Students' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health. Issue 1 (22nd July 2021)

• Record Type: Journal Article
• Authors: Duckwitz, Veronica; Vogt, Lena; Hautzinger, Claudia; Bartel, Alexander; Haase, Sebastian; Wiegard, Mechthild; Doherr, Marcus G.
• Is Part Of: Veterinary record open. Volume 8:Issue 1(2021)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2021-07-22
• Subjects: blended learning -- case‐based learning -- interdisciplinary lectures -- veterinary curriculum; Veterinary medicine -- Periodicals; Veterinary medicine -- Research -- Periodicals; 636.08905
• DOI: 10.1002/vro2.14
• Languages: English
• ISSNs: 2052-6113

Abstract

Abstract: 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.