Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Autoren

  • Simon Engelskirchen
  • Jan Ehlers
  • Ansgar T. Kirk
  • Andrea Tipold
  • Marc Dilly

Organisationseinheiten

Externe Organisationen

  • Stiftung Tierärztliche Hochschule Hannover
  • Universität Witten/Herdecke
Forschungs-netzwerk anzeigen

Details

Titel in ÜbersetzungSkills lab training in veterinary medicine. Effective preparation for clinical work at the small animal clinic of the University for Veterinary Medicine Hannover, Foundation
OriginalspracheDeutsch
Seiten (von - bis)397-405
Seitenumfang9
FachzeitschriftTierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere
Jahrgang45
Ausgabenummer6
PublikationsstatusVeröffentlicht - 10 Jan. 2018

Abstract

Objective: During five and a half years of studying veterinary medicine, students should in addition to theoretical knowledge acquire sufficient practical skills. Considering animal welfare and ethical aspects, opportunities for hands-on learning on living animals are limited because of the high annual number of students. The first German veterinary clinical-skills lab, established in 2013 at the University for Veterinary Medicine Hannover, Foundation (TiHo), offers opportunities for all students to learn, train and repeat clinical skills on simulators and models as frequently as they would like, until they feel sufficiently confident to transfer these skills to living animals. This study describes the establishment of clinical-skills lab training within the students' practical education, using the example of the small-animal clinic of the TiHo. Material and methods: Two groups of students were compared: without skills lab training (control group K) and with skills lab training (intervention group I). At the end of both the training and a subsequent 10-week clinical rotation in different sections of the clinic, an objective structured clinical examination (OSCE) was performed, testing the students' practical skills at 15 stations. An additional multiple-choice test was performed before and after the clinical rotation to evaluate the increased theoretical knowledge. Results: Students of group I achieved significantly (p &Le; 0.05) better results in eight of the 15 tested skills. The multiple-choice test revealed a significant (p &Le; 0.05) gain of theoretical knowledge in both groups without any differences between the groups. Students displayed a high degree of acceptance of the skills lab training. Conclusion: Using simulators and models in veterinary education is an efficient teaching concept, and should be used continually and integrated in the curriculum.

Schlagwörter

    Competences, OSCE, Practical year, Teaching measure

ASJC Scopus Sachgebiete

Zitieren

Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover. / Engelskirchen, Simon; Ehlers, Jan; Kirk, Ansgar T. et al.
in: Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere, Jahrgang 45, Nr. 6, 10.01.2018, S. 397-405.

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Engelskirchen, S, Ehlers, J, Kirk, AT, Tipold, A & Dilly, M 2018, 'Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover', Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere, Jg. 45, Nr. 6, S. 397-405. https://doi.org/10.15654/TPK-110097
Engelskirchen, S., Ehlers, J., Kirk, A. T., Tipold, A., & Dilly, M. (2018). Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover. Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere, 45(6), 397-405. https://doi.org/10.15654/TPK-110097
Engelskirchen S, Ehlers J, Kirk AT, Tipold A, Dilly M. Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover. Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere. 2018 Jan 10;45(6):397-405. doi: 10.15654/TPK-110097
Engelskirchen, Simon ; Ehlers, Jan ; Kirk, Ansgar T. et al. / Skills-Lab-Training in der Tiermedizin : Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover. in: Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere. 2018 ; Jahrgang 45, Nr. 6. S. 397-405.
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title = "Skills-Lab-Training in der Tiermedizin: Effektive Vorbereitung auf die klinische T{\"a}tigkeit am Beispiel der Kleintierklinik der Stiftung Tier{\"a}rztliche Hochschule Hannover",
abstract = "Objective: During five and a half years of studying veterinary medicine, students should in addition to theoretical knowledge acquire sufficient practical skills. Considering animal welfare and ethical aspects, opportunities for hands-on learning on living animals are limited because of the high annual number of students. The first German veterinary clinical-skills lab, established in 2013 at the University for Veterinary Medicine Hannover, Foundation (TiHo), offers opportunities for all students to learn, train and repeat clinical skills on simulators and models as frequently as they would like, until they feel sufficiently confident to transfer these skills to living animals. This study describes the establishment of clinical-skills lab training within the students' practical education, using the example of the small-animal clinic of the TiHo. Material and methods: Two groups of students were compared: without skills lab training (control group K) and with skills lab training (intervention group I). At the end of both the training and a subsequent 10-week clinical rotation in different sections of the clinic, an objective structured clinical examination (OSCE) was performed, testing the students' practical skills at 15 stations. An additional multiple-choice test was performed before and after the clinical rotation to evaluate the increased theoretical knowledge. Results: Students of group I achieved significantly (p &Le; 0.05) better results in eight of the 15 tested skills. The multiple-choice test revealed a significant (p &Le; 0.05) gain of theoretical knowledge in both groups without any differences between the groups. Students displayed a high degree of acceptance of the skills lab training. Conclusion: Using simulators and models in veterinary education is an efficient teaching concept, and should be used continually and integrated in the curriculum.",
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author = "Simon Engelskirchen and Jan Ehlers and Kirk, {Ansgar T.} and Andrea Tipold and Marc Dilly",
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T1 - Skills-Lab-Training in der Tiermedizin

T2 - Effektive Vorbereitung auf die klinische Tätigkeit am Beispiel der Kleintierklinik der Stiftung Tierärztliche Hochschule Hannover

AU - Engelskirchen, Simon

AU - Ehlers, Jan

AU - Kirk, Ansgar T.

AU - Tipold, Andrea

AU - Dilly, Marc

N1 - Publisher Copyright: © Schattauer 2017. Copyright: Copyright 2017 Elsevier B.V., All rights reserved.

PY - 2018/1/10

Y1 - 2018/1/10

N2 - Objective: During five and a half years of studying veterinary medicine, students should in addition to theoretical knowledge acquire sufficient practical skills. Considering animal welfare and ethical aspects, opportunities for hands-on learning on living animals are limited because of the high annual number of students. The first German veterinary clinical-skills lab, established in 2013 at the University for Veterinary Medicine Hannover, Foundation (TiHo), offers opportunities for all students to learn, train and repeat clinical skills on simulators and models as frequently as they would like, until they feel sufficiently confident to transfer these skills to living animals. This study describes the establishment of clinical-skills lab training within the students' practical education, using the example of the small-animal clinic of the TiHo. Material and methods: Two groups of students were compared: without skills lab training (control group K) and with skills lab training (intervention group I). At the end of both the training and a subsequent 10-week clinical rotation in different sections of the clinic, an objective structured clinical examination (OSCE) was performed, testing the students' practical skills at 15 stations. An additional multiple-choice test was performed before and after the clinical rotation to evaluate the increased theoretical knowledge. Results: Students of group I achieved significantly (p &Le; 0.05) better results in eight of the 15 tested skills. The multiple-choice test revealed a significant (p &Le; 0.05) gain of theoretical knowledge in both groups without any differences between the groups. Students displayed a high degree of acceptance of the skills lab training. Conclusion: Using simulators and models in veterinary education is an efficient teaching concept, and should be used continually and integrated in the curriculum.

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