A new approach to teaching anaesthesia to veterinary undergraduates Avril Senior BVSc MA MRCVS & Dr Mark Senior BVSc PhD CertVADiplECVAA MRCVS email@example.com 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 firstname.lastname@example.org
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
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