Kleinsorgen Christin, Kankofer Marta, Gradzki Zbigniew, Mandoki Mira, Bartha Tibor, von Köckritz-Blickwede Maren, Naim Hassan Y, Beyerbach Martin, Tipold Andrea, Ehlers Jan P
University of Veterinary Medicine Hannover, Foundation, E-Learning Department, Hannover, Germany.
University of Life Sciences Lublin, Faculty of Veterinary Medicine, Department of Biochemistry, Lublin, Poland.
GMS J Med Educ. 2017 May 15;34(2):Doc19. doi: 10.3205/zma001096. eCollection 2017.
In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Veterinary virtual patients in basic sciences can be introduced and used for the presentation of integrative clinical case scenarios. Student post-course comments also supported the conclusion that overall the virtual cases increased their motivation for learning veterinary basic sciences.
在医学和兽医学教育中，基于问题和案例的学习方法的使用随着时间的推移稳步增加。在兽医学院，这种发展主要体现在兽医教育的临床阶段。因此，生物化学和生理学教师与技术和教学专家组成的联盟发起了由欧盟资助的“vetVIP”项目，以创建和实施用于基础科学教学的兽医虚拟患者和问题。在本研究中，虚拟患者在布达佩斯、汉诺威和卢布林的兽医学院得到实施和应用。本报告描述了对兽医学基础科学专业学生在常规生物化学和生理学教学的同时使用可选在线学习材料的利用情况和接受度的调查。使用定量和定性数据对学生对基础科学中这种基于临床案例的学习方式的反应进行了分析。定量数据在选定的软件系统CASUS中作为用户日志文件自动收集。通过在线问卷获得了关于虚拟患者质量的反馈。此外，作者通过焦点小组讨论和在线问卷进行了主观评估。三个参与地点在实施、使用和接受方面存在差异。在汉诺威和卢布林，由于自愿使用可选虚拟患者的学生比例较高（>70%），记录了较高的认可度。然而，在布达佩斯，参与率低于1%。由于使用情况，学生似乎更喜欢用他们的母语创建并在自己大学开发的虚拟患者和问题。此外，评估驱动学习这一说法得到了以下观察结果的支持：使用高峰出现在总结性考试之前。基础科学中的兽医虚拟患者可以被引入并用于呈现综合临床案例场景。学生课程后的评论也支持了这样的结论，即总体而言，虚拟案例提高了他们学习兽医学基础科学的动力。
