Cargando…
Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health
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...
Autores principales: | , , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297990/ https://www.ncbi.nlm.nih.gov/pubmed/34322277 http://dx.doi.org/10.1002/vro2.14 |
_version_ | 1783725968286810112 |
---|---|
author | Duckwitz, Veronica Vogt, Lena Hautzinger, Claudia Bartel, Alexander Haase, Sebastian Wiegard, Mechthild Doherr, Marcus G. |
author_facet | Duckwitz, Veronica Vogt, Lena Hautzinger, Claudia Bartel, Alexander Haase, Sebastian Wiegard, Mechthild Doherr, Marcus G. |
author_sort | Duckwitz, Veronica |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8297990 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-82979902021-07-27 Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health Duckwitz, Veronica Vogt, Lena Hautzinger, Claudia Bartel, Alexander Haase, Sebastian Wiegard, Mechthild Doherr, Marcus G. Vet Rec Open Research Articles 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. John Wiley and Sons Inc. 2021-07-22 /pmc/articles/PMC8297990/ /pubmed/34322277 http://dx.doi.org/10.1002/vro2.14 Text en © 2021 The Authors. Veterinary Record Open published by John Wiley & Sons Ltd on behalf of British Veterinary Association. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Articles Duckwitz, Veronica Vogt, Lena Hautzinger, Claudia Bartel, Alexander Haase, Sebastian Wiegard, Mechthild Doherr, Marcus G. Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title | Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title_full | Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title_fullStr | Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title_full_unstemmed | Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title_short | Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
title_sort | students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health |
topic | Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297990/ https://www.ncbi.nlm.nih.gov/pubmed/34322277 http://dx.doi.org/10.1002/vro2.14 |
work_keys_str_mv | AT duckwitzveronica studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT vogtlena studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT hautzingerclaudia studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT bartelalexander studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT haasesebastian studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT wiegardmechthild studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth AT doherrmarcusg studentsacceptanceofcasebasedblendedlearninginmandatoryinterdisciplinarylecturesforclinicalmedicineandveterinarypublichealth |