The COVID-19 global pandemic emergency forced to replace the “traditional and in presence” clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students’ perception of the v-PBLs compared to the traditional veterinary clinically training (t-VCT).The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical case shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in v-PBL than in - t-VCT group. The students of v-PBL group perceived that they could not improve their practical clinical skills through online sessions and they emphasized how it could be employed as support of traditional practical activities. All the students are satisfied with the supervision and considered the trainings correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education.

The use of virtual-problem-based learning during COVID-19 pandemic emergency: veterinary studentsʼ perception

Fabiana Micieli
Primo
Conceptualization
;
Giovanni Della Valle
Secondo
Conceptualization
;
Chiara Del Prete
Conceptualization
;
Paolo Ciaramella
Penultimo
Membro del Collaboration Group
;
Jacopo Guccione
Ultimo
Conceptualization
In corso di stampa

Abstract

The COVID-19 global pandemic emergency forced to replace the “traditional and in presence” clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students’ perception of the v-PBLs compared to the traditional veterinary clinically training (t-VCT).The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical case shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in v-PBL than in - t-VCT group. The students of v-PBL group perceived that they could not improve their practical clinical skills through online sessions and they emphasized how it could be employed as support of traditional practical activities. All the students are satisfied with the supervision and considered the trainings correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/896939
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