Details
| Translated title of the contribution | Skills lab training in veterinary medicine. Effective preparation for clinical work at the small animal clinic of the University for Veterinary Medicine Hannover, Foundation |
|---|---|
| Original language | German |
| Pages (from-to) | 397-405 |
| Number of pages | 9 |
| Journal | Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere |
| Volume | 45 |
| Issue number | 6 |
| Publication status | Published - 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.
ASJC Scopus subject areas
- veterinary(all)
- Small Animals
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In: Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere, Vol. 45, No. 6, 10.01.2018, p. 397-405.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
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.
AB - 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.
KW - Competences
KW - OSCE
KW - Practical year
KW - Teaching measure
UR - http://www.scopus.com/inward/record.url?scp=85038445713&partnerID=8YFLogxK
U2 - 10.15654/TPK-110097
DO - 10.15654/TPK-110097
M3 - Artikel
AN - SCOPUS:85038445713
VL - 45
SP - 397
EP - 405
JO - Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere
JF - Tierarztliche Praxis Ausgabe K: Kleintiere - Heimtiere
SN - 1434-1239
IS - 6
ER -