Climbing the Integration Ladder: A Case Study on an Interdisciplinary and Case-Based Approach to Teaching General Pathology, Parasitology and Microbiology in the Veterinary Curriculum.

The School of Veterinary Medicine, University College Dublin, Ireland, restructured the teaching of general pathology, parasitology, and microbiology in third year in 2018 as part of the development of an outcome-based curriculum. A new integrated teaching module was created, called Veterinary Pathobiology, which encompassed the three paraclinical subjects, worth 20 ECTS credits. Subject integration was driven and supported by case-based learning (CBL) activities, and practical classes, which were aimed at facilitating the understanding of basic disease processes, infectious agents, and the application of diagnostic tests. The disciplines maintained their identities within lectures which were aligned by content. The restructuring led to a reduction of contact hours by 20% and of assessment time by 40%. The examinations included integrated questions with an emphasis on the material students had covered in their CBL. Despite positive outcomes, which included equivalent examination scores and positive written feedback by students on teaching and learning, understanding, assessment, relevance, CBL, group work, and generic skills, the average scores for overall student satisfaction dropped dramatically in the second academic year of implementation. This followed the introduction of new regulations by the University relating to student progression, which was capped at "carrying" 10 ECTS credits, thus preventing students that failed the new module from progressing. Other criticisms of the new module by students included too little communication on the changes implemented in its first iteration and a workload perceived to be too heavy. Further restructuring is therefore necessary. This study highlights the process/pitfalls of integration/curricular innovation.

Using the Digital Platform ExamSoft in Veterinary Anatomy and Parasitology Assessments in Written and Laboratory Components.

The Ohio State University College of Veterinary Medicine (CVM), with a class size of 162, is one of the largest in the nation. In an effort to streamline examination procedures, create a consistent assessment format among courses, replace paper exams, track test questions linked to learning objectives, and reduce exam grading time, our DVM program adopted the use of ExamSoft for core courses beginning in the autumn semester 2014. ExamSoft is an electronic assessment application, which provides a secure testing environment and robust reporting features. CVM uses it for high stakes midterm and finals. Although easily adopted into a didactic course format, its application in laboratory-based examinations proved challenging. Designing, setting up and grading exams for Anatomy and Parasitology courses with a laboratory component have always required substantial time investment, and adding a testing application to the process demanded rethinking and restructuring logistics. After two semesters of process refinement and standardization of a testing device to the iPad, faculty teaching in the Anatomy and Parasitology courses were able to implement ExamSoft in a laboratory setting to realize the same assessment and efficiency gains. Here we describe the benefits of ExamSoft testing in the written and laboratory settings and the lessons learned during the 2-year transition.

Plastinated macroparasites, an alternative resource for use in practical lessons.

The plastination technique is a recently developed option to preserve biological tissues widely used in human and veterinary anatomy. This process allows one to obtain real, safe, clean, dry, resistant and permanently stable material without any additional treatment or maintenance. All these advantages are associated with the rapid expansion of plastination during recent decades in a high number of educational institutions. However, the studies of parasite conservation through plastination are scarce, although the material obtained has a high quality, as prior references have shown. In this study, 141 students of veterinary medicine and pharmacy university degrees used, in a blind study, plastinated specimens (experimental group) or wet specimens (control group) during three consecutive practical sessions. Afterwards all the students completed anonymous questionnaires on both knowledge and satisfaction. The results demonstrated that plastinated parasites are a valid and satisfactory alternative to be used as a teaching/learning tool during practical lessons. Moreover, with regard to the knowledge of morphological structures, the results from the questionnaire of assimilated knowledge showed no differences between the use of plastinated and formaldehyde-preserved parasites.

La technique de plastination est une méthode assez récente de préservation des tissus biologiques qui est désormais largement utilisée en anatomie humaine et vétérinaire. Ce procédé permet d'obtenir des préparations anatomiques réalistes, sûres, sèches, résistantes et stables qui ne nécessiteront pas de traitement ni d'entretien ultérieurs pour préserver leur durabilité. Ces avantages expliquent que le recours à la plastination se soit rapidement développé au cours des dernières décennies dans nombre d'institutions d'enseignement. Néanmoins, rares sont les études portant sur la préservation des parasites par plastination, bien que les spécimens obtenus lors de travaux antérieurs aient été jugés de très bonne qualité. Les auteurs présentent les résultats d'une enquête menée auprès de 141 étudiants préparant leur diplôme de médecine vétérinaire ou de pharmacie, à qui ont été distribués en aveugle des spécimens plastinés (groupe expérimental) et des spécimens conservés dans une solution liquide (groupe de contrôle) lors de trois séances consécutives de travaux pratiques. Il a ensuite été demandé aux étudiants de remplir anonymement un questionnaire portant sur les connaissances acquises lors de ces séances et sur leur degré de satisfaction. Les résultats ont montré que les parasites plastinés constituent une alternative valable et satisfaisante en tant que matériel pédagogique et d'entraînement pendant les leçons pratiques. Par ailleurs, s'agissant de l'étude des structures morphologiques, les résultats du questionnaire sur les connaissances acquises lors des travaux pratiques n'ont pas fait apparaître de différences entre les étudiants ayant travaillé sur des parasites plastinés et ceux ayant travaillé avec des parasites conservés dans le formol.

La técnica de la plastinación es un método de reciente aparición para conservar tejidos biológicos, utilizado con gran frecuencia en anatomía humana y veterinaria. Se trata de un proceso que permite obtener material real, inocuo, limpio, seco, resistente y con una estabilidad permanente sin necesidad de ninguna otra operación de tratamiento o mantenimiento. Todas estas ventajas explican que en los últimos decenios la técnica se haya extendido con rapidez por muy numerosas instituciones de enseñanza. Aun así, hay escasos estudios sobre la conservación de parásitos por plastinación, pese a que el material obtenido, como se desprende de referencias anteriores, es de gran calidad. Los autores describen un estudio ciego en el que 141 estudiantes universitarios en farmacia y medicina veterinaria emplearon muestras plastinadas (grupo experimental) o muestras húmedas (grupo de control) en tres clases prácticas consecutivas, tras lo cual todos los estudiantes respondieron anónimamente a un cuestionario que evaluaba tanto sus conocimientos como su nivel de satisfacción. Los resultados demostraron que los parásitos plastinados constituyen una alternativa válida y satisfactoria como herramienta para impartir y/o recibir clases prácticas. Además, desde el punto de vista del conocimiento de estructuras morfológicas, los resultados del cuestionario sobre conocimientos asimilados no pusieron de manifiesto diferencia alguna entre el uso de parásitos plastinados y el de parásitos conservados en formaldehído .

Advancing the multi-disciplinarity of parasitology within the British Society for Parasitology: studies of host-parasite evolution in an ever-changing world.

The study of parasites typically crosses into other research disciplines and spans across diverse scales, from molecular- to populational-levels, notwithstanding promoting an understanding of parasites set within evolutionary time. Today, the 2030 Sustainable Development Goals (SDGs) help frame much of contemporary parasitological research, since parasites can be found in all ecosystems, blighting human, animal and plant health. In recognition of the multi-disciplinary nature of parasitological research, the 2017 Autumn Symposium of the British Society for Parasitology was held in London to provide a forum for novel exchange across medical, veterinary and wildlife fields of study. Whilst the meeting was devoted to the topic of parasitism, it sought to foster mutualism, the antithesis perhaps of parasitism, by forging new academic connections and social networks to exchange novel ideas. The meeting also celebrated the longstanding career of Professor David Rollinson, FLS in the award of the International Federation for Tropical Medicine Medal for his efforts spanning 40 years of parasitological research. Indeed, David has done so much to explore and promote the fascinating biology of parasitism, as exemplified by the 15 manuscripts contained within this Special Issue.

Charles William Lacaillade. Biologist, Parasitologist, Educator, and Mentor.

Charles William Lacaillade (1904-1978) was an eminent biologist in the middle decades of the twentieth century. He was born in Lawrence, Massachusetts of parents whose ancestors were French Canadians. His father, also named Charles William Lacaillade, was a dentist who graduated from Tufts University School of Dentistry in 1898. His mother, Elodia Eno, came from a family of very successful businessmen. Lacaillade was the third of six children. His two older brothers, Harold Carleton and Hector Eno, both graduated from the University of Louisville, School of Dentistry, while his younger brother, Lawrence, became a businessman. His sister, Luemma, married Dr. Henry Steadman, a veterinarian, while his youngest sister, Gloria, married a U.S. Army officer, Lieutenant Colonel Victor Anido. Lacaillade received his MS and PhD degrees in biology and zoology from Harvard University. He then became a fellow at The Rockefeller Institute for Medical Research. At both institutions, he studied under some of the most eminent biological scientists of the time. These included Rudolf W. Glaser, George Howard Parker, Theobald Smith, Carl TenBroeck, and William Morton Wheeler. At the Rockefeller Institute, he co-discovered the vector and mode of transmission of Eastern Equine Encephalomyelitis. This discovery, and the research he conducted with Rudolf W. Glaser, quickly established him as an outstanding biological researcher. However, a change in leadership at the Rockefeller Institute resulted in research priorities being given to the disciplines of general physiology, physical chemistry, and nutrition. This shift in the research agenda away from the biological sciences precluded career advancement at the Rockefeller Institute for post-doctoral fellows like Lacaillade. It was the height of the Great Depression, and even biologists with terminal doctoral degrees found it difficult to find positions. In 1935, Lacaillade accepted a position as an assistant in biology at St. John's College in Brooklyn, New York. Although a small single-gender college for men, the Department of Biology there under Dr. Andrew I. Dawson had an impressive record of research achievements. Lacaillade remained at this institution for the remainder of his career until his retirement in 1970. He eventually became Distinguished Professor of Biology, Chair of the Department of Biology, and the recipient of numerous awards and recognitions. Lacaillade quickly developed a reputation as an outstanding teacher, mentor, and scientist. He taught introductory courses in biology as well as advanced ones in parasitology and entomology. He preceptored graduate students and guided their dissertation research. Above all else, he was a superb mentor who provided sage advice to pre-professional students planning careers in medicine and dentistry. Lacaillade effortlessly adapted to the transformation of St. John's College, with an annual enrollment of some 600, to St. John's University, with an average annual student census of 20,000. He also oversaw the geographic relocation of his department from Brooklyn to the then new campus in Jamaica, New York in 1955. He proved to be a stabilizing presence during the faculty strike of 1966 and its aftermath which included a reorganization of the university. Throughout his life, Lacaillade was admired as a man of letters. His interests spanned art, literature, opera, and the theater. He had a passionate interest in English literature, about which he wrote, and was proud of his collection of first editions of English writers. Charles William Lacaillade was an eminent success as a research biologist early in his career. However, his greater successes came later as an outstanding educator and mentor. As such, he had a positive and lasting influence on the lives and careers of many students and colleagues. He passed away on 17 September 1978 in Danvers, Massachusetts.

[(INTRODUCTION OF RESEARCH RESULTS INTO THE TRAINING OF PHYSICIANS IN THE SPECIALTY OF PARASITOLOGY)].

The paper presents the results of theoretical and practical studies into parasitology, which were conducted at the E.I.Martsinovsky Institute of Medical Parasitology, Tropical and Vector-Borne Diseases and then used for the training of specialists with higher medical education at the Department of Tropical Medicine and Parasitic Diseases, I.M.Sechenov First Moscow State Medical University. The need to develop professional skills is related to the increasing learning require- ments due to socioeconomic conditions and the epidemiological situation in the country.

[(DESIGNING EDUCATIONAL PROGRAMS IN ACCORDANCE WITH THE LABOR FUNCTIONS OF THE PROFESSIONAL STANDARDS (IN CASE OF THE EDUCATIONAL MODULE "MALARIA, CONTROL AND PREVENTION METHODS")].

The paper considers the methodologic features of designing educational programs in accordance with the labor func- tions of the professional standards, by using the working program of the educational module "malaria, control and preven- tion methods> as an example. The basis for the relationship between the labor functions and the content of educational programs is a physician's professional task that ensures that the specific labor function is performed. In turn, the profes- sional task defines the characteristics of educational and professional problems that are a unit for designing the content of each training module. Thus, the content of the training module and the training of a physician are closely linked with the goals and objectives of labor functions of the professional standard, which enhances the professional orientation of educational programs.

AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

[Exploration and Application of Discussion-based Teaching Method in Teaching of Medical Parasitology].

In this study, students majoring in Clinical Medicine were enrolled to explore the effect of discussion-based teaching method in the teaching of medical parasitology. One hundred and fifty-six students (with an entry year of 2011) in classes 1-3 received the discussion-based teaching while 153 students in classes 4-6 received traditional teaching. The effect of teaching was evaluated in terms of final examination score and questionnaire, and compared between the groups. The final examination score of students receiving the discussion-based teaching （86.1±6.6） was significantly higher than those receiving the traditional teaching（74.2±8.3）（P<0.05）. The discussion-based teaching method was graded as "excellent" by 89.1%（136/156）of the students, and was considered to be superior to the traditional teaching by 96.8%（151/156）of the students. The results indicate that the discussion-based teaching method can enhance interactions between participants, change the ways of thinking, and provide inspirations for learning and exploration.

[A PROJECT TARGETED APPROACH TO IMPROVING THE ENVIRONMENTAL TRAINING OF PARASITOLOGISTS].

A project targeted approach is the methodological basis for organizing professional education, which deals with learning objectives, content, and technologies as a professional activity design where all components-of a teaching process are constructed on an integrative basis. The project targeted approach is the basis for a project method. The latter ensures that the learning objectives are achieved through the creation of a professionally significant problem, which should yield a real, tangible practical result. At the same time, the organization of a specialist's training and professional activities undergoes a complete cycle: from revelation of a problem to implementation of a project, its assessment and reflection (a comparative analysis of the organization and quality of practical activity). The high effectiveness of the project method contributes to the better environmental training of parasitologists and to the improvement of their professional readiness to solve specific parasitogenic problems.

[Methodical features of the molding of diagnostic competences in medical parasitology workers].

The paper provides a rationale for a procedure to mold diagnostic competences in medical workers of the laboratories of therapeutic-and-prophylactic institutions and hygiene and epidemiology centers, Russian Federal Service for Supervision of Consumer Rights Protection and Human Welfare. The methodical features of molding diagnostic competences in the above contingents are the design and organization of an educational process by applying systems integration and competence-based approaches; increased active self-directed learning of audience; a procedure to organize its unsupervised extracurricular activities. Professional habits and skills in laboratory specialists should be molded on the basis of didactic principles and in compliance with the found methodical patterns. The eventual result (molded competences) and its compliance with the practical health care requirements is assessed using all control types (incoming, running, intermediate, and ultimate ones). This ensures the stability and predictability of molding diagnostic competences in parasitology specialists.

[METHODOLOGICAL APPROACHES TO DEFINING CRITERIA FOR ACCREDITATION OF SPECIALISTS (IN CASE OF MEDICAL PARASITOLOGISTS)].

In 2016, provision is made for the transition for an accreditation system for all health workers to have individual permits for specific kinds of medical activities. Regular accreditation of health workers is one of the constituents of medical education, which is being intensively elaborated by the Ministry of Health of Russia jointly with a professional community by the module principle of using an accumulation system of valid credits. Despite the fact that higher educational establishments belong to different agencies, educational programs for physicians, criteria and procedures for their accreditation must be uniform. In this connection, there is today's challenge of methodological and methodical approaches to defining criteria for the accreditation of specialists of healthcare facilities of the Ministry of Health of Russia, bodies and institutions of the Russian Federal Service for Supervision of Consumer Rights Protection and Human Welfare. In the context of systemic and functional methodological approaches, the paper shows a procedure for defining criteria for the accreditation of specialists (in case of medical parasitologists).

[The network model is an effective form of training preventive medicine physicians (in case of medical parasitologists)].

Professional medical education is most cost-based when training highly skilled personnel. This is associated with expensive material and technical resources and a high labor-to-output ratio of practicing programs. The network model makes it possible to blaze new trails to achieve the quality of training the staff and the governmental support of its educational programs strengthens the coordination between higher educational establishments, research organizations, and professional learning communities. By using the training of medical parasitologists as an example, the paper shows a network model how to implement the educational program.

[THE FUNCTIONAL CONSTITUENT OF A BIOLOGICAL COMPONENT IN PROGRAMS FOR TRAINING SPECIALISTS IN THE AREA OF PARASITOLOGY FOR ACCREDITATION].

The paper considers the functional aspects of a biological component in programs for training specialists in the area of Parasitology for accreditation within the current enactments, including those on modernization of public health and additional professional education. The working program of the module "Fundamental Disciplines" has been used as an example to outline approaches to molding a medical parasitologist's capacity and readiness to solve professional tasks on the basis of knowledge of fundamental disciplines: biology, immunology, and medical geography. Education fundamentalization is shown to suggest more unsupervised work of a learner in the teaching process. The fundamental constituent of a biological component of the 'programs for training learners in the specialty of Parasitology for accreditation is shown in the interaction of all sections of this area with special and allied subjects.

Assessment of a novel method for teaching veterinary parasitology.

A student-centered innovative method of teaching veterinary parasitology was launched and evaluated at the Ross University School of Veterinary Medicine (RUSVM) in St. Kitts, where Parasitology is a required course for second-semester veterinary students. A novel method, named Iron Parasitology, compared lecturer-centered teaching with student-centered teaching and assessed the retention of parasitology knowledge of students in their second semester and again when they reached their seventh semester. Members of five consecutive classes chose to participate in Iron Parasitology with the opportunity to earn an additional 10 points toward their final grade by demonstrating their knowledge, communication skills, clarity of message, and creativity in the Iron Parasitology exercise. The participants and nonparticipants were assessed using seven parameters. The initial short-term study parameters used to evaluate lecturer- versus student-centered teaching were age, gender, final Parasitology course grade without Iron Parasitology, RUSVM overall grade point average (GPA), RUSVM second-semester GPA, overall GPA before RUSVM, and prerequisite GPA before RUSVM. The long-term reassessment study assessed retention of parasitology knowledge in members of the seventh-semester class who had Iron Parasitology as a tool in their second semester. These students were invited to complete a parasitology final examination during their seventh semester. There were no statistically significant differences for the parameters measured in the initial study. In addition, Iron Parasitology did not have an effect on the retention scores in the reassessment study.

[The biological component of the professional standards and qualification characteristics of preventive medicine specialists (as exemplified by the specialty of parasitology)].

In the context of theoretical analysis, the paper characterizes a specialist training system based on the biological component of the qualification characteristics and professional standard of preventive medicine specialists. Evidence is provided for the relationship between the components of the training system for preventive medicine specialists. The authors also specify the fact that the content of qualification characteristics and professional standards, besides general requirements, must take into account requirements for training the specialists in terms of natural and climatic and socioeconomic characteristics of regions.

[Ways of improving the education of specialists from the health care organizations, agencies, and institutions of the Russian Inspectorate for the Protection of Consumer Rights and Human Welfare, in the area of parasitology].

The intensive modern Russian reforms in professional education require that stafftraining in medicine should be also improved. The main directions and ways of improving education in the specialty of Parasitology are as follows:--to update professional education, by applying a competence approach, in terms of which the main focus is on mastering the activity and obtaining the experience in make this activity in different situations;--to apply the modular principle in the design of educational programs and a teaching process;--to improve the fundamental training of staff in the area ofparasitology;--to enhance the integration of special, related, and basic disciplines in stafftraining.

Designing equity, diversity, and inclusion training for postgraduate parasitologists.

Equity, diversity, and inclusion (EDI) have received increased attention in the sciences, with increasing expectation that students will receive formal training in this area. However, compared with other biosciences, little guidance has been produced for parasitology educators. Therefore, this article presents the contents and evaluation of pilot training designed for postgraduates.

The Bibliometric Analysis of the Postgraduate Theses Written on Medical Parasitology in Türkiye.

Objective: The aim of this study was to analyze the theses prepared in the field of medical parasitology in Türkiye and to reveal the importance given to the science of parasitology in the groves of academe and to raise awareness in this field. Methods: Council of Higher Education's National Thesis Center database has been analyzed postgraduate these documents conducted in the field of medical parasitology from January 1985 to September 2022. Results: As a result of the examining, 393 theses made in the field of medical parasitology were detected. It was determined that 52.9% of the theses prepared were master, 28% of PhD and 19.1% were the thesis of medical specialty thesis and 61.3% of the theses prepared were related to protozoa, 16.5% of helminths, 8.6% arthropods and 12.2% of intestinal parasites (helminth and protozoa). The top five types of parasites in the theses were Toxoplasma gondii, Leishmania spp., Echinococcus spp., Giardia intestinalis and Cryptosporidium spp. respectively. Conclusion: In conclusion, it was of the opinion that more importance should be given to the field of medical parasitology in Türkiye.