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The Use of Digital Games and Simulators in Veterinary Education: An Overview with Examples
Abstract
In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)-varying from simple interactive computer board games to more complex virtual simulation strategies-will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away. Technological developments in the future might diminish the limitations and stumbling blocks that currently exist. Consequently, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning.
... For instance, surgical skills can be acquired by using virtual simulation techniques. 46 An advantage of these techniques is that fewer animals are needed for educational purposes. E-learning has its drawbacks. ...
... 9 Furthermore, simulation cannot fully replace live animals, because animals can be unpredictable. 46 The implemented restrictions due to the fast spread of COVID-19 forced higher education institutions to rely-in most cases-solely on online teaching. Many institutions were however not prepared to move online and had to close their campuses. ...
... Internet connectivity and stability can also be a problem in high-income countries. Virtual simulation can be used to maintain or train certain skills, particularly surgical skills, 46 with the advantage, that fewer animals will be needed for training, as well as lower costs of consumables (plates, sutures, etc.). 46,59 Even verbal communication skills can be practiced with online role-play. ...
A global survey was developed to gain insight into the opinion of companion animal veterinarians about their undergraduate education and their access to continuing education on the following topics: client communication, animal welfare, surgical techniques, human-animal bond, dentistry, animal behavior, and zoonotic disease/epidemiology. In 2016, the survey was distributed via SurveyMonkey® in five languages to companion animal veterinarians around the world. A total of 1,167 respondents returned to the survey. The distribution of survey responses differed by geographic region (number of respondents in parentheses; where respondents work/have been trained): Europa (including the Russian Federation, 359/423), Asia (311/205), North America (77/89), South America (24/16), Africa (46/41), and Oceania (147/167). The results were strongly influenced by a large number of respondents (in parentheses) who graduated in the Russian Federation (180/162), Australia (133/154), Israel (136/82), the Netherlands (64/64), the United Kingdom of Great Britain and Northern Ireland (36/46), and the United States of America (46/44). On the basis of the responses, all topics were poorly covered or not taught, except for surgical techniques and zoonotic disease/epidemiology, which were covered adequately or well. However, there were country and geographic regional differences. This was also true for continuing education resources, which were-in addition to countries and geographic regions-also influenced by the educational topic. As already stated by Dhein and Menon in 2003, time away from the practice, travel distance, and expense may be reasons why companion animal veterinarians do not follow continuing education. Online continuing education could fill in the gap and is more time and cost-efficient.
... Discussions among veterinary educators and studies on benefits and advantages of the use of information and computer technologies in teaching and learning started few decades ago, together with development and appearance of those technologies in other aspects of our life (De Bie & Lipman, 2012;Farrell, 2020;Fejzic et al., 2019;Short, 2002). Mostly, authors confirmed that the veterinary education sector and veterinary profession will not be isolated or resistant to the rapid development of new technologies dealing with collection and processing of data, storage and communication of information, and creation of artificial intelligence tools. ...
... E-learning has potential to drive down the costs of veterinary studies, considered to be one of the most expensive among other professions. However, the cost of software, hardware, and the cost of developing appropriate course material have been supported so far (De Bie & Lipman, 2012;Nicola et al., 2020). Technical and financial demands of implementing new approaches and practices based on digital technologies may even compromise existing fragile viability of higher education institutions ultimately affecting the quality of education provision (Short, 2002). ...
... However, some experiences and avenues (i.e., virtual clinics based on real cases and webinar-based workshops) had emerged and need to be further exploited for accommodating the teaching of practical lessons through DL. Several studies had previously addressed the use of (digital) games and simulators in several disciplines of the veterinary curriculum (De Bie & Lipman, 2012). So-called "game-based learning" closely relates to "problem-based learning," concept which is considered pivotal in adapting and modernizing veterinary curriculum in past decades. ...
In this study, the impact of coronavirus disease 2019 pandemic crisis on veterinary education in selected members of the Mediterranean Network of Veterinary Education Establishments (Bosnia and Herzegovina, France, Italy, Turkey, Jordan, Morocco, and Tunis) was analyzed. The challenges presented by the pandemic and new approaches and practices adopted by different veterinary education establishments in the Mediterranean region to address the long-term consequences of coronavirus disease 2019 on veterinary education were highlighted. Although countries in this region followed different epidemiological policies, restrictions of access of veterinary students to teaching hospitals, extramural facilities, and laboratories were prolonged over the entire time during 2020 and 2021 in most of the veterinary education establishments. It could be concluded that strengthening the existing networks of veterinary education establishments in the region by sharing experiences, standardization of curricula (regional and international accreditation), and networking are seen as an opportunity for improvement of the quality of teaching and competence in this digital era. Unfortunately, more work is still required to achieve such an ambitious agenda including galvanization of public demands for quality education, political will to implement changes, and securing financial support and other resources to continue program development across the region.
... Discussions among veterinary educators and studies on benefits and advantages of the use of information and computer technologies in teaching and learning started few decades ago, together with development and appearance of those technologies in other aspects of our life (De Bie & Lipman, 2012;Farrell, 2020;Fejzic et al., 2019;Short, 2002). Mostly, authors confirmed that the veterinary education sector and veterinary profession will not be isolated or resistant to the rapid development of new technologies dealing with collection and processing of data, storage and communication of information, and creation of artificial intelligence tools. ...
... E-learning has potential to drive down the costs of veterinary studies, considered to be one of the most expensive among other professions. However, the cost of software, hardware, and the cost of developing appropriate course material have been supported so far (De Bie & Lipman, 2012;Nicola et al., 2020). Technical and financial demands of implementing new approaches and practices based on digital technologies may even compromise existing fragile viability of higher education institutions ultimately affecting the quality of education provision (Short, 2002). ...
... However, some experiences and avenues (i.e., virtual clinics based on real cases and webinar-based workshops) had emerged and need to be further exploited for accommodating the teaching of practical lessons through DL. Several studies had previously addressed the use of (digital) games and simulators in several disciplines of the veterinary curriculum (De Bie & Lipman, 2012). So-called "game-based learning" closely relates to "problem-based learning," concept which is considered pivotal in adapting and modernizing veterinary curriculum in past decades. ...
... The current and oncoming generations of students entering veterinary medicine and other health professions referred to as "millennials" are technologically savvy 2 and have a strong preference for digital learning tools. [3][4][5][6][7][8][9][10][11] Medical educators should relate with these technology-savvy students and take advantage of existing mobile computer technologies, such as tablets, to incorporate fun, interactive, and easy-to-use educational tools aligned with curricular learning objectives. ...
... In response to reported veterinary students' learning preferences, 3,[39][40][41]47,48 learning styles [49][50][51][52] and the known advantages and benefits of using tablets and e-books in education, 12,13,15,16,20,21,23,26,30,53 a novel GBLT in the form of an e-book, named NP-iB, was developed and delivered via iBook app in iPads. By providing this complementary GBLT, the goal was to enhance the learning experience and neuropathology knowledge of students enrolled in the second-year systemic pathology course delivered at RUSVM. ...
Neuropathology is a challenging subject for most medical students. Delivering a gamified learning tool on this topic may motivate students and increase knowledge in the discipline. We report the development of such a tool in iBook format for the systemic pathology course delivered at Ross University School of Veterinary Medicine. Composed of 10 chapters (cases), this Neuropathology iBook (NP-iB) reviews basic clinical manifestations, neuropathology, and pathogenesis of common non-neoplastic conditions that cause brain disease in domestic animals. The goal of each chapter is to reach a diagnosis by interactively answering specific questions after reviewing relevant medical history, clinical pathology, and autopsy findings. Our hypothesis: the NP-iB improves students’ ability to recognize these diseases, reflected in higher test scores. Using a post-test only control group design, data were gathered from all students enrolled in the course in two different semesters, fall 2017 and spring 2018 ( n = 300). NP-iB users ( n = 51, 17%) and usage time were identified by answers to multiple-choice questions embedded in the course assessments. Ninety percent of users had a positive perception although no statistically significant differences were found in median test scores between users and non-users. Statistically significant test score differences were found across how much time students used the NP-iB ( p = .005); the lowest test score median values were found for neuropathology questions not related to the NP-iB, in students who used it for more than 3 hours. Unexpectedly, a low number of students preferred this digital learning tool, and its use did not improve their learning outcomes.
... The so-called virtual clinic is a relatively new phenomenon in veterinary education (de Bie & Lipman, 2012). It can best be described as a traditional problem-(and paper-) based case simulation, which has evolved into an interactive, computer-based scenario. ...
... Thus, the VEC seems to accommodate a pedagogical need. However, there is always a risk of a false sense of confidence, especially following the experience of success, when using simulation as a substitute for the unpredictable real-life situations (Clanton et al., 2014;de Bie & Lipman, 2012). ...
At the University of Copenhagen, companion animal emergency medicine is taught in a clinical environment after students’ completion of basic theoretical and clinical courses. Students are often anxious about emergency shift partici-pation and the prospect of being the responsible veterinarian in emergency sit-uations. This study aimed to investigate whether inclusion of virtual patients in addition to real-life patients would increase students’ perceived self-efficacy in emergency medicine. Sixty-seven students were divided into two groups, one of which participated in regular emergency rotations, while the other also learned in a Virtual Emergency Clinic (VEC). Participating students were given a ques-tionnaire regarding course experience and self-efficacy, with responses on a 10-point Likert scale. The VEC group expressed a higher level of knowledge and sig-nificantly higher level of exposure to and ability to handle emergency patients. In addition, virtual problem-based learning appeared to increase veterinary students’ self-efficacy with regard to managing emergency patients in their fu-ture careers.
... Such ''virtual patient'' models have been used in human and veterinary health care education, simulating real-life clinical scenarios. 3 Neurology is considered a difficult subject to teach, from the basic neuroanatomical premises to the clinical dysfunctions that can be seen. It is a subject that is necessarily visual in its presentation, and therefore in its teaching, but it has classically been complicated by a disconnect between the basic science and clinical presentation. ...
... JVME 2015; ahead of print article Figure 1: Examples of the three question types used to examine the students on cranial nerve dysfunction education and assessment strategies. 3 These include a breast examination module and cell biology instruction. 9,10 Many of the available applications are based on virtual patients and realistic scenarios that had been created. ...
In veterinary medicine, the cognitive skills necessary to interpret neurological disorders from text-based case descriptions may not translate into the diagnostic capabilities required for clinical neurological patients. As live animals exhibiting certain specific neurological disorders are infrequent during a student's exposure to clinics, students may graduate without the experience necessary to make an accurate diagnosis in the field. To address this, we have developed a computerized simulated dog head that can exhibit cranial nerve dysfunctions and respond to specific testing procedures in a clinically accurate manner. To evaluate whether this type of model could add value to traditional student assessments, we created a multiple-choice quiz system with three types of questions: standard text-based cases, videos of an expert performing an examination of the simulated dog, and an interactive version requiring the student to perform an appropriate examination of the simulated dog to uncover the lesion localization. In an experiment conducted with 97 freshman veterinary students having recently been taught cranial nerve anatomy and function, we found that examination performance decreased with the need for interactivity compared to memorization of fact, while satisfaction increased. Students were less likely to identify the correct disorder when they had to conduct the examination of the virtual dog themselves, revealing an inadequacy in traditional neuroanatomical teaching. However, students overwhelmingly supported use of interactive question for assessment. Interestingly, performance on text-based questions did not correlate significantly with interactive or video questions. The results have implications for veterinary teaching and assessment within the classroom and in clinical environments.
... While innovations merely reflect change for its own sake with this difference in mind, it is straightforward to argue that educators should embrace instructional technology rather than just oppose pure innovation. Unfortunately, the history of educational technology does not lend credence to this assumption (Davis et al., 1989;De Bie & Lipman, 2012). The educational system has scarcely altered at all over the last 50 years, despite the fact that there have been several technical and inventive improvements in education. ...
Particularly in light of the COVID-19 epidemic, technology is a catalyst for changing teaching and learning, not just a tool for providing information. This essay aims to examine the three ways that personalization, relevance, and skill development might affect the teaching profession. This research is a qualitative research and library research. The capacity of educators to adapt learning experiences to the needs, interests, and preferences of each student is referred to as personalization. By giving users access to data, material, and the cloud, technology may enable personalization and allow teachers to track student progress, differentiate their lessons, and give feedback. Technology can enable students to take control of their education and choose their own speed and direction. Relevance is the relationship between what students are learning and their personal objectives, ambitions, and aspirations. By establishing blended learning settings that include online and offline activities, real-world challenges, and realistic assignments, technology may increase relevance. Students may engage with classmates and professionals, access materials outside of the classroom, and apply what they have learned in many circumstances with the use of technology. The development of students' skills includes preparing them for the workforce and culture of the twenty-first century. By introducing kids to contemporary technology tools and abilities including coding, programming, physical computing, and computational thinking, technology may promote skill development. Through maker education and STEAM (science, technology, engineering, arts, and mathematics) education, technology can also encourage students to develop their problem-solving, critical thinking, collaborative, and creative skills.
... Similar examples are given by Spaeth, E. et al. (Spaeth, 2018) (Placeholder1), which focus on the development of digital citizenship skills that veterinary students realize as a necessity for their professional and personal development after graduation -digital identity management, professionalism in an online environment, digital well-being, productivity skills including management of digital distractions, and communication and collaboration online. It was found that by using current digital possibilities and virtual environment universities could transform the learning methods and approaches to be attractive to students (Bie & Lipman, 2012) and simultaneously useful for their professional development through application games based on virtual patients and realistic scenarios. Furthermore, there have already been introduced modern digital technologies in several fields of veterinary medicine as veterinary pathology (Bertram & Klopfleisch, 2017). ...
The digital transformation enters all spheres of public currently. At the same time, it does not take place at the same pace and scale everywhere. Bulgaria delays behind the most European countries in terms of the levels of the Digital Technology Penetration Index (DESI). In the presented research, the reasons for the delaying of digitization are sought, especially in the veterinary sector. In this regard, the subject of the present work is the introduction of special digital technologies to help the veterinary doctors. The aim is to reveal the reasons for the delay and to identify recommendations for a more successful introduction of modern software products and platforms in the veterinary sector. An online survey was conducted among 211 veterinarians of different professional categories and veterinary students, which revealed the main problems before the introduction of innovation and digitalization, taking into account that one of them is the aging of the veterinarians employed in it. The recommendations are made to increase their computer skills and digital competence through training, to emphasize the possibilities of digital innovation in the education of veterinary students, to develop special software products to assist veterinary professionals and the benefits for the veterinary sector are outlined from the introduction of digital innovations.
... Nas últimas décadas, o ensino na veterinária vem se transformando e criando novas estratégias a fim de aprimorar as habilidades dos alunos e futuros profissionais (Baillie et al., 2015;De Bie & Lipman, 2012;Farrell, 2020;Gaba, 2004). O uso de simuladores no ensino tornou-se grandes aliados no processo de aprimoramento das práticas desenvolvidas pelos alunos, uma vez que possibilita a repetição do procedimento, estão disponíveis a qualquer momento e podem reproduzir uma grande variedade de situações clínicas, possibilitando sua reprodução quantas vezes for necessário, ao contrário dos pacientes reais (Gaba, 2004;Scalese & Issenberg, 2005). ...
Nas últimas décadas o ensino na medicina veterinária vem se transformando e criando novas estratégias a fim de aprimorar as habilidades dos alunos e futuros profissionais. Pensando na importância da auscultação abdominal equina e os benefícios que os métodos de simulação proporcionam para o aprendizado, foi pensado o desenvolvimento de um manequim que simulasse de forma interativa e eficiente os locais de ausculta e os sons dos borborigmos intestinais (hipermotilidade, normomotilidade, hipomotilidade, descarga completa e descarga incompleta). O manequim equino integra um sistema de hardware composto por duas placas que possibilitam a sua ativação e controle através de botões e por um aplicativo de sistema Android via bluetooth. O presente trabalho é uma ferramenta que proporciona o enriquecimento das aulas práticas, atividades avaliativas e simulações de casos clínicos, possibilitando assim maior confiança e preparo aos alunos diante dos atendimentos futuros.
... Furthermore, case-based e-Learning systems [13], simulations [14] and virtual reality tools [15] can help students of biological or medical disciplines to overcome the gap between theoretical knowledge and clinical applications. ...
Unlabelled:
In veterinary education, data from biomedical or natural sciences are mostly presented in the form of static or animated graphics with no or little amount of interactivity. These kinds of presentations are, however, often not sufficient to depict the complexity of the data or the presented topic. Interactive graphics, which allow to dynamically change data and related graphics, have rarely been considered as teaching tool in higher education of biomedical disciplines for veterinary education so far. In order to study the applicability and the usefulness of interactive graphics in biomedical disciplines for lecturers and students in veterinary education, three different courses from biomedical disciplines were exemplarily implemented as interactive graphics and evaluated in a pilot study by a survey amongst lecturers and students of our university. The interactive graphics were built using the Shiny environment, a web-based application framework for the statistic software R. The survey amongst lecturers and students was based on questionnaires covering questions on the handling and usefulness of the digital teaching tools. In total, n = 327 students and n = 5 lecturers participated in the evaluation study which revealed that the interactive graphics are easy to handle for lecturers and students, and that they can increase the motivation for either teaching or learning. In total, 71% of the students affirmed that interactive graphics led to an increased interest for the presented contents and 76% expressed the wish to get taught more topics with interactive graphics. We also provide a workflow that can be used as a guideline to develop interactive graphics.
Supplementary information:
The online version contains supplementary material available at 10.1007/s40670-022-01613-x.
... Games, as a structured form of play, have existed in human culture since the ancient world as a tool for entertainment, social networking, education and training (McGonigal, 2011). Besides, given the current technological possibilities and the popularity of games, interest in learning gain from games has been on the rise (Bie & Lipman, 2012;Cheng, 2017;Razak et al., 2012;Schlagenhaufer & Amberg, 2015). Sales, user statistics and public opinion polls are all evidence that computer games have rapidly become a dominant entertainment (see Figure 4 and Thus, given these encouraging circumstances, it is not unexpected that teachers in different sectors employ games widely in the teaching and learning process whether they be physical games or computer-based. ...
... [1][2][3] In veterinary education, game-based learning (GBL) is an area of growing interest as well, but so far only a few titles are available for veterinary curricula. 4 The terminology for games in educational use is both game-based learning and serious games. In this article, we use both terms interchangeably. ...
A growing interest in the use of digital game-based learning has been identified in veterinary education. Projects in the development of veterinary game-based environments and scenarios are mostly initiated by veterinary institutions, faculties, or instructors; however, the process of development is complex and often involves expertise from a variety of disciplines. In the collaboration between professionals, discussions often arise about content, and how specific elements should be implemented or edited. As discussions are based on the individual experts' varied disciplines, it can be difficult to achieve a common language, and this leads to blockage and frustration in the development process. In 2012, the University of Copenhagen launched a project on digital game-based learning aimed at veterinary and agriculture students. The overall goal was to develop learning games for herd health management in pig production. The project was carried out in a collaboration between professional game developers, educational/didactic experts, and veterinarians. From early in the process, we identified a need to communicate across disciplines. Therefore, the framework of the Serious Game Development Triangle (SDT) was developed as a tool to facilitate a common language for solving complex issues. The SDT consists of three orientations: games, school, and professionalism. These three orientations are topics that are required considerations when developing a serious game that seeks to teach skills for a specific profession. The SDT contributed to improved understanding across disciplines and made the development process more progressive.
... Educators highlight the components of effective learning environments, including providing high intensity of interactions and feedback, having specific goals and established procedures, being motivational, providing a continual feeling of achievable challenge, providing a sense of direct engagement in the task, providing appropriate tools for the task, and avoiding distractions and disruptions during the experience. [18] Learning has a strong emotional base, which makes it essential that students experience a psychologically safe environment. [11,15] Students report that positive emotions such as engagement and excitement help them focus and increase their ability to learn. ...
... In addition to providing a concentrated focus on the study of differential diagnoses, the urinary tract game may have been more engaging than typical case study. Key features of an effective learning environment include significant interaction, specific goals, and direct involvement in the task, [14] all of which are features of card and board games. While student interaction is certainly greater in group-based case study than in didactic lecture, interaction in gameplay is greater still. ...
... In this context, by promoting entertainment and voluntary performance, games are related to a cognitive process of intrinsic motivation (Dichev, Dicheva, Angelova, & Agre, 2014). Given the current technological possibilities and the popularity of games, the interest in games in a learning context has been on the rise (Bie & Lipman, 2012;Razak, Connolly, Baxter, Hainey, & Wilson, 2012;Hamari, Koivisto, & Sarsa, 2014;Schlagenhaufer & Amberg, 2015;Cheng, 2017). Sales, user statistics and public opinion polls are all evidence that computer games have become a dominant entertainment. ...
As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.
... Academic literature suggests a wide variety of subjects in which a game-based learning approach to education has been successfully applied. These subjects include citizenship education (Lim and Ong, 2012), nanotechnology (Blonder and Sakhnini, 2012), energy education (Yang, Chien and Liu, 2012), health education (Sung, Hwang and Yen, 2015), veterinary education (De Bie and Lipman, 2012), Newtonian physics (Shute, Ventura and Kim, 2013) and language teaching (Reinders and Wattana, 2014) among others. Extant academic literature also suggests that game-based learning can be used to develop high order cognitive abilities such as problem solving skills (Oblinger, 2004;Klopfer and Yoon, 2005) and the so-called 21st Century skills such as teamwork, communication skills, and social/cultural skills (Romero, Usart, and Ott, 2015). ...
Educational video games (EVGs) are gaining momentum as a means of increasing students' motivation in their learning process. Nevertheless, teachers might face several barriers that dissuade them from using educational video games in their courses. This study analyses factors affecting teachers´behaviouralteachers´behavioural intention to use educational video games in their courses using a Technology Acceptance Model (TAM) approach. The research model is tested via structural equation modelling (SEM) on a sample of 312 teachers in Higher Education institutions. Results suggest that perceived usefulness influences in a direct and positive way teachers' intention to use educational video games. Results also suggest that perceived ease of use indirectly influence intentions through perceived usefulness. Age was found to moderate the effect of teachers' perceived ease of use on perceived usefulness of EVGs. Regarding managerial implications, our findings highlight the importance of addressing specific Teacher Training Programmes focusing on teachers' age and perceived usefulness of EVGs in order to encourage teachers to adopting this educational innovation in their courses. Limitations of the study and future research lines are also addressed.
... Multimedia computerized simulators: Examples include virtual dissections and experiments in highly equipped laboratories (specially adapted for teaching physiology, pharmacology and intensive care) where the student can accomplish everything on the screen, but also virtual reality simulators for clinical techniques, where equipment is handled. Well-designed software can create a high level of understanding so as to increase understanding of specific topics according to individual needs (9). This type of material encourages individual exploration and problem-solving strategies that promote scientific thinking, initiative and creativity (13,26). ...
There is a strong case to be made to teach veterinary students without resorting to the use of animals in teaching in the first place, although some authorities may disagree. It is worth examining this issue in light of new developments and new knowledge in the field of cognitive animal ethology as well as a general increase in awareness and concern for animal welfare. The teaching of concepts related to bioethics and animal welfare is increasingly relevant to modern day veterinary medicine. Unfortunately, some veterinary faculties do not emphasize these topics in their curricula. The authors consider that it is possible to largely replace animals in teaching, with other modalities. Transition from the use of replacement modalities, such as the handling of synthetic tissues, to treating living animals should be gradual and be complemented by exposure to a clinical environment in which real animal patients will benefit from the practice. The initial basic courses and procedures should include the use of synthetic models and computer simulations, followed by the study of ethically sourced animal cadavers. Only after this stage should the student be exposed to real patients. This pedagogic approach will allow the student to obtain the necessary skills required for clinical medicine, in addition to fostering a respect for sentient beings. The combination of good clinical skills and a respect for life will contribute in a positive way to raising professional and ethical standards in the profession for the benefit of all concerned. © 2017, Chartered Inst. of Building Services Engineers. All rights reserved.
... In fact, research on gamification published in top academic journals has increased times five over the last five years [2]. The gamification of education has been defined as 'the use of game elements in a learning environment' [3, p. 3] and extant literature shows that gamification has been used in a wide range of areas and subjects including energy education [4], veterinary education [5], citizenship education [6] or nanotechnology education [7]. Extant literature suggests that especially educational video games (EVGs) represent a promising tool in gamification. ...
Educational video games (EVGs) are becoming a trending topic in education as a new teaching methodology which can help teachers to increase students' attention and engagement during the learning process. Nevertheless , despite an increasing academic interest in EVGs little research has been devoted to delve into teacher's beliefs affecting their attitude towards EVGs and how these beliefs also affect their intention to use EVGs in their courses. Using Keller's ARCS model as a theoretical framework, the role of perceived relevance and attention in teachers' attitude and intention to use EVGs is analyzed. To do so a research model is tested using a sample of 312 Higher Education teachers via structural equation modeling to predict teachers' attitude and be-havioral intention to use EVGs in their courses. Results suggest that perceived attention drawn by EVGs is a factor affecting teachers' intentions to use EVGs in their courses. Perceived relevance was not found to affect directly neither attitude nor intention to use while teachers' perceived attention was found to affect teachers' perceived relevance of EVGs. Limitations of the study, implications for managers, and future research lines are addressed at the end of the paper .
... The fun and excitement provided by video games can highly motivate players (Ferguson & Olson, 2013), providing a huge potential for educational application (Cheng, She, & Annetta 2015). As a matter of fact, video games have been used to teach a wide variety of subjects that range from energy education (Yang, Chien, & Liu 2012) to veterinary education (De Bie & Lipman, 2012), citizenship education (Lim & Ong, 2012) or even nanotechnology (Blonder & Sakhnini, 2012). Literature review also shows that the use of games or games elements in education has been applied across all levels of education from primary education (Huang, Huang, & Wu 2014), to secondary education (Giannakos, 2013) and higher education (Dib & Adamo-Villani, 2013). ...
The use of games in education represents a promising tool to motivate and engage students in their learning process. Most of previous research on the topic has focused to develop theoretical frameworks or to conduct experiments as a means to analyse learning outcomes such as knowledge retention, problem-solving skills gains or attitudes toward game-based learning. Nevertheless, little research has focused on providing a comprehensive literature review, which will help researchers to better understand how this stream of research has evolved over the last years. In this study, we use a bibliometric, social network and text mining analysis in order to provide useful up-to-date information to picture the state of the art about current research and evolution of the topic. Analysis on a sample of 139 articles published in top journals over the last 5 years (2010–2014) allowed identifying relevant authors and institutions, key constructs and themes involved, and trends of knowledge development. Main findings suggest an increasing academic interest on the topic over the last 5 years and a wide variety of constructs that were clustered in four main themes that we named: (i) effectiveness, (ii) acceptance, (iii) engagement and (iv) social interactions. Future research lines are also addressed. Games can increase students' intrinsic motivation to learn. Games support active learning. Games facilitate scaffolded instruction based on each individual student's needs. This study identifies the most relevant researchers in this research area. This study identifies the most relevant institutions involved in this research area. This study identifies the main topics and themes researched by researchers. This study identifies the main methodological approach used by researchers. Relevant researchers and institutions to collaborate with. Topics and themes under research. Methods used to research the use of games in education.
... Literature review also reveals that the use of games or games elements in education has been applied across all levels of education from primary schools (Su and Cheng (2015), to secondary education (Giannakos, 2013), and higher education (Dib & Adamo-Villani, 2014). Gamification has been used to teach a wide variety of subjects that range from energy education (Yang, Chien, & Liu, 2012) to veterinary education (De Bie & Lipman, 2012), citizenship education (Lim & Ong, 2012) or even nanotechnology (Blonder & Sakhnini, 2012). Despite an increasing research on gamification one key driver on gamification implementation in the classroom, the teacher, remains nearly neglected in gamification research with few research focused on them (Pivec & Pivec, 2011). ...
Gamification represents an innovative and engaging methodology to motivate students and enhance their learning process. Nevertheless despite an increasing academic interest in gamification over the last years, teachers’ attitude towards gamification and actual use of gamification remains a neglected research area. This exploratory study aims to gain a better knowledge of teachers’ serving in higher education institutions attitude towards gamification. Actual use of gamification is also explored. Main findings suggest only a small percentage of teachers (11.30%) use gamification on a regular basis in their courses although teachers’ attitude towards gamification is positive and high. Results show no differences in use of gamification by age, gender or type of institution (public or private). Nevertheless there is a significant more positive attitude towards gamification for teachers serving in private universities than in public universities. Results revealed no age dissimilarities in use or attitude towards gamification. Results also suggest an attitude-use gap.
... Fun and excitement provided by video games can highly motivate players [8] providing a huge potential for educational application [9]. As a matter of fact video games have been used to teach a wide variety of subjects that range from energy education [10] to veterinary education [11], citizenship education [12] or even nanotechnology [13]. Literature review also reveals that the use of games or games elements in education has been applied across all levels of education including higher education [14]. ...
... The benefits of simulators include not only the evident skills acquisition and accreditation in laparoscopic surgery but also the ability to minimize or completely prevent the use of animals during laparoscopic training, as stated in several publications. 3,24 We believe that veterinarians should focus on their own technical preparation and simulator training as an essential step in their learning. 5 However, there is currently no universally accepted model for learning veterinary laparoscopic surgery. ...
The aim of the present study was to assess the content and construct validity of the Canine Laparoscopic Simulator (CLS). Forty-two veterinarians were assigned to experienced (n=12), control (n=15), and training (n=15) groups, which were assessed while performing four laparoscopic tasks on the CLS. The initial and final assessments of all tasks were performed blindly by two experienced surgeons using the Global Operative Assessment of Laparoscopic Skills (GOALS) and a task-specific checklist. At the end of the study, the subjects completed an anonymous survey.
The experienced group performed all of the tasks faster, with higher GOALS and checklist scores than the training and control groups (p≤.001). In the second assessment, the training group reduced the time needed to complete all of the tasks and obtained significantly higher GOALS and checklist scores than the control group. The participants perceived the CLS and its training program to be positive or very positive.
The CLS and its training program demonstrated content and construct validity, supporting the suitability of the simulator for training and teaching and its ability to distinguish the degree of experience in laparoscopic surgery among veterinarians. In addition, face validity showed that the veterinarians fully accepted the CLS's usefulness for learning basic laparoscopic skills.
... Tendo em conta as atuais possibilidades tecnológicas e a popularidade dos jogos, o interesse em jogos educacionais está notavelmente em crescimento (Bie & Lipman, 2012). As evidências de que os jogos por computador rapidamente se tornaram um entretenimento dominante encontram-se no volume das suas vendas, nas estatísticas da sua utilização e nas pesquisas acerca da opinião pública . ...
... When animals are used in teaching and research, the three Rs are practiced: reduction, replacement, and refinement. 1 In veterinary medicine, application of the three R's has reduced or eliminated multiple survival surgeries 2 by having students train on inanimate objects and tissue models, [3][4][5][6] providing e-learning through videos and slide presentations, 7,8 having students train on digital games and simulators, 9,10 using computerized instruction 11 and cadaver tissues, [12][13][14] and implementing more widespread collaboration with animal shelters in performing spays and neuters on animals that will be subsequently made available for adoption. [15][16][17][18][19] The results of using nonharmful techniques were reviewed recently. ...
Veterinary students learning to perform elective ovariohysterectomy (OVH) and castration procedures have traditionally been taught by a few instructors supervising many student groups simultaneously. This study, using a historical control group, explored the impacts of having a dedicated instructor with each student group for anesthetic induction and an entire surgical procedure. Our hypothesis was that preparation, surgical, and anesthesia times would be shorter and, consequently, post-operative recovery times would be shorter with a dedicated instructor compared to traditional methods. Anesthesia records of dogs undergoing elective surgery by third-year veterinary students were reviewed over 3 consecutive years. Traditional instruction was used in year 1 (Y1), and a dedicated instructor per student group was used in year 2 (Y2) and year 3 (Y3). Anesthesia time, surgical time, recovery time, and pre- and post-operative rectal temperature were analyzed, and a stepwise regression model was developed for factors influencing recovery time. Of 206 records reviewed (Y1, 33; Y2, 98; Y3, 75), there were 101 OVH procedures and 105 castration procedures. Preparation, surgery, and anesthesia times were longer in animals undergoing surgery in Y1, when the traditional instruction method was used. Recovery time was not influenced by instructor assignment. Using dedicated instructors to teach OVH and castration to third-year veterinary students decreased overall anesthesia time by 36 to 49 minutes for OVH and 29 to 32 minutes for castration. A teaching model of dedicated instructors requires excellent coordination between surgeons and anesthesiologists to ensure that a similar number of animals can undergo procedures in the time allotted for teaching.
... 21 In fact, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning. 22 We believe that most veterinarians lack the necessary training, and they highly value the possibility of using simulation in laparoscopy. In our view, to introduce laparoscopy to veterinarians, the best choice is to teach basic surgical skills within a structured training program using simulators. ...
Human laparoscopic simulators have been used in medical education for minimally invasive surgery (MIS) in the past years. Simulator-based laparoscopic training has attracted much interest because unique skills have to be learned not only by surgeons in training but also by surgeons in practice. MIS forces the surgeon to adapt to monocular vision and decreased tactile sensation and entails training and improving hand-eye and hand-hand coordination. Those skills require a learning curve that could be overcome gradually with use of simulators. The Canine Laparoscopic Simulator (CLS) for laparoscopic training was developed based on the working and optical space obtained from computed tomography (CT) scan images of three Beagle dogs. Thirty veterinarians (expert group, n=7; novice group, n=23) performed basic laparoscopic exercises in one training session on the CLS. During the performance of the exercises, an experienced laparoscopic veterinarian assessed all the tasks. Afterwards, participants were asked to complete an anonymous survey describing their experience. Most participants expressed positive opinions about the design and usability of the CLS. There were no significant differences between the two groups' opinions. The CLS showed good preliminary acceptance in the basic laparoscopy tasks by veterinarians. They perceived it to be a good training tool, and these results suggest that CLS is an engaging tool for education but still has some limitations inherent in training boxes. Further studies would be needed to establish the validity of training programs performed in the CLS.
... 4 However, the use of WBL in veterinary medicine is still in its developing stages with few examples, such as the development of virtual veterinary cases to enhance students' clinical reasoning 9,10 and veterinary simulators to teach specific procedural clinical skills. [11][12][13] In support, the Network of Veterinary Information Communication Technology in Education (NOVICE) has been designed to promote veterinary education and practice. 14 Newer collaborations, such as the International Veterinary Simulation in Teaching (INVEST) a group, have advocated for the use of simulations in veterinary education and organized meetings for educators and researchers to share knowledge, experiences, and research outcomes in this area. ...
We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a posttest comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web-based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive, though evidence has suggested that practice with virtual patients prompted lower relation-building responses. Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.
Traditional lectures, where students listen passively, often do not reflect the complexity of real-life decision-making situations. Furthermore, modern students are using online devices for daily activities, and this has a challenging side effect for educators, as many people these days can only maintain their focus if topics are discussed in concise and engaging ways. For these reasons, there is growing interest in the use of games for educational purposes. The aim of this study was to introduce a board game based on the Clue game for final-year veterinary students during their practical activity in large animal medicine. This type of learning process was compared with a classical case-based discussion and evaluated via a survey delivered to the students to both test their acquired knowledge and obtain their evaluation of the activity. A total of 49 students were enrolled in this study. While the board game was evaluated as being significatively better than the traditional class, no statistically significant differences were observed for the answers given to questions assessing their veterinary skills. The proposed game requires few resources other than a case-based visual materials and analyses from clinical patients, a board, two dice, and some imagination to create cases at the appropriate level for students’ knowledge. We conclude that this board game–based activity represents innovative techniques to teach clinical approaches in an interactive way with the same utility as a traditional class but is more enjoyable for the students.
The study objective was to assess acceptability, feasibility, likeability, and applicability of interactive virtual reality with feedback loops (VR) to teach and assess veterinary anesthesia machine operation. Data from 60 students were analyzed. Students learned and trained how to use the anesthesia machine components, connections and performed safety checks (such as the pressure check) using real and VR machines. Competency was assessed with oral/practical and VR exams. A questionnaire survey gathered student affective skill perception towards VR for education. Students perceived VR for veterinary education as positive, useful, likeable, and helpful to learn the anesthesia machine. VR appeared to increase cognitive load, inducing lower VR exam scores of 100 (92.4–97.9) when compared to oral/practical exams of 100 (98–99.8) with p = .018. Training times with either real or VR anesthesia machines were similar ( p = .71). A positive correlation was found between VR training times and VR exam scores (Spearman's correlation coefficient 0.5; p < .0001). No correlations were identified between oral/practical exam scores and training times. Seventy two percent of the students ( n = 43) had never used VR before. Prior VR experience was not necessary to train using VR. Computer glitches and cybersickness are important drawbacks to consider when using VR for education. The study demonstrated that interactive, immersive VR received favorable reactions from students. The VR incorporated educational feedback loops can be utilized as a simulation trainer for veterinary education. However, inherent limitations should be considered.
When the COVID-19 pandemic swept through Europe in 2020, veterinary educational institutions faced new challenges overnight: distance learning became imperative, and teachers were forced to develop e-learning material on the fly. As a response to the unfortunate situation, veterinary faculties at three European universities (Utrecht, Copenhagen, Helsinki) applied for and received an Erasmus+ grant to develop an international platform for sharing veterinary e-learning material. Technical and administrative challenges caused a slow start. This added to the already limited timeframe and demonstrated the obstacles involved in trying to fuse organizational, legal, digital, educational, and cultural systems across national borders. Still, within the 2-year grant period, the partners managed to establish a platform for sharing veterinary e-learning materials among veterinary schools in Europe and eventually beyond. Furthermore, a website was designed for the project, as well as a Teachers’ Forum, and relevant guidelines for up- and down-loading and for the creation of new e-learning material. Privacy and copyright regulations were incorporated in a consent form to be accepted before uploading material. In order to disseminate the project, three webinars were held for colleagues at European veterinary schools. The current and additional papers as well as abstracts will make the project visible and subsequently available to the veterinary community. At present, 61 teachers have registered with the Veterinary Online Collection. Hopefully, a growing community of veterinary educators will become interested in sharing teaching material and experiences across national borders, thus facilitating veterinary teaching in general and during future lock-downs in particular.
Traditional lectures, where students listen passively, often do not reflect the complexity of real-life decision-making situations. Furthermore, modern students are using online devices for daily activities, and this has a challenging side effect for educators, as many people these days can only maintain their focus if topics are discussed in concise and engaging ways. For these reasons, there is growing interest in the use of games for educational purposes. The aim of this study was to introduce a board game based on the Clue game for final-year veterinary students during their practical activity in large animal medicine. This type of learning process was compared with a classical case-based discussion and evaluated via a survey delivered to the students to both test their acquired knowledge and obtain their evaluation of the activity. A total of 49 students were enrolled in this study. While the board game was evaluated significatively better than the traditional class, no statistically significant differences were observed for the answers given to questions assessing their veterinary skills. The proposed game requires few resources other than a case-based visual materials and analyses from clinical patients, a board, two dice, and some imagination to create cases at the appropriate level for students’ knowledge. We conclude that this board game–based activity represents innovative techniques to teach clinical approaches in an interactive way with the same utility as a traditional class but is more enjoyable for the students.
The use of an automated gesture recognition system to teach the commonly adopted, seven-stage hand hygiene technique to veterinary undergraduate students was evaluated. The system features moderate gamification, intended to motivate the student to use the machine repeatedly. The system records each handwash stage, and those found to be difficult are identified and reported back. The gamification element alone was not sufficient to encourage repeated use of the machine, with only 13.6 per cent of 611 eligible students interacting with the machine on one or more occasion. Overall engagement remained low (mean sessions per user: 3.5, ±0.60 confidence interval), even following recruitment of infection control ambassadors who were given a specific remit to encourage engagement with the system. Compliance monitoring was introduced to explore how students used the system. Hand hygiene performance did not improve with repeated use. There was evidence that the stages—fingers interlaced, rotation of the thumb, rotation of the fingertips and rotation of the wrists—were more challenging for students to master (p=0.0197 to p<0.0001) than the back of the hand and of the fingers. Veterinary schools wishing to use such a system should consider adopting approaches that encourage peer buy-in, and highlight the ability to practise difficult stages of the technique.
Con el objetivo de promover el conocimiento de la geomorfología a través de una herramienta utilizable por el conjunto de la sociedad, en el curso de geomorfología de la carrera de geología se incorporó el aprendizaje basado en proyectos (ABP) y la gamificación como metodologías de enseñanza-aprendizaje innovadoras. El proyecto se basó en la creación de un juego de mesa al que se le suma la incorporación de la gamificación al momento de utilizar el juego creado, el cual mostró ser una herramienta de aprendizaje que favorece la adquisición de conocimientos geomorfológicos, la capacidad de análisis, creatividad y motivación en los estudiantes. Debido a la sencillez tecnológica y accesibilidad económica del juego creado, se espera que la sociedad tenga la posibilidad de acercarse a la geología, adquiriendo un mayor conocimiento de su entorno natural.
Gamification is the use of game design elements in non-game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed.
A survey was conducted among veterinary practitioners in the UK and the USA in 2012/2013. Thematic analysis was used to identify underlying reasons behind answers to questions about the importance of communication skills and the desire to participate in postgraduate communication skills training. Lack of training among more experienced veterinary surgeons, incomplete preparation of younger practitioners and differences in ability to communicate all contribute to gaps in communication competency. Barriers to participating in further communication training include time, cost and doubts in the ability of training to provide value. To help enhance communication ability, communication skills should be assessed in veterinary school applicants, and communication skills training should be more thoroughly integrated into veterinary curricula. Continuing education/professional development in communication should be part of all postgraduate education and should be targeted to learning style preferences and communication needs and challenges through an entire career in practice.
Gamification is becoming a trending topic in education as a new teaching methodology to increase attention and to engage students in their learning process. Despite the increasing academic interest in gamification little research has been devoted to analyze teacher's beliefs regarding the use of gamification in their courses and how these beliefs affect their attitude intention to use gamification. Using Keller's ARCS model as a theoretical framework the role of perceived relevance and attention in teachers' attitude and intention to use gamification is analyzed. To do so a research model is tested using a sample of 312 higher education institutions teachers via structural equation modeling to predict teachers' attitude and behavioral intention to use gamification in their courses. Results suggest that perceived attention drawn by gamified classes is a factor affecting teachers' intentions to use gamification in their courses. Perceived relevance was not found to affect directly attitude while teachers' perceived attention was found to affect teachers' perceived relevance of gamification. Limitations of the study and future research lines are also addressed.
When confronted with various findings on thoracic radiographs, fourth-year veterinary students often have difficulty generating appropriate lists of differential diagnoses. The purpose of this one-group, pretest, posttest experimental study was to determine if a game could be used as an adjunct teaching method to improve students’ understanding of connections between imaging findings and differential diagnoses. A novel board game focusing on differential diagnoses in thoracic radiography was developed. One hundred fourth-year veterinary students took a brief pretest, played the board game, and took a brief posttest as a part of their respective clinical radiology rotations. Pretest results were compared to posttest results using a paired t-test to determine if playing the game impacted student understanding. Students’ mean scores on the posttest were significantly higher than mean pretest scores (P < 0.0001). Thus, results indicate that playing the board game resulted in improved short-term understanding of thoracic differential diagnoses by fourth-year students, and use of the board game on a clinical rotation seems to be a beneficial part of the learning process.
Second-year veterinary students are often challenged by concepts in veterinary radiology including the fundamentals of image quality and generation of differential lists. Four card games were developed to provide veterinary students with a supplemental means of learning about radiographic image quality and differential diagnoses in urogenital imaging. Students played these games and completed assessments of their subject knowledge before and after playing. The hypothesis was that playing each game would improve students' understanding of the topic area. For each game, students who played the game performed better on the post-test than students who did not play that game (all p<.01). For three of the four games, students who played each respective game demonstrated significant improvement in scores between the pre-test and the post-test (p<.002). The majority of students expressed that the games were both helpful and enjoyable. Educationally focused games can help students learn classroom and laboratory material. However, game design is important, as the game using the most passive learning process also demonstrated the weakest results. In addition, based on participants' comments, the games were very useful in improving student engagement in the learning process. Thus, use of games in the classroom and laboratory setting seems to benefit the learning process.
Minimally invasive surgery, including laparoscopy has become a reference option in many procedures. This is due to its proven benefits for the patient. However, to perform these techniques it is required to go through a learning period in which simulators play an important role in the acquisition of new surgical skills. The objectives of this work are to describe the development of a Canine Laparoscopic Simulator (CLS) for veterinarians, to validate the training program and determine its usefulness in the acquisition of new surgical skills and to assess ergonomic problems while performing laparoscopic training tasks using the CLS.
A total of 84 veterinarians with different levels of experience in laparoscopic surgery were included in different studies of this work. The training program consisted of four tasks performed on the CLS: coordination, peg transfer, cutting and suturing. To build the CLS various informatics program were used, as well as images of computer tomography. As objective measures of evaluation, we used time, GOALS (Global Operative Assessment of Laparoscopic Skills) scale and task-specific checklist to evaluate laparoscopic training tasks. For ergonomics study, muscular activity was analyzed by surface electromyography, and hand movements were recorded using a virtual glove.
The CLS had a good preliminary acceptance in basic laparoscopic tasks. The results of the validation tests showed that the CLS is suitable for training and educating in laparoscopic basic tasks and is able to distinguish the degree of laparoscopic experience among veterinarians. The tasks of cutting and suturing showed greater muscular activity. On the other hand, the axial handle showed better ergonomic positions compared with ring handle during the different tasks of the training program in the CLS.
In conclusion, the CLS is a good tool for training in laparoscopic surgery for veterinarians, although it has some inherent limitations to all simulators. In addition, the CLS has proven its content and constructive validity in its program of laparoscopic training for veterinarians. Finally, laparoscopic ergonomics in veterinary is affected by the type of task, as well as by the instrument used during training in the CLS.
A board game was developed with the aim of providing veterinary students a new means of associating radiographic findings with relevant differential diagnoses. This board game required students to correctly match disease processes to radiographic patterns that they may produce. When surveyed, 100 % (101/101) of students responded that they enjoyed the game, 98.0 % (99/101) indicated that their knowledge of thoracic differential diagnoses improved, and 99.0 % (100/101) answered that playing the game was a worthwhile activity. Thus, educational board games can be used as an adjunct to traditional methods of clinical teaching and may improve students’ engagement in their learning.
Our knowledge of veterinary medicine has expanded greatly over the past 50 years. To keep pace with these changes and produce competent professionals ready to meet evolving societal needs, instruction within veterinary medical curricula has undergone a parallel evolution. The curriculum of 1966 has given way, shifting away from lecture-laboratory model with few visual aids to a program of active learning, significant increases in case- or problem-based activities, and applications of technology, including computers, that were unimaginable 50 years ago. Curricula in veterinary colleges no longer keep all students in lockstep or limit clinical experiences to the fourth year, and instead have moved towards core electives with clinical activities provided from year 1. Provided here are examples of change within veterinary medical education that, in the view of the authors, had positive impacts on the evolution of instruction and curriculum. These improvements in both how and what we teach are now being made at a more rapid pace than at any other time in history and are based on the work of many faculty and administrators over the past 50 years.
In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.
The use of alternative methods for teaching purposes is gradually increasing in higher education. In order to evaluate the usefulness of non-animal based practical classes in veterinary science, and to inform on possible benefits and limitations of these teaching tools, a questionnaire was designed and distributed to students. Although there was no complete agreement among the student responses, it was apparent that the majority of the students would like traditional training methods to be paired with alternative approaches, and expressed their desire to be exposed to as many humane modes of learning as possible. In addition, the students agreed that alternative teaching methods for training in veterinary science can reinforce existing knowledge that is required at the clinical stage, and that they can be effective supplements to traditional training methods. It was also concluded from the study that the use of new alternative approaches is very much appreciated by the students, whereas the validity and effectiveness of these methods are debatable, suggesting that further optimisation, proper application and evaluation of these alternative methods is required.
At the close of the 40th Anniversary Symposium of S&G, this editorial offers some thoughts on a few important themes related to simulation/gaming. These are development of the field, the notion of serious games, the importance of debriefing, the need for research, and the emergence of a discipline. I suggest that the serious gaming community has much to offer the discipline of simulation/gaming and that debriefing is vital both for learning and for establishing simulation/gaming as a discipline.
Surgical simulators and computer games share the enabling technologies in the human-machine inter- face. With appropriate design and development, the computer-game-like medical training simulator could be used in surgical training. The authors describe a PC-based system for the simulation of the vertebro- plasty procedure. In vertebroplasty, the surgeon or radiologist relies on sight and feel to properly insert the bone needle through various tissue types and densities and monitor the injection and reflux of the polymethylmethacrylate (PMMA), or cement, into the vertebra. This article focuses on the provision of a near-realistic haptic feel in bone needle insertion and manual PMMA injection. This involves an efficient biomechanical modeling of bone needle insertion and PMMA flow in bone for haptic rendering, as well as reliable delivery of forces via haptic devices. The authors show that with virtual reality gaming tech- nologies, the surgical simulator can become a virtual trainer for a potentially risky spinal interventional procedure.
Empirical research was reviewed to identify recommendations that game designers and developers could use to improve the pedagogical effectiveness of games for instruction. Findings from the research literature suggested 13 recommendations, which are discussed in this article. Distinctions between instructional games and instructional simulations and the role of games in programs of instruction are also discussed. (Contains 2 tables.)
This paper details a model of game-based learning and suggests how this can be applied to both the playing of computer games and learning within the classroom environment. The authors document the results from a University level course, created in the form of a role-play for designing educational games, and highlight the student's attitudes and beliefs towards game design as a career. They also suggest that educational games can be used successfully for the transference of knowledge to domains outside the world of computer games, and highlights several case studies in the area of health and medicine.
Teaching and learning in a clinical setting is important in veterinary and medical training but presents many challenges, including providing enough hands-on experience while not putting patients (animal or human) at risk. Some of the issues have been addressed with the introduction of clinical skills laboratories and communication skills training using role play. However, in both instances skills are learned in isolation, whereas the real task requires the integration of many skills including technical competencies, effective communication, decision making, and professionalism. In our study, we trialed "contextualized simulation" by combining role play with a simulator, the haptic cow, in a small-group tutorial, the Simulated Fertility Visit. Students took turns as the veterinarian; they had to establish the cow's history from the farmer (a role player), palpate the simulation, make a diagnosis, and decide on treatment, if appropriate. We included scenarios varying from common cases to challenging situations. The tutorial was introduced in the farm-animal clinical rotation, and feedback was gathered from students by means of a questionnaire. The tutorial was attended by 178 students (98% of that year's students), and 151 questionnaires were returned (85% response rate). Students reported that the tutorial was a positive learning experience and recognized that it presented an opportunity to integrate the skills needed for clinical work. Student feedback suggests that contextualized simulation provides a valuable complement to clinical cases, and we recommend extending this teaching method to other clinical scenarios and species, particularly because it provides a safe environment in which to experience, and learn from, mistakes.
Simulation offers an attractive solution to the profound changes affecting traditional approaches to learning clinical procedural skills. Technical developments in physical models and virtual-reality computing make it possible to practice an increasing range of procedures "in vitro." However, too narrow a focus on technical skill can overlook crucial elements of clinical care such as communication and professionalism. Patient-focused simulation (the combination of a simulated patient with an inanimate simulator or item of medical equipment) allows clinical procedures to be practiced and assessed within realistic scenarios that recreate clinical challenges by placing a real person at the center of the encounter. This paper draws on work with human clinical procedures, exploring the parallels with veterinary practice and highlighting possible developments in client-focused simulation. The paper concludes by arguing for closer collaboration and dialogue between the medical and veterinary professions, for the benefit of both.
There are problems associated with teaching bovine rectal palpation to undergraduate veterinary students. The students need opportunities to examine enough cows to develop the required skills, but increasing student numbers and limitations on access to cows have made this more and more difficult to achieve. A virtual reality-based teaching tool, the Bovine Rectal Palpation Simulator, has been developed as a supplement to existing training methods. The student palpates computer generated virtual models of the bovine reproductive tract while interacting with a haptic (touch feedback) device. During training sessions, the instructor follows the student's actions inside the virtual cow on the computer screen and gives instruction. A trial integration of the simulator into the fourth-year bovine reproduction course was undertaken at the University of Glasgow Veterinary School during the 2003/2004 academic year. Students were offered two training sessions, and feedback was gathered using questionnaires. In the first session, all students were taught a range of basic skills using a standardized teaching protocol. The second training session was customized to each student's learning needs and included practice in dealing with a range of on-farm scenarios. Student feedback indicated that the training had been useful for learning various aspects of bovine rectal palpation and provided information that helped in the further development of the simulator as a teaching tool.
This paper outlines the work of the CLIVE (Computer-Aided Learning in Veterinary Education) project over a 10-year period, set against the backdrop of changes in education policy and learning technology developments. The consortium of six UK veterinary schools and 14 international Associate Member Schools has been very successful. Sustaining these partnerships requires that the project redefine itself and adapt to cater to the diverse learning needs of today's students and to changing professional and societal needs on an international scale.
Simulation technology will feature prominently in this exciting, yet challenging, time for veterinary medicine. The profession is evolving to keep pace with rapid changes in clinical practice, scientific discovery, and educational strategy, while ensuring that it follows the public mandate to produce competent veterinarians. Among the challenges to meeting this educational goal are limitations-due to important issues such as animal welfare-on the availability of real patients for training. Drawing chiefly on the experience in human medicine, this article explores the use of simulations in veterinary medical education to provide safe and ethical alternative opportunities for learners to practice essential clinical and professional skills.
To evaluate the effectiveness of a self-learning computer module (SLCM) versus traditional instruction in teaching how to pass a nasogastric tube (NG) in the horse.
A double-blind, monocentric study.
52 third-year students in the DVM program were randomly assigned to two groups: traditional instruction (N = 25) or SLCM instruction (N = 27).
Traditional instruction consisted of an instructor and live demonstration; SCLM students were given a CD-ROM each. Both sessions lasted one hour. The students were then united in one session to practice passing the NG tube. Their performance was videotaped and evaluated by two evaluators. Students were then given a multiple-choice knowledge quiz. One week later, a second demonstration of the same procedure by the two methods was administered, and students were allowed to choose either method of instruction. A Likert-scale questionnaire about their comfort, their confidence, and the appropriateness of the teaching method was given after the second demonstration. Data were analyzed by non-parametric tests. A focus-group study was conducted to determine students' perception of each teaching method. Nine participants in the experiment volunteered for these focus-group sessions. The sessions were audiotaped and transcribed.
Students in the SLCM group performed significantly better on the test of knowledge than traditionally instructed students. The questionnaire found significant perceived benefits to computer-based instruction, including a preference for the computer-based module, better learning, and greater preparedness. In hands-on skill, time to pass the NG tube on the successful attempt was significantly shorter in the SLCM group than in the traditionally instructed group. The data from focus-group sessions suggest that while participants expressed satisfaction with both modes of instruction, the SLCM group reported somewhat higher levels of confidence in their skills prior to performing the procedure. Whereas the traditional group reported a strong preference for continued live demonstrations of the procedure, the SLCM group stated that the computer-assisted module alone provided them with effective instruction.
Computer-assisted learning is an acceptable and effective method of training students to pass an NG tube with potential welfare, proficiency, and knowledge advantages.
The perceived potential of computer games to afford healthcare teachers new, innovative approaches to designing compelling experiential learning activities continue to grow apace. This paper considers the current 'state of play' with regards to the introduction of game-based learning activities into healthcare education. Game-based learning invites opportunities for richly immersive learning activities, but is expensive to implement, and time consuming to develop. There are also significant risks inherent in attempting to embed learning activities within recognizable game frameworks and genres. This work, therefore, attempts to establish a clear differentiation between game-based and game-informed learning. Where game-based learning attempts to situate learners as players and provide learning activities within a recognisable game delivery model, game-informed learning suggests that it is possible to make teaching practices more game-like by applying the principals of game play without necessarily having to be committed to developing a game to produce the same compelling, immersive learning experiences.
Context—The rapid advances of computer technologies have created a new e-learner generation of “Homo-zappien” students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources.
Objective—To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement.
Design—One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning.
Results—Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress.
Conclusions—Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.
Summary background data:
To inform surgeons about the practical issues to be considered for successful integration of virtual reality simulation into a surgical training program. The learning and practice of minimally invasive surgery (MIS) makes unique demands on surgical training programs. A decade ago Satava proposed virtual reality (VR) surgical simulation as a solution for this problem. Only recently have robust scientific studies supported that vision
Methods:
A review of the surgical education, human-factor, and psychology literature to identify important factors which will impinge on the successful integration of VR training into a surgical training program.
Results:
VR is more likely to be successful if it is systematically integrated into a well-thought-out education and training program which objectively assesses technical skills improvement proximate to the learning experience. Validated performance metrics should be relevant to the surgical task being trained but in general will require trainees to reach an objectively determined proficiency criterion, based on tightly defined metrics and perform at this level consistently. VR training is more likely to be successful if the training schedule takes place on an interval basis rather than massed into a short period of extensive practice. High-fidelity VR simulations will confer the greatest skills transfer to the in vivo surgical situation, but less expensive VR trainers will also lead to considerably improved skills generalizations.
Conclusions:
VR for improved performance of MIS is now a reality. However, VR is only a training tool that must be thoughtfully introduced into a surgical training curriculum for it to successfully improve surgical technical skills.
The Department of Defense (DoD) is faced with challenges in expanding technology-based solutions that can make Warfighters more efficient, effective, knowledgeable, and flexible. Of growing importance to the DoD is the potential of using Commercial Off the Shelf (COTS) game-based learning in the armed forces for increasing combat readiness. The recruits of today not only understand technology in everyday use, they expect it. These young recruits are "digital natives" who were raised in a digital environment surrounded by inexpensive, yet highly interactive gaming systems. To get the most from our new "best and brightest," new research into game-based learning needs to focus on military use. The objective of these projects was to add definitive research in the area of game-based learning. Three research studies were conducted at a national university to examine the difference in academic achievement among students who did and did not use video games in learning. Three different video games were added to approximately half the classes of freshmen Introduction to Business and Technology courses, 3rd year Economics courses, and 3 rd year Management courses. Identical testing situations were used in all courses while data collected included game use, test scores, gender, ethnicity, and age. ANOVA, chi-squared, and t tests were used to test game use effectiveness. Students in classes using the game scored significantly higher means than classes that did not. There were no significant differences between genders, yet both genders scored significantly higher with game play. There were no significant differences between ethnicities, yet all ethnic groups scored significantly higher with game play. Students 40 years and under scored significantly higher with game play, while students 41 and older did not. These studies add definitive research in the area of game-based learning. The DoD now has studies proving the efficacy of digital game-based learning and how it can improve learning.
WITH the medical and veterinary professions coming under increasing scrutiny from both the Government and the public, clinical 'competence to practise' requires regular reassessment and revalidation. The medical profession has forged ahead in this respect. The veterinary profession, meanwhile, needs to contemplate its approach and develop appropriate systems. There are lessons to be learned not only from the medical field but also, suggests Professor Bob Michell, from the aviation industry. In this article, he discusses some options that the veterinary profession might consider.
An advanced learning system for interactive simulation of patient cases (ISP) is described. The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues. The system includes features such as video based illness history-taking function using free text input, highly interactive physiological examination procedures, extensive laboratory tests and detailed user feedback. The system was constructed mainly in Authorware Professional, starting more than 10 years ago, and it is now available in refined versions in different languages. Twelve pedagogical and three technical features were initially defined for the project. All of these aims were fulfilled. The ISP system has been successfully used in education, and in international collaboration, including three applicability field tests. The system is also a powerful research tool for studying for instance medical decision-making.
The prospectives of game-based learning to support collaborative and interactive learning among students, undergoing higher studies, are discussed. One of the significant objectives of digital game-based learning is to address new ways of ICT-based instructional design and to provide learners with an opportunity of acquiring skills and competencies that are required in their professional careers. Some specific educational fields where game-based learning can be applied effectively include interdisciplinary topics, such as critical thinking, group communication, debate, and decision making. Game-based learning has the potential to enable learners to apply factual knowledge, learn on demand, gain experiences in the virtual world, which can form their behavioral patterns and influence their memory. Game-based learning also needs to be motivating for a learner to repeat learning stages with a game context.
The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources.
To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement.
One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning.
Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress.
Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.
In this article, a simulation model for rectal palpation teaching in cows, Breed'n Betsy, is evaluated. Furthermore, the learning process of rectal palpation is depicted during a training period in live cows. In experiment 1, eight students were trained in live cows (group A) and nine students were trained using Breed'n Betsy (group B). After 25 palpations, their ability to localize and evaluate structures was evaluated in practical tests in live cows. Group A had higher results than group B (p<0.001) and were more skilled at localizing the uterus and localizing and evaluating the ovaries (p<0.05). Group B was better at pregnancy diagnosis (nonsignificant). Results suggest that Breed'n Betsy cannot fully replace training in live cows, but may be a valuable addition to the classical teaching method. Suggestions for future improvement are made. In experiment 2, 10 students were intensely trained in live cows throughout the year and evaluated in practical tests at three time points (September, January, and March). Results were analyzed as a function of time point and the category of experience (1: 0-50 cows; 2: 50-100 cows; 3: 100-150 cows; 4: 150-200 cows; 5: >200 cows). Results increased in time (p<0.05) and were higher in categories 3, 4, and 5 than in category 1 (p<0.05). Although all of the students in the higher categories successfully localized the cervix, uterus, and ovaries, they had difficulties in interpreting these structures, suggesting that palpation of 200 cows is insufficient to reach a consistent level of expertise.
An approach of computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog. All the tutorials were developed using standard software packages and image digitising processes. The philosophy behind the development of these computer-assisted learning packages is discussed.
Surgeons must learn to perform operations. The current system of surgical resident education is facing many challenges in terms of time efficiency, costs, and patient safety. In addition, as new types of operations are developed rapidly, practicing surgeons may find a need for more efficient methods of surgical skill education. An in-depth examination of the current learning environment and the literature of motor skills learning provides insights into ways in which surgical skills education can be improved. Computers will certainly be a part of this process. Computer-based training in technical skills has the potential to solve many of the educational, economic, ethical, and patient safety issues related to learning to perform operations. Although full virtual-reality systems are still in development, there has been early progress that should encourage surgeons to incorporate computer simulation into the surgical curriculum.
We have previously demonstrated the potential efficacy of a computer-assisted board game as a tool for medical education. The next logical step was to transfer the entire game on to the computer, thus increasing accessibility to students and allowing for a richer and more accurate simulation of patient scenarios.
First, a general game model was developed using Microsoft Visual Basic. A breast module was then created using 3-D models, radiographs, and pathology and cytology images. The game was further improved by the addition of an animated facilitator, who directs the players via gestures and speech. Thirty-three students played the breast module in a variety of team configurations. After playing the game, the students completed surveys regarding its value as both an educational tool and as a form of entertainment. 10-question tests were also administered before and after playing the game, as a preliminary investigation into its impact on student learning.
After playing the game, mean test scores increased from 6.43 (SEM +/- 0.30) to 7.14 (SEM +/- 0.30; P = 0.006). The results of the five-question survey were extremely positive. Students generally agreed that the game concept has value in increasing general knowledge regarding the subject matter of breast disease and that the idea of following simultaneously the work-up of numerous patients with similar problems is a helpful way to learn a work-up algorithm.
Postgame surveys demonstrate the efficacy of our computer game model as a tool for surgical education. The game is an example of problem based learning because it provides students with an initial set of problems and requires them to collect information and reason on their own in order to solve the problems. Individual game modules can be developed to cover material from different diagnostic areas.
A multimedia program, a non-linear system which supplements the traditional, linear way of learning (e.g. with a text book), was developed. Non-linear systems allow the direct use of information in a free sequence. A problem of these systems is the danger that the reader becomes lost in detail. Therefore, a program was constructed which tries to combine the properties of linear and non-linear teaching systems. Student groups were continuously involved during all stages of the project. The program is organized in several levels. These are: (1) choice of chapters; (2) table of contents of one chapter; (3) summary; (4) text and (5) pictures, animations, simulations and video sequences. The program can be used in different ways. In the linear mode, the reader selects via action words different levels of the program. The user can read either only on the level of the summaries or on detailed information (text, pictures, simulations and videos). In the non-linear mode the user jumps via menu items or buttons to selected pictures, simulations or a searched term. In this way, more than 3500 screen pages are integrated into a multimedia program for veterinary physiology. The program is written in TOOLBOOK, and can be used on a personal computer with Windows 95 or higher.
Six years of experience at Washington State University's College of Veterinary Medicine using an online, asynchronous, problem-solving small animal case simulation tool are presented. Student satisfaction with the online problem-solving experience was high, and the majority of students felt that the experience was realistic and worthwhile. The effort required to keep the experience realistic required a large investment of time by instructors, which ultimately led to discontinuation of the online course. A summary of features to consider when creating case simulations is presented.
Traditional methods of teaching intracellular biological processes and pathways use figures or flowcharts with the names of molecules linked with arrows. Many veterinary students, presented with such material, simply memorize the names or chemical structures of the molecules and are then likely to forget the material once the examination is completed. To address this problem, the authors designed, created, and field-tested new teaching media that incorporate realistic three-dimensional (3D) animations depicting the dynamic changes that occur in intracellular molecules during cellular activation. Testing found that veterinary students taught using traditional teaching media (e.g., lectures, handouts, textbooks) are proficient in memorizing the names and order of intracellular molecules but unable to appreciate the interactions between these elements or their spatial relationships within cells. In contrast, more than 90% of veterinary students taught using 3D animations not only recall the facts about the intracellular elements but also develop accurate mental images of the interactions among these molecules and their spatial relationships. These findings strongly suggest that the comprehension of complex biological processes by veterinary students can be enhanced by the use of dynamic 3D depictions of these processes in the classroom.
The purpose of this study was to compare learning satisfaction and effectiveness using traditional lecture or educational game in teaching medical students about ectopic pregnancy.
Third-year medical students were randomized to instruction about ectopic pregnancy through either standard lecture or educational Jeopardy style game. Students in each group completed a pretest, posttest, and satisfaction survey. Experts in ectopic pregnancy validated the pretest and posttest. The satisfaction survey was taken from published validated tests. Paired samples t test was used to compare pretest and posttest scores. Independent samples t tests were used to compare test scores and satisfaction responses between groups. Chi-square tested dichotomous satisfaction responses.
All 104 students in both groups showed significant improvement in learning about ectopic pregnancy (P < .001) on pre- and posttest comparison, with scores being almost identical. Students in the group randomized to game format rated it higher in stimulating faculty/student interaction, helping retain information, and overall enjoyment than students participating in the lecture method (P < .001). In addition, students in the game group responded positively that the format was interactive, stimulated their interest, and kept them engaged in class content (P < .001).
The innovative educational game format was as effective as standard lecture in educating students about ectopic pregnancy, while being more enjoyable and stimulating. Based on these conclusions, we hope to motivate other teachers in obstetrics and gynecology to use innovative teaching methods to provide a more enjoyable, stimulating, and active means of effective medical education.
In this study, we compared the educational value of a multimedia module about aortic valve replacement as a preparation for the operating room with a print medium of identical content.
One hundred twenty-six students were randomly assigned in a prospective study to either use the multimedia course (n = 69) or a print version (n = 57). A 20-item multiple-choice test was performed before and after learning with the respective medium. Both groups participated in an operation during which they were evaluated with 28 standardized tasks and questions. Individual motivation, computer literacy, and didactic quality of both media were assessed with psychometric tests.
There were no significant differences in the multiple-choice pretest (multimedia, 30.6% +/- 12.4% versus print, 27.9% +/- 11.4%) and posttest responses (multimedia, 76.7% +/- 13.3% versus print, 76.9% +/- 11.1). Mean percentage of correct answers during the operation was 82.9% +/- 10% in the online group and 64.7% +/- 12% in the print group (p < 0.0001). The multimedia group needed significantly (p < 0.001) less study time (105 +/- 24 minutes) when compared with the text group (122 +/- 30 minutes). There were no statistically significant differences in motivation, computer literacy, and didactic quality of either medium.
Regarding factual knowledge, there is no difference between multimedia-driven learning and a print medium. During heart operations, when understanding of complex temporal and spatial events is essential, students' performance is significantly improved by multimedia-enhanced teaching. The latter further proved to be more efficient in terms of study time.
Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.
"Virtual patients" are computer-based simulations designed to complement clinical training. These applications possess numerous educational benefits but are costly to develop. Few medical schools can afford to create them. The purpose of this inventory was to gather information regarding in-house virtual patient development at U.S. and Canadian medical schools to promote the sharing of existing cases and future collaboration.
From February to September 2005, the authors contacted 142 U.S. and Canadian medical schools and requested that they report on virtual patient simulation activities at their respective institutions. The inventory elicited information regarding the pedagogic and technical characteristics of each virtual patient application. The schools were also asked to report on their willingness to share virtual patients.
Twenty-six out of 108 responding schools reported that they were producing virtual patients. Twelve schools provided additional data on 103 cases and 111 virtual patients. The vast majority of virtual patients were media rich and were associated with significant production costs and time. The reported virtual patient cases tended to focus on primary care disciplines and did not as a whole exhibit racial or ethnic diversity. Funding sources, production costs, and production duration influenced the extent of schools' willingness to share.
Broader access to and cooperative development of these resources would allow medical schools to enhance their clinical curricula. Virtual patient development should include basic science objectives for more integrative learning, simulate the consequences of clinical decision making, and include additional cases in cultural competency. Together, these efforts can enhance medical education despite external constraints on clinical training.
Background:
This study aimed to define perceptions of the need and the value of new simulation devices for laparoscopic and robot-assisted surgery. The initial experience of surgeons using both robotic and nonrobotic laparoscopic simulators to perform an advanced laparoscopic skill was evaluated.
Methods:
At the 2006 Society of American Gastroesophageal Surgeons (SAGES) meeting, 63 Learning Center attendees used a new virtual reality robotic surgery simulator (SEP Robot) and either a computer-enhanced laparoscopic simulator (ProMIS) or a virtual reality simulator (SurgicalSIM). Demographic and training data were collected by an intake survey. Subjects then were assessed during one iteration of laparoscopic suturing and knot-tying on the SEP Robot and either the ProMIS or the SurgicalSIM. A posttask survey determined users' impressions of task realism, interface quality, and educational value. Performance data were collected and comparisons made between user-defined groups, different simulation platforms, and posttask survey responses.
Results:
The task completion rate was significantly greater for experts than for nonexperts on the virtual reality platforms (SurgicalSIM: 100% vs 36%; SEP Robot: 93% vs 63%; p < 0.05). Prior robot use was predictive of task completion on the SEP Robot, and nonexperts were more likely to complete the virtual reality task on the SEP Robot than on the SurgicalSIM. Experts performed better than nonexperts for all performance measures on the ProMIS. All the survey scores pertaining to realism except image quality were higher for the ProMIS than for either virtual reality trainer.
Conclusion:
The task completion rate was the best discriminant of expert performance on both virtual reality platforms, whereas simulator metrics best discriminated expertise for the videoscopic platform. Similar comparisons for the virtual reality platforms were not feasible because of the low task completion rate for nonexperts. The added degrees of freedom associated with the robotic surgical simulator instruments facilitated completion of the task by nonexperts. All platforms were perceived as effective training tools.
Abstracts of posters presented at the 2008 AAVMC Educational Symposium
- G Edwards