The Experts below are selected from a list of 2823 Experts worldwide ranked by ideXlab platform

Samson Mukaratirwa - One of the best experts on this subject based on the ideXlab platform.

  • undergraduate teaching of Veterinary parasitology in africa
    Veterinary Parasitology, 2002
    Co-Authors: Samson Mukaratirwa
    Abstract:

    Abstract The undergraduate teaching of Veterinary parasitology in an African perspective is reviewed. Information was gathered from 8 of approximately 20 Veterinary Schools/faculties in Africa. In order to compare teaching in the different Schools a standard questionnaire was designed for collecting data on different aspects of the curriculum, including the curriculum structure, the year(s) in which Veterinary parasitology is taught, the contact hours allocated to teaching and the methods of teaching. The results of the eight faculties/Schools reveal that Veterinary parasitology is taught in a disciplinary approach allocating a total of 90–198 h to lectures (46–75%) and practicals 38–196 h (25–54%) during the full curriculum. There are considerable differences in structure of the curricula and methods of teaching undergraduate Veterinary parasitology between the various Schools/faculties. Availability of teaching staff and the cost of running practical classes are the most limiting factors in teaching of Veterinary parasitology. There is a need to constantly review the curriculum of undergraduate Veterinary parasitology and to standardise the materials and methods in light of new knowledge.

Bert E Stromberg - One of the best experts on this subject based on the ideXlab platform.

  • teaching Veterinary parasitology the north american perspective
    Veterinary Parasitology, 2002
    Co-Authors: Bert E Stromberg
    Abstract:

    Abstract The American Association of Veterinary Parasitologists (AAVP) initiated a study of parasitology curricula in Veterinary Schools in the US and Canada in November 1989. An ad hoc committee (Task Force) and then the Education Committee developed a position paper on teaching parasitology in Veterinary colleges. In addition to confirming the importance of parasitology as a discipline they recommended a set of general learning objectives and proposed topic-specific titles rather than parasite-/group-specific titles. Another problem observed in teaching parasitology was a significant reduction in time available to teach parasitology. One way to compensate for the lost classroom time is to utilize some of the technological advances in presenting the material to students.

M C R Vieirabressan - One of the best experts on this subject based on the ideXlab platform.

  • teaching of undergraduate Veterinary parasitology the south american perspective
    Veterinary Parasitology, 2002
    Co-Authors: M C R Vieirabressan
    Abstract:

    Abstract Undergraduate teaching of Veterinary parasitology in South American countries is basically similar to most of the Veterinary Schools and offers lectures and practicals in parasitology (P) predominantly in the second year of the curriculum, and parasitic diseases (PD) in the third year, but in some Schools also in the fourth and fifth years. However, there is a great variation in teaching hours allocated to P/PD between totals of about 50–169 h during the full curriculum. In addition to the lectures and practicals, Schools are increasingly using tools (CD-ROMs) for self-instruction and new forms of education, such as workshops, round tables, and field practicals. The large number of important parasite species of large and small animals in tropical and subtropical areas would require additional hours for teaching—at least in some of the Schools—considering the multidisciplinary characteristics of Veterinary parasitology.

Danielson J A - One of the best experts on this subject based on the ideXlab platform.

  • Development of core entrustable professional activities linked to a competency-based Veterinary education framework
    'Informa UK Limited', 2019
    Co-Authors: Molgaard L K, Chaney K P, Bok H G J, Read E K, Hodgson J L, Salisbury S K, Rush B R, Ilkiw J E, May S A, Danielson J A
    Abstract:

    Purpose: Despite the adoption of competency-based education in some Veterinary Schools over the past 15 years, only recently has a concerted effort been directed toward this in Veterinary education internationally. Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member Schools came together with a strong call to action to create shared tools for clinical competency assessment. Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework. Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework

Elizabeth Spangler - One of the best experts on this subject based on the ideXlab platform.

  • ecosystem health as a clinical rotation for senior students in canadian Veterinary Schools a
    Ecosystem Health, 1999
    Co-Authors: C Ribble, B Hunter, Denise Belanger, Gary A Wobeser, T Leighton, David Waltnertoews, M Lariviere, Pierreyves Daoust, J Davidson, Elizabeth Spangler
    Abstract:

    We describe 4 years of an experimental rotation in ecosystem health offered to senior Veterinary students in Canada. Faculty from the four Canadian Veterinary colleges collaborated in offering the rotation once annually at one of the colleges. The first rotation was held in Guelph, Ontario, in 1993, followed in successive years by rotations at Saskatoon, Saskatchewan, Saint-Hyacinthe, Quebec, and Charlottetown, Prince Edward Island. The rotation is a predominantly field-based experience that allows students to work with Veterinary and other role models who are actively engaged in clinical research related to ecosystem health. Five specific field studies that worked particularly well during the rotations are presented. These studies involved investigating mortality in wildlife due to botulism, designing an environmental surveillance system around herds of beef cattle, using belugas to evaluate the health of the St. Lawrence River, dealing with competition for water use by aquaculture and agriculture, and exploring the role of veterinarians during major coastal oil spills. The experience has resulted in our developing the subject matter, field examples, teaching approach, and confidence necessary to make ecosystem health the focus of a productive clinical rotation for senior year Veterinary students.

  • ecosystem health as a clinical rotation for senior students in canadian Veterinary Schools
    Canadian Veterinary Journal-revue Veterinaire Canadienne, 1997
    Co-Authors: C Ribble, B Hunter, N Lariviere, Denise Belanger, Gary A Wobeser, Pierre Y Daoust, T Leighton, David Waltnertoews, Jeffery T Davidson, Elizabeth Spangler
    Abstract:

    We describe 4 years of an experimental rotation in ecosystem health offered to senior Veterinary students in Canada. Faculty from the 4 Canadian Veterinary colleges collaborated in offering the rotation once annually at 1 of the colleges. The 1st rotation was held in Guelph in 1993, followed in successive years by rotations at Saskatoon, Saint-Hyacinthe, and Charlottetown. The rotation is a predominantly field-based experience that allows students to work with Veterinary and other role models who are actively engaged in clinical research related to ecosystem health. Five specific field studies that worked particularly well during the rotations are presented. These studies involved investigating mortality in wildlife due to botulism, designing an environmental surveillance system around herds of beef cattle, using belugas to evaluate the health of the St. Lawrence River, dealing with competition for water use by aquaculture and agriculture, and exploring the role of veterinarians during major coastal oil spills. The experience has resulted in our developing the subject matter, field examples, teaching approach, and confidence necessary to make ecosystem health the focus of a productive clinical rotation for senior year Veterinary students.