄生虫生活史的研究成果 ,一种重要检测或防治技术的创建等 ,并列出对这一重大贡献中起重要作用的专家姓名 ,以便于读者们学习与敬仰。     

How to make DNA count: DNA-based diagnostic tools in veterinary parasitology

Traditional methods for the diagnosis of parasitic helminth infections of livestock have a number of limitations, such as the inability to distinguish mixed-species infections, a heavy reliance on technical experience and also sub-sampling errors. Some of these limitations may be overcome through the development of rapid and accurate DNA-based tests. For example, DNA-based tests can specifically detect individual species in a mixed infection at either the larval or egg stages, in the absence of morphological differences among species. Even so, some diagnostic problems remain the same, irrespective of whether a DNA-based or traditional method is used. For example, sub-sampling errors from an aggregated distribution are likely to persist. It is proposed, however, that DNA-based diagnostic technologies offer an opportunity to expand diagnostic capabilities, and are discussed in the current review. The future introduction of DNA-based diagnostic technologies into routine diagnostic settings will also be discussed.     

Food-supply veterinary medicine and veterinary medical education: an Australian perspective

Food-supply veterinary medicine has been an essential part of veterinary degree programs in Australia since the first veterinary school opened in the late nineteenth century. Australian veterinary schools, like others internationally, are being challenged by the relevance of material in current curricula for modern food-supply veterinary medicine. Additionally, student aspirations are a major issue, as curriculum designers balance companion-animal training with the herd/flock-based issues that focus on productivity and profitability. One of the challenges is to examine the relative balance of education in generic skills (self-knowledge, change management, teamwork, leadership, negotiation) with more technically or scientifically based education. An ongoing process of curriculum review and renewal, which involves input from both external and internal stakeholders and allows regular review and assessment, is needed to ensure continuing curriculum relevance.