Students’ Engagement in and Perceptions of Blended Learning in a Clinical Module in a Veterinary Degree Program

Kelly, Robert A.; Mihm-Carmichael, Monika; Hammond, Jennifer

doi:10.3138/jvme.2019-0018

Cited by 18 publications

(19 citation statements)

References 58 publications

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“…28,29 The BL format was evaluated very positively by the students through all three semesters; this again agrees with previous studies. [7][8][9][10] We think that a great impact to the successful implementation and acceptance of this delivery format was given by the predetermined order of action within the BL. The task to address the problem individually first, before meeting for interactive further discussions, presumably led to a better preparation of the course and therefore a better and more meaningful in-class lecture with more focussed discussions and a higher value to the students.…”

Section: Discussionmentioning

confidence: 99%

“…This led to a distribution of the different cases over the three semesters of interest (6)(7)(8) and division into different thematic modules (Appendix S3).…”

Section: Curriculum Analysis For Implementation Of Topicsmentioning

confidence: 99%

“…Rovai and Jordan stated that BL is a flexible course design where online elements can be offered without completely losing face‐to‐face contacts; thus making it a robust educational tool. 5 In veterinary education, BL has been successfully integrated and well accepted by students, 6 , 7 , 8 , 9 , 10 and a survey in 2010 already pointed out a good acceptance of case‐based e‐learning. 11 However, there is only one study analysing the acceptance of an interdisciplinary case‐based BL course in veterinary education.…”

Section: Introductionmentioning

confidence: 99%

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Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health

Duckwitz

Vogt

Hautzinger

et al. 2021

Veterinary Record Open

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Background In German veterinary education interdisciplinary lectures (ILs) are an important and mandatory part of the curriculum as their merging character builds a useful preparation for the future profession as a veterinarian. These lectures should enable students to work on practically‐relevant and interdisciplinary cases, which should ideally be defined jointly by lecturers from different disciplines. Methods In order to give students the opportunity to work on these cases and at the same time have contact with their lecturers and fellow students, the Faculty of Veterinary Medicine, Freie Universität Berlin, has converted its former in‐class ILs (face‐to‐face delivery format) into a blended learning format. The mandatory lectures comprise 196 curricular hours and are delivered over the course of three semesters within the veterinary curriculum. The new concept was developed over a period of three academic years and extensively evaluated (old‐new‐comparison) with regard to its acceptance and compliance with national requirements for interdisciplinary teaching. Results A total of 306 students were asked to evaluate different aspects of the newly implemented format. Overall, more than 79% of the students attending the newly implemented blended learning format responded positively, and the evaluation showed a significant improvement of learning motivation and acceptance when compared to the traditional teaching format. Conclusion The results indicated that blended learning is a suitable option for teaching mandatory ILs in clinical medicine and veterinary public health.

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Section: Discussionmentioning

confidence: 99%

“…This led to a distribution of the different cases over the three semesters of interest (6)(7)(8) and division into different thematic modules (Appendix S3).…”

Section: Curriculum Analysis For Implementation Of Topicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health

Duckwitz

Vogt

Hautzinger

et al. 2021

Veterinary Record Open

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“…New pedagogical methodologies are increasingly common in higher education. The use of active and student-centered methodologies, such as blended learning (BL), the flipped classroom learning and case-based e-learning are trending and very necessary in VM programs (DOOLEY et al, 2018;KELLY;MIHM-CARMICHAEL;HAMMOND, 2019;DOOLEY, 2020;LONDGREN et al, 2020;SAWRAS et al, 2020;URIBE;JIMENEZ;TRONCOSO, 2020;DUCKWITZ et al, 2021a;PIENAAR;MOSTERT, 2021). Some other methodologies and options newly explored and reported in VM include the Gamification (game-based learning) and Mobile Learning (DE BIE;LIPMAN, 2012;HANNON, 2017;OBER, 2018;FERREIRA et al, 2020;MOLLER KLIT;KIRKETERP NIELSEN;STEGE, 2020;ARAUZ et al, 2021).…”

Section: Current Situation and Future Perspectivesmentioning

confidence: 99%

Distance Education in Veterinary Medicine: History, Current Situation, and Future Perspectives (a Systematic Review)

Salazar¹,

Miglino²

2022

EaD en Foco

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Technology has revolutionized education making it more accessible, overcoming time and space barriers, and reducing costs for undergraduates and professionals. In veterinary medicine as well as in other knowledge areas, distance education has evolved, going to the forefront of technological advances. Today, many tools, courses, and online platforms are available to facilitate and enhance the teaching-learning process for institutions and students. However, because of the Covid-19 (Sars-CoV-2) pandemic, educational institutions and veterinary medicine students around the world were forced to use distance education tools, many of them without being prepared or knowing the tools available or not having the necessary tools. In this sense, seeking to offer students and educators information about the evolution of distance education in veterinary medicine, its current situation and available tools, it was made a systematic review using the databases Science Direct, Scopus and Google Scholar, gathering more than 244 journal articles, and finally 116 articles were selected. The selected articles were analyzed for the history, platforms, and resources available, difficulties, current situation, and future perspectives, as well as the advantages and need of distance education in the actual pandemic situation. We can conclude that distance education is currently an indispensable tool in veterinary medicine, complementing face-to-face courses and reducing costs. This has led to the development of several platforms, applications and online educational resources that facilitate and enhance the teaching-learning process for educational institutions, veterinary students, and professionals. Keywords: Online learning. E-learning. Distance learning. Digital tools. Veterinary education.

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“…The second limitation is that, even with the advancement of technology, e-Learning is not able to replace the need for practical teaching in veterinary medicine. However, this method can be considered an additional element of teaching, providing good learning efficiency when used alongside additional practice ( Bates, 2005 ; Kelly, Mihm-Carmichael & Hammond, 2019 ).…”

Section: E-learningmentioning

confidence: 99%

Impact of the internet on veterinary surgery

Souza

Hespanha

Paź

et al. 2021

Veterinary and Animal Science

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Students’ Engagement in and Perceptions of Blended Learning in a Clinical Module in a Veterinary Degree Program

Abstract: Student engagement and perceptions of blended-learning of a clinical module in a veterinary degree program.

Cited by 18 publications

References 58 publications

Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health

Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health

Distance Education in Veterinary Medicine: History, Current Situation, and Future Perspectives (a Systematic Review)

Impact of the internet on veterinary surgery

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