5 veterinary tools for teaching at the university
This week we have the honor of having the opinion of Alicia Caro Vadillo, a professor in the Department of Medicine and Animal Surgery of the Complutense University of Madrid. Alicia has an impressive career, has made numerous publications both nationally and internationally and has worked as a teacher in more than 30 postgraduate training courses. On the other hand, she has worked as a cardiologist of the Veterinary Teaching of the University of Davis (California) and in the echocardiography service of the San Carlos University Clinical Hospital.
How has the veterinary education sector evolved in recent years?
Veterinary education in recent years have evolved towards a more active process by the student body, compared to the previous passive process. The student body is asked to participate actively in the learning so that the theoretical classes are more oriented towards a resolution of doubts than to the master classes of yesteryear. All this makes the teachers have to change their teaching methods to also adjust to current degree plans according to the current philosophy.
Do today’s students have more facilities by having more sophisticated tools for their learning?
Currently, there are more immediate means of learning through the Internet and other virtual media easily accessible, so the answer is yes, students have a greater diversity of tools for learning.
What are the tools that are usually used in universities to help students in their veterinary practice?
Each university has its own resources that they develop within the university itself or adopts from other companies.
In the center where I work we frequently use:
1 # Dogs simulators:
They can be used among other cases, for the study of anomalous heart and lung sounds in initial courses of the degree; for blood extraction, urine extraction and other invasive techniques such as tracheo-bronchial washings, for example.
2 # Clinical cases in virtual classroom:
Clinical cases are arranged in such a way that the student must follow a series of appropriate steps to reach the correct diagnosis and treatment. They have personalized tutoring.
3 # Self-assessment systems using computer software for clinical case resolution
4 # Active participation systems:
This type of systems is usually used to solve problems in class using online response platforms: ombea, kahoot, socrative (in some cases students’ smartphones are used as a response device, through Android or iOS applications)
5 # Global auscultation systems:
The ekuore stethoscope allows the student to listen to what the teacher listens to concomitantly to improve learning.
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What have the advances of telemedicine in the education sector contributed?
Probably immediacy and more information for those clinicians who do not have training in certain areas (diagnostic imaging, electrocardiography, etc….)
However, this type of means cannot, and should not, replace the physical examination of the patient in consultation, all diagnostic tests should help to resolve a clinical picture and the clinical diagnosis should not be based on a single test.
What does a tool like ekuore offer in the day-to-day life of veterinary education?
It is a tremendously useful tool for the student to hear exactly what the teacher is listening to, without excessive distortions in the sound, in the precise place in which the sound is produced and simultaneously for all. On the other hand, it allows immediate recording and the use of recorded sound for other future sessions.
How do you see the future of veterinary medicine in Spain?
Like all professions, I believe that the future is hopeful, that we should always aspire to improve in all the fields that this profession encompasses and that each time, students must face professional practice with better preparation.