Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education

Author:

Kleinsorgen Christin1,von Köckritz-Blickwede Maren2,Naim Hassan Y.3,Branitzki-Heinemann Katja3,Kankofer Marta4,Mándoki Míra5,Adler Martin6,Tipold Andrea7,Ehlers Jan P.8

Affiliation:

1. E-Learning Department, University of Veterinary Medicine Hannover, Bünteweg 2, 30559 Hannover, Germany. .

2. Department of Physiologic Chemistry, University of Veterinary Medicine Hannover, Bünteweg 17, 30559 Hannover, Germany.

3. Department of Physiologic Chemistry, University of Veterinary Medicine Hannover, Bünteweg 2, 30559 Hannover, Germany.

4. Department of Biochemistry, Faculty of Veterinary Medicine, University of Life Sciences in Lublin, 20–033 Lublin, Akademicka 12, Poland.

5. Department of Pathology and Forensic Veterinary Medicine, Veterinary Faculty, Szent István University, P.O. Box 2, H-1400 Budapest, Hungary.

6. Instruct AG, Kapuzinerstr. 5, 80337 Munich, Germany.

7. Small Animal Clinic, Neurology, University of Veterinary Medicine Hannover, Bünteweg 9, 30559 Hannover, Germany.

8. Didactics and Educational Research in Health Science, University Witten/Herdecke, Alfred-Herrhausen-Strasse 50, 58448 Witten, Germany.

Abstract

Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making (“I don't know” answers: −20% in Hannover, −7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest <1%; response rates in pre-test 72% and post-test 48%) indicated a good increase in motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties.

Publisher

University of Toronto Press Inc. (UTPress)

Subject

General Veterinary,Education,General Medicine

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