Active participation instead of passive behaviour opens up new vistas in education of veterinary anatomy and histology.
Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (Zoomify) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.
Plendl
J
J
Institute of Veterinary Anatomy, Faculty of Veterinary Medicine, Freie Universitaet Berlin, Koserstrasse 20, 14195 Berlin, Germany. plendl.johanna@vetmed.fu-berlin.de
Bahramsoltani
M
M
Gemeinhardt
O
O
Hünigen
H
H
Kässmeyer
S
S
Janczyk
P
P
D000719:Anatomy, Veterinary / Q000193:education*; D003479:Curriculum; D004210:Dissection; D004520:Education, Veterinary / Q000379:methods*; D007858:Learning; D009862:Online Systems; D013336:Students, Health Occupations / Q000523:psychology*