Marahrens Hannah, Wagener Matthias Gerhard, Schaper Elisabeth, Zintl Jana, Kiene Frederik, Ganter Martin
Clinic for Swine and Small Ruminants, Forensic Medicine and Ambulatory Service, University of Veterinary Medicine Hannover, Foundation, Hannover, Germany.
Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, Foundation, Hannover, Germany.
Front Vet Sci. 2023 Sep 19;10:1163927. doi: 10.3389/fvets.2023.1163927. eCollection 2023.
Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera. The cases were successive and increased in complexity, for example through the increase in the number of different cell types to be differentiated. The participants had the opportunity to evaluate the course through a final module to rate user-friendliness and acceptance. The total results of the participants in 2021 were analyzed descriptively, focusing on success rates, time spent on the tasks, and number of attempts. A total of 237 (= 96%) of 247 students completed all cases, each assessing 1033 photographed blood cells in sum. The mean processing time was 22.48 min for a differentiation and the students spent an average of 1.48 attempts on it. A voluntary feedback form was completed by 192 (= 78%) students, with more than 95% rating the course positively in 12 evaluation questions, and 29 of 33 comments (= 87.88%) providing positive statements in a comment box. Suggestions for improvement primarily included more explanations on erythrocyte morphologies, followed by adjusting the difficulty level and improving the presentational set-up. Slight improvements in results, time spent on processing the tasks, and the number of attempts indicated an achievement of routine and confidence during the course and were associated with an increase of competency. The positive feedback showed a high acceptance of the digital format and students evaluated the course as improving the quality of teaching when combined with practical exercises.
由于新冠疫情实施的接触限制，我们于2020年冬季学期在Moodle学习平台上创建了一门全新的数字课程。在包含血液学内容的临床病理学课程（CPC）中，三年级学生能够独立完成10个额外的涉及8种不同动物物种的内科数字病例，作为传统显微镜检查练习减少的补偿。每个呈现的病例都以一份病历开始，参与者还需根据数字化的白细胞生成一份血细胞分类计数，这些白细胞此前已用显微镜摄像头拍摄。病例是连续的，且复杂性不断增加，例如通过增加需要区分的不同细胞类型的数量。参与者有机会通过一个最终模块对课程进行评估，以评价其用户友好性和接受度。对2021年参与者的总体结果进行了描述性分析，重点关注成功率、完成任务所花费的时间以及尝试次数。247名学生中共有237名（=96%）完成了所有病例，每人总共评估了1033个拍摄的血细胞。平均处理一个分类计数的时间为22.48分钟，学生平均尝试1.48次。192名（=78%）学生填写了一份自愿反馈表，在12个评估问题中，超过95%的学生对课程给予了积极评价，在评论框中的33条评论中有29条（=87.88%）给出了积极评价。改进建议主要包括对红细胞形态进行更多解释，其次是调整难度级别和改进展示设置。在结果、处理任务所花费的时间和尝试次数方面的轻微改善表明在课程过程中达到了常规水平并增强了信心，且与能力的提升相关。积极的反馈表明对数字形式的高度接受，学生们认为该课程与实践练习相结合时提高了教学质量。
