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    Mark senior conf_10 Mark senior conf_10 Presentation Transcript

    • A new approach to teaching anaesthesia to veterinary undergraduates
      Avril Senior BVSc MA MRCVS & Dr Mark Senior BVSc PhD CertVADiplECVAA MRCVS
      avrils@liv.ac.uk J.M.Senior@liv.ac.uk
      Equine anaesthesia in the field...
      Dr Mark Senior BVScPhD CertVADiplECVAAMRCVS
      Philip Leverhulme Equine Hospital
      University of Liverpool Leahurst Campus
      Neston,
      South Wirral
      UK
      marks@liv.ac.uk
    • Overview
      Anaesthesia teaching to undergraduates
      How anaesthesia used to be taught
      Basis for change?
      What changes have occurred?
      Reflections
    • Anaesthesia teaching to undergraduates
      3rd year
      4 hours in introductory clinical course
      4th year
      34 hours in clinical theory course
      5th year
      1 week small animal anaesthesia rotation
      1 week equine/ large animal anaesthesia rotation
      Optional: 4 weeks anaesthesia elective
      E.M.S.
    • Anaesthesia teaching to undergraduates
      “Day one competencies”
    • How anaesthesia used to be taught
      Tedious lecture weeks
      30+ hours of didactic oration
      1 lecturer did the majority of lectures...
      Students/ teachers became jaded
      Course material: ‘The Blue Book’
      Poor retention on rotations/ prior to exams
       Needed to review the way we taught
    • Basis for change
      Students learn better when they are active participants in their own learning
      Repetition is more effective if different learning styles and modes of delivery are considered
      Formative assessment allows students to identify gaps in their understanding
      Application of knowledge, using real-life scenarios, contextualises a subject
      Better and more efficient of student and staff time
      = confident and competent students!
    • Pros and Cons
      Pros:
      Time is utilised efficiently
      Gaps in knowledge are identified
      Engage in peer discussions about areas of contention
      Cons:
      Obsession with ‘tests’- formative or summative
      Rely on tests at the expense of other learning methods
      ‘Multi-tasking’ during video lectures
    • Quiz Fever
    • What changes have occurred?
      Feedback on course development
      10 question (3 free text) questionnaire handed to students at end of clinical theory course
      5 question questionnaire during clinical rotations
      Review
      Refresh
    • What changes have occurred?
      Pre-clinical theory course test  adaptive release of course resources
      E-learning resources
      DIVA video guides e.g. Breathing systems
      Camtasia lectures e.g. Fluid therapy
    • What changes have occurred?
      Interactive lectures now 50% of clinical theory course
      PRS
      Communicubes: http://www.keele.ac.uk/depts/aa/landt/lt/docs/bostock-hulme-davys.pdf
      Increased number of staff lecturing (6)
    • What changes have occurred?
      Examples:
      What are the two best things about the lecture week?
    • What changes have occurred?
      Examples: Front-loading needs preparation time  moved CTC week
    • What changes have occurred?
      Examples: ‘difficult’ subjects taught in a variety of ways e.g. Fluid therapy, breathing systems
      What was the muddiest point i.e. The subject/ theme you found most difficult to understand?
    • What changes have occurred?
      Examples: Pre-rotation test
    • Reflections
      Student & Staff response positive
      Balanced teaching methods important
      Large amount of preparatory work..
      BUT, once done may reduce further time commitments
      Students can direct their own learning
      This process has informed us, about how/ what we teach and how our students learn
      Continuing development
      Subjective v objective measures?
    • Acknowledgments
      E-learning development team in the School of Veterinary Science
      Staff within the Veterinary Anaesthesia Group
      Past and present students