Balseiro Ana, Pérez-Martínez Claudia, de Paz Paulino, García Iglesias María José
Departamento de Sanidad Animal, Facultad de Veterinaria, Universidad de León, 24071 León, Spain.
Departamento de Biología Molecular, Facultad de Veterinaria, Universidad de León, 24071 León, Spain.
Vet Sci. 2022 Jan 27;9(2):51. doi: 10.3390/vetsci9020051.
The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018-2019 (traditional face-to-face-presential-learning and evaluation) and 2019-2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students' final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019-2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students' true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.
新冠疫情及封锁带来了诸多教学挑战，这就需要采用创新的教学方法，包括新颖的内容传授模式、虚拟课堂和在线评估方案。本研究旨在描述和评估西班牙莱昂大学为适应封锁情况而在兽医学本科学生的细胞学与组织学（CH）课程中实施的方法的有效性。为了评估适应封锁的教学方法的成效，我们使用了推断统计分析来比较两个队列的学业成绩：2018 - 2019年队列（传统的面对面现场学习与评估）和2019 - 2020年队列（部分面对面和部分适应封锁的在线学习以及适应封锁的在线评估）。该分析考虑了理论考试和实践考试的成绩以及学生的最终学科成绩。我们还评估了2019 - 2020年期间登录Moodle平台的日志数量，并在两门课程中开展了学生满意度调查。使用预先录制的讲解性讲座、持续的在线自我评估测试和虚拟显微镜（VM）可能显著提高了封锁队列学生在组织学能力方面的获取。然而，我们需要实施进一步的策略来改进对学生知识获取真实水平的评估。根据学生反馈，虚拟显微镜是一种广受欢迎的资源，被视为一种灵活且有趣的工具。然而，虽然学生们发现该资源增强了他们了解微观结构的能力，但他们认为它不应完全取代光学显微镜。
