Equine anaesthesia in the field...
Dr Mark Senior BVSc PhD CertVA DiplECVAA MRCVS
Philip Leverhulme Equine Hospital
Univer...
Overview
• Anaesthesia teaching to undergraduates
• How anaesthesia used to be taught
• Basis for change?
• What changes h...
Anaesthesia teaching to undergraduates
• 3rd year
• 4 hours in introductory clinical course
• 4th year
• 34 hours in clini...
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...
Basis for change
• Students learn better when they are active
participants in their own learning
• Repetition is more effe...
Pros and Cons
Pros:
• Time is utilised efficiently
• Gaps in knowledge are identified
• Engage in peer discussions about a...
Quiz Fever
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
1 attempt 2 attempt 3 attempt 4 attempt 5 attempt 6 attempt 7 ...
What changes have occurred?
• Feedback on course development
• 10 question (3 free text) questionnaire handed to
students ...
What changes have occurred?
• Pre-clinical theory course test  adaptive release
of course resources
• E-learning resource...
What changes have occurred?
• Interactive lectures now 50% of clinical theory course
• PRS
• Communicubes: http://www.keel...
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 sys...
What changes have occurred?
• Examples: Pre-rotation test
Reflections
• Student & Staff response positive
• Balanced teaching methods important
• Large amount of preparatory work.....
Acknowledgments
• E-learning development team in the School of Veterinary Science
• Staff within the Veterinary Anaesthesi...
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Mark senior conf_10

  1. 1. Equine anaesthesia in the field... Dr Mark Senior BVSc PhD CertVA DiplECVAA MRCVS Philip Leverhulme Equine Hospital University of Liverpool Leahurst Campus Neston, South Wirral UK marks@liv.ac.uk A new approach to teaching anaesthesia to veterinary undergraduates Avril Senior BVSc MA MRCVS & Dr Mark Senior BVSc PhD CertVA DiplECVAA MRCVS avrils@liv.ac.uk J.M.Senior@liv.ac.uk
  2. 2. Overview • Anaesthesia teaching to undergraduates • How anaesthesia used to be taught • Basis for change? • What changes have occurred? • Reflections
  3. 3. 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.
  4. 4. Anaesthesia teaching to undergraduates • “Day one competencies”
  5. 5. 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
  6. 6. 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!
  7. 7. 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
  8. 8. Quiz Fever 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 1 attempt 2 attempt 3 attempt 4 attempt 5 attempt 6 attempt 7 attempt 8 attempt Mark(%) Average mark per attempt for all students Last attempt All attempts
  9. 9. 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
  10. 10. 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
  11. 11. 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)
  12. 12. What changes have occurred? • Examples: What are the two best things about the lecture week?
  13. 13. What changes have occurred? • Examples: Front-loading needs preparation time  moved CTC week
  14. 14. 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?
  15. 15. What changes have occurred? • Examples: Pre-rotation test
  16. 16. 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?
  17. 17. Acknowledgments • E-learning development team in the School of Veterinary Science • Staff within the Veterinary Anaesthesia Group • Past and present students

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