Open AccessStudents' acceptance of case‐based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health
Author(s) -
Duckwitz Veronica,
Vogt Lena,
Hautzinger Claudia,
Bartel Alexander,
Haase Sebastian,
Wiegard Mechthild,
Doherr Marcus G.
Publication year - 2021
Publication title -
veterinary record open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.504
H-Index - 12
eISSN - 2052-6113
pISSN - 2399-2050
DOI - 10.1002/vro2.14
Subject(s) - curriculum , medical education , blended learning , veterinary education , class (philosophy) , medicine , german , work (physics) , veterinary medicine , psychology , mathematics education , pedagogy , computer science , engineering , educational technology , mechanical engineering , archaeology , artificial intelligence , history
Abstract Background In German veterinary education interdisciplinary lectures (ILs) are an important and mandatory part of the curriculum as their merging character builds a useful preparation for the future profession as a veterinarian. These lectures should enable students to work on practically‐relevant and interdisciplinary cases, which should ideally be defined jointly by lecturers from different disciplines. Methods In order to give students the opportunity to work on these cases and at the same time have contact with their lecturers and fellow students, the Faculty of Veterinary Medicine, Freie Universität Berlin, has converted its former in‐class ILs (face‐to‐face delivery format) into a blended learning format. The mandatory lectures comprise 196 curricular hours and are delivered over the course of three semesters within the veterinary curriculum. The new concept was developed over a period of three academic years and extensively evaluated (old‐new‐comparison) with regard to its acceptance and compliance with national requirements for interdisciplinary teaching. Results A total of 306 students were asked to evaluate different aspects of the newly implemented format. Overall, more than 79% of the students attending the newly implemented blended learning format responded positively, and the evaluation showed a significant improvement of learning motivation and acceptance when compared to the traditional teaching format. Conclusion The results indicated that blended learning is a suitable option for teaching mandatory ILs in clinical medicine and veterinary public health.