Various approaches of teaching veterinary parasitology

Knowledge and perception on ticks and tick-borne diseases among veterinary medicine students from the North African countries of Algeria, Egypt, and Tunisia

Ticks are important vectors of both animal and human pathogens. The epidemiology of tick-borne diseases (TBDs) has dramatically changed in several regions in the world. As parasitology is a continuously growing field, assessing the knowledge of veterinary medicine students provides useful indicators and information on the level of intervention required to adapt parasitological courses to meet the demands in a changing world.

This study aimed to assess, in three North African veterinary education establishments, the basic parasitology knowledge of veterinary medicine students. Such a study is essential to build up core competencies regarding ticks and TBDs, and to suggest suitable adjustment measures to parasitology courses.

The present study was based on a self-administered and anonymous questionnaire on ticks and TBDs basic knowledge and perception. The survey was completed by 558 veterinary medicine students in Algeria, Egypt, and Tunisia in 2018. The students were divided into two groups: the “before” group – students who had not yet completed the parasitology course, and the “after” group – students who had already completed it.

In all studied countries, the “after” students' group gave significantly more correct answers (83.16%) than the “before” students' group (16.84%) (p < 0.001). Similarly, the percentage of “no answer” was higher in the “before” students' group (51.02%) compared to the “after” students' group (48.98%) (p < 0.001). The most frequent false answers provided by the “after” students' group regarded the number of tick species present in their own countries (5.14% of correct answers), and the most common tick species in their countries (18.11% of correct answers).

Almost 58.38% (216/370) of the “after” students' group knew that ticks transmit zoonotic pathogens to humans; among them, only 63 (29.17%) gave the correct names of the zoonotic diseases in their country.

Among the three countries, more than 80% of the “after” students' group thought that climate has an influences on ticks. According to this group, the most frequent factor that has influences on ticks' abundance is heat (53.02%).

As North African countries share several similitudes, we suggest creating a network of parasitological teachers where common teaching sources and resources could be developed for both teachers and students in the region. This network would allow the exchange of teaching approaches and materials to introduce harmonization into veterinary parasitological courses across North African countries. This is particularly important when considering the increasing incidence of ticks and TBDs in the region.

Veterinary parasitology teaching - Ten years of experience with the Vetsuisse curriculum

Pursuant to the Joint Declaration by 29 European education ministers in June 1999 in the city of Bologna, Italy, the so-called 'Bologna Process' was officially introduced at the Vetsuisse Faculty (Universities of Zurich and Berne) in Switzerland in 2007. The long-term goal of restructuring the study programmes was to create a common European Higher Education Area (EHEA), with uniform and clearly defined standards for degrees ("diplomas"). Accordingly, the Vetsuisse curriculum was organised as a 3-year Bachelor and a 2-year Master study program. For the final Federal examination in veterinary medicine, both programs and a master thesis have to be completed. Parasitology, as a subject, is introduced with selected examples in the ecology course during the first academic year. The second and third years of the Bachelor program comprise non-organ-centred (NOC) and integrated organ-centred (OC) course modules, respectively. In the NOC modules, parasitology is taught in consecutive courses, focussing on topics including occurrence, biology, pathogenesis, clinical manifestations, diagnostics and the strategic principles of therapeutic and prophylactic interventions against major veterinary and zoonotic parasites. This syllabus is complemented with live demonstrations as well as practical laboratory exercises. Lecture notes, with defined learning objectives, are based on the textbook "Parasitology in Veterinary Medicine" which is available free of charge to students as an on-line edition in German. Furthermore, students review relevant parasitoses in the diagnostic context of OC case presentations. In another module, immunological aspects of parasitic diseases are elaborated on group sessions, supported through the use of specialist literature. The two-year Master program is divided into a core syllabus for all students, and elective subjects are chosen from six areas of specialisation (three each with clinical or non-clinical focus). Within the clinically focused specialisations, interactive teaching of control strategies against parasitoses of companion and farm animals is the focus. Students specialising in 'Pathobiology' experience a deep immersion in parasitology. Learning objectives are verified in different test formats. E-learning tools, including a learning management on-line platform, allow interactive student training in coproscopic diagnostic techniques and in arachno-entomology and provide case-oriented teaching. Since an aptitude test limits the number of first-year students in veterinary medicine in Switzerland (80 in Zürich, 70 in Berne), the conditions for students and teachers are similar each year. The fragmentation of teaching in veterinary parasitology, the reduction of the number of diagnostic exercises and clinically oriented day-1-skills pertaining to the control of parasitoses are critically commented upon.

Simple, but not easy - Opportunities and challenges from teachers' and students' perspectives in the 21st century of veterinary parasitology teaching

One of the main goals in academia is, and has been, high quality education of students to provide theoretical and practical knowledge essential for professional life. Achieving this goal is highly dependent on teaching procedures and, consequently, on a constant adaptation of teaching styles to align to technical advances and cutting-edge topics. Technical advances can strongly influence teaching and learning in the complex subject area of veterinary parasitology. Today's students are provided with extensive, digital lecture notes, and e-learning offers including virtual microscope technology to independently obtain intensified theoretical knowledge and understanding. As veterinary parasitology is also highly reliant on proficient practical skills, lectures with integrated diagnostic exercises are mandatory. Nowadays, such practical skills, such as carrying out faecal examination procedures, can be strengthened by having access to clinical skills labs. Advances such as digital lecture notes, e-learning and virtual microscopes do not only provide new, innovative opportunities, but can also comprise challenges. In this context, provision of sufficient relevant studying material may discourage students to take on responsibilities for autonomous gathering of information. Besides technical advances, 'Zeitgeist' changes are shaping teaching contents, which are progressively expanding as zoonoses are increasingly being focused on. With the aim of adopting the one-health concept, students today are expected not only to bear responsibilities for animals, but also for their owners and public health. This article will cast light on some key challenges and opportunities in modern veterinary parasitology teaching from the teachers´ and the students´ perspectives.

Can New Digital Technologies Support Parasitology Teaching and Learning?

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment.

Problem-based learning in veterinary education

Problem-based learning (PBL) replicates life experiences to stimulate learning, the integration of knowledge, and lifelong learning skills, all of which are requirements for veterinary medical education. As the curricular content of veterinary schools expands to immense proportions following advances in medical knowledge and biotechnology, it becomes impracticable to ensure that all students at the beginning of their careers have such a wide knowledge base. Students who are faced with vast amounts of information to learn by rote, much of which may seem irrelevant to their prospective career, may become disillusioned with their chosen course, hence the temptation to convert to a PBL curriculum. The PBL strategy of teaching is becoming increasingly popular in veterinary faculties worldwide, encompassing both curriculum content and a process of learning. In PBL, clinical cases are carefully selected to provoke deep student learning by the acquisition of both basic scientific and clinical knowledge critical to the case; cultivate problem-solving abilities; and encourage the development of team-building, self-directed learning, communication, and self- and peer-assessment skills. Problem-solving skills, understanding of the basic sciences, and clinical performance are all improved by the PBL process. The aim of this paper is to review a decade of literature pertaining to the inclusion of PBL in veterinary and medical curricula.