دانلود رایگان مقاله انگلیسی مشکلات و فرصت های آموزش انگل شناسی دامپزشکی در یک برنامه درسی - الزویر 2018

ABSTRACT

The Faculty of Veterinary Medicine at Utrecht University has seen three major curriculum changes, in 1995, 2001 and 2007. The last change was made because of the European change to a Bachelor-Master system. Almost each time teaching hours tagged for veterinary parasitology have been reduced to currently a minimum of between 46 and 51.5 h, which is much less than the WAAVP-recommended minimum of 70–90 h. This results in a challenge to maintain a qualitatively adequate veterinary parasitology program in a curriculum. Following a brief historic account of previous curricula and implemented curriculum changes, experiences, limitations and opportunities are discussed, including the potential of introducing new teaching materials based, for example, on digital technologies and gaming.

6. Future perspectives

After finishing their Bachelor in Veterinary Medicine, students do not possess a Bachelor degree that allows much opportunity to pursue another Master program than a veterinary one. Conversely, it is almost impossible for students from other faculties to enroll in a veterinary Master program if these are mainly focused on delivering practitioners. Currently, there is an ongoing discussion regarding a “Life Sciences Bachelor” degree. In this context, veterinary and (bio)medical students should follow largely the same or a similar program. In such a program, integration of the (bio)medical and veterinary disciplines could either lead to a further loss of the identity of or to an emphasis on the basics of parasitology in which veterinary examples (epidemiology, host-parasite interaction, control programs) could be used. It would also have major consequences for the veterinary Masters as it probably would need a much stronger involvement of veterinary parasitologists than currently is the case. With such a major change in the curriculum, the improvement and development of current and new teaching materials must aim for a flexible format to make it possible to also teach VP in a “Life Sciences Bachelor” in different faculties. This again might challenge the ability and willingness of teachers to adapt once more to a new curriculum.

Finally, the development of digital teaching materials in any form might benefit from cooperation between veterinary faculties or parasitologists across a continent or even globally. It would, therefore, greatly help if there was an international platform, where newly developed materials were posted for feedback or use by others.