TiHoVideos: veterinary students' utilization of instructional videos on clinical skills.

BACKGROUND: The YouTube channel "TiHoVideos" was created by the University of Veterinary Medicine Hannover, Foundation (TiHo) to enable easy, public access to the university's instructional videos as an additional support for learning clinical skills. Video production is expensive and time-consuming. To be able to optimize video production and aligning content to student needs we wanted to know if and how our students use these videos. RESULTS: Results show that the participating students primarily prepared for learning stations in the Clinical Skills Lab (CSL) by watching TiHoVideos at home on tablets or laptops and then concentrated at the CSL on learning the practical skills hands on. The videos available on TiHoVideos are rated as being a "very helpful" educational tool when preparing for CSL learning stations. CONCLUSIONS: Instructional videos represent an unquestionably suitable medium to aid veterinary students learn practical skills and a contribution to animal welfare by reducing the use of live animals in undergraduate veterinary education. The university's production of educational video material proves to be worth the effort because the videos are being used, appreciated and well-rated by TiHo students for their learning experience.

Clinical skills of veterinary students - a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany.

BACKGROUND: Students of veterinary medicine should achieve basic professional competences required to practise their profession. A main focus of veterinary education is on developing clinical skills. The present study used the guidelines of the "Day-One Skills" list of European Association of Establishments for Veterinary Education (EAEVE) to create an online questionnaire for assessing the skills acquired by students at the University of Veterinary Medicine Hannover (TiHo). The theoretical and practical veterinary knowledge levels of the students and postgraduates are determined and compared. RESULTS: In two batches, 607 people responded (response batch 1, 23.78%; response batch 2, 23.83%). From 49 defined skills, 28 are actually practised during training at the university and 21 activities are known only theoretically. Furthermore, the students showed great willingness to use simulators and models in a clinical skills lab. CONCLUSIONS: The results of this survey highlight that the opening of a clinical skills lab at the University of Veterinary Medicine Hannover and its incorporation into the study programme are ideal tools to promote practical competences and foster the motivation to learn.

Identification of parameters for electronic distance examinations.

Introduction: This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years. Methods: Data from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters. Results: The analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters "difficulty" and "discrimination index" towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer. Conclusion: The findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students' exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Knowledge attainment, learning approaches, and self-perceived study burnout among European veterinary students.

Introduction: This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms. Methods: The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score. Results: The model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033-0.071), scaled and robust Comparative Fit Index 0.95 (0.90-0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049-0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ2 = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62-0.73)], showed a negative regression on the unreflective learning approach [-0.25 (-0.47 to -0.03)], and a positive regression on the deep approach [0.16 (0.03-0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years. Discussion: The most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches.

Use of key feature questions in summative assessment of veterinary medicine students.

PURPOSE: To prove the hypothesis that procedural knowledge might be tested using Key Feature (KF) questions in written exams, the University of Veterinary Medicine Hannover Foundation (TiHo) pioneered this format in summative assessment of veterinary medicine students. Exams in veterinary medicine are either tested orally, practically, in written form or digitally in written form. The only question formats which were previously used in the written e-exams were Type A Single-choice Questions, Image Analysis and Short Answer Questions. E-exams are held at the TiHo using the electronic exam system Q [kju:] by CODIPLAN GmbH. METHODS: In order to examine less factual knowledge and more procedural knowledge and thus the decision-making skills of the students, a new question format was integrated into the exam regulations by the TiHo and some examiner used this for the first time in the computer based assessment. Following a successful pilot phase in formative e-exams for students, KF questions were also introduced in summative exams. A number of multiple choice questions were replaced by KF questions in four computer based assessment in veterinary medicine. The subjects were internal medicine, surgery, reproductive medicine and dairy science. RESULTS: The integration and linking of KF questions into the computer based assessment system Q [kju:] went without any complications. The new question format was well received both by the students and the teaching staff who formulated the questions. CONCLUSION: The hypothesis could be proven that Key Feature questions represent a practicable addition to the existing e-exam question formats for testing procedural knowledge. The number of KF questions will be therefore further increased in examinations in veterinary medicine at the TiHo.

Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients.

Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera. The cases were successive and increased in complexity, for example through the increase in the number of different cell types to be differentiated. The participants had the opportunity to evaluate the course through a final module to rate user-friendliness and acceptance. The total results of the participants in 2021 were analyzed descriptively, focusing on success rates, time spent on the tasks, and number of attempts. A total of 237 (= 96%) of 247 students completed all cases, each assessing 1033 photographed blood cells in sum. The mean processing time was 22.48 min for a differentiation and the students spent an average of 1.48 attempts on it. A voluntary feedback form was completed by 192 (= 78%) students, with more than 95% rating the course positively in 12 evaluation questions, and 29 of 33 comments (= 87.88%) providing positive statements in a comment box. Suggestions for improvement primarily included more explanations on erythrocyte morphologies, followed by adjusting the difficulty level and improving the presentational set-up. Slight improvements in results, time spent on processing the tasks, and the number of attempts indicated an achievement of routine and confidence during the course and were associated with an increase of competency. The positive feedback showed a high acceptance of the digital format and students evaluated the course as improving the quality of teaching when combined with practical exercises.

Development of a shared item repository for progress testing in veterinary education.

Introduction: Progress testing in education is an assessment principle for the measurement of students' progress over time, e.g., from start to graduation. Progress testing offers valid longitudinal formative measurement of the growth in the cognitive skills of the individual students within the subjects of the test as well as a tool for educators to monitor potential educational gaps and mismatches within the curriculum in relation to the basic veterinary learning outcomes. Methods: Six veterinary educational establishments in Denmark, Finland, Germany (Hannover), the Netherlands, Norway, and Sweden established in cooperation with the European Association of Establishments for Veterinary Education (EAEVE) a common veterinary item repository that can be used for progress testing in European Veterinary Education Establishments (VEEs), linear as well as computer adaptive, covering the EAEVE veterinary subjects and theoretical "Day One Competencies." First, a blueprint was created, suitable item formats were identified, and a quality assurance process for reviewing and approving items was established. The items were trialed to create a database of validated and calibrated items, and the responses were subsequently psychometrically analyzed according to Modern Test Theory. Results: In total, 1,836 items were submitted of which 1,342 were approved by the reviewers for trial testing. 1,119 students from all study years and all partners VEEs participated in one or more of six item trials, and 1,948 responses were collected. Responses were analyzed using Rasch Modeling (analysis of item-fit, differential item function, item-response characteristics). A total of 821 calibrated items of various difficulty levels matching the veterinary students' abilities and covering the veterinary knowledge domains have been banked. Discussion: The item bank is now ready to be used for formative progress testing in European veterinary education. This paper presents and discusses possible pitfalls, problems, and solutions when establishing an international veterinary progress test.

Key feature-cases as virtual patients in education of veterinary neurology.

To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach. KF questions consist of three to five critical points that are crucial for the case resolution. In the current study usage, learning success, usability and acceptance of KF cases as neurological virtual patients should be determined in comparison to the long cases format. Elective courses were offered in winter term 2019/20 and summer term 2020 and a total of 38 virtual patients with neurological diseases were presented in the KF format. Eight cases were provided with a new clinical decision-making application (Clinical Reasoning Tool) and contrasted with eight other cases without the tool. In addition to the evaluation of the learning analytics (e.g., processing times, success rates), an evaluation took place after course completion. After 229 course participations (168 individual students and additional 61 with repeated participation), 199 evaluation sheets were completed. The average processing time of a long case was 53 min, while that of a KF case 17 min. 78% of the long cases and 73% of KF cases were successfully completed. The average processing time of cases with Clinical Reasoning Tool was 19 min. The success rate was 58.3 vs. 60.3% for cases without the tool. In the survey, the long cases received a ranking (1 = very good, 6 = poor) of 2.4, while KF cases received a grade of 1.6, 134 of the respondents confirmed that the casework made them feel better prepared to secure a diagnosis in a real patient. Flexibility in learning (n = 93) and practical relevance (n = 65) were the most frequently listed positive aspects. Since KF cases are short and highlight only the most important features of a patient, 30% (n = 70) of respondents expressed the desire for more specialist information. KF cases are suitable for presenting a wide range of diseases and for training students' clinical decision-making skills. The Clinical Reasoning Tool can be used for better structuring and visualizing the reasoning process.

Proof of Concept: Game-Based Mobile Learning-The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology.

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app "Actionbound" provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)-called "bounds" -in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1-4) and would recommend the course to friends (median 1.26, range 1-3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

[Evaluation of examination preparation methods in veterinary students]. / Untersuchung zur Prüfungsvorbereitung von Studierenden der Veterinärmedizin.

OBJECTIVE: As part of a study on competence-based assessment, students of the University of Veterinary Medicine, Hannover (TiHo), were asked to fill in an online questionnaire regarding their exam preparation and common examination formats. The aim of this investigation was to attain the students' opinion on different exam formats as well as the intensity and method of their preparation in order to further improve and develop the assessment formats. PARTICIPANTS, MATERIAL AND METHODS: Data was collected using an online questionnaire developed in LimeSurvey® (LimeSurvey GmbH, Hamburg, Germany) which included 29 questions and 3 follow-up questions. A link to the questionnaire was sent to all veterinary students at the TiHo by e-mail. RESULTS: A total of 215 questionnaires were completed and entered the evaluation. It was shown that the duration of the exam preparation depended on the specific exam format. Students' preparation time for an oral exam was longer than for a written-electronic exam. In the students' view, the assessment contents of oral examinations appeared to be more "relevant for later professional life". Electronic exams, on the other hand, were perceived as being more "fair" and less stressful. 30.3 % of respondents indicated to be suffering from test anxiety. CONCLUSION: Based on these findings, new recommendations for the development of teaching/learning materials may be derived. The opinions of students collected in this investigation provide an up-to-date insight into their perception of examinations. These results may serve as a valuable contribution to the optimization of examination scenarios in veterinary education. In addition, such surveys contribute to university-wide quality management of the examination systems.

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned.

Progress testing is an assessment tool for longitudinal measurement of increase in knowledge of a specific group, e.g., students, which is well-known in medical education. This article gives an overview of progress testing in veterinary education with a focus on the progress test of the German-speaking countries. The "progress test veterinary medicine" (PTT) was developed in 2013 as part of a project by the Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine-a project cooperation of all German-speaking institutes for veterinary medicine in Germany, Austria, and Switzerland. After the end of the project, the PTT was still continued at six locations, at each of the five German schools for veterinary medicine and additionally in Austria. Further changes to the PTT platform and the analysis were carried out to optimize the PTT for continuing to offer the test from 2017 to 2019. The PTT is an interdisciplinary, formative electronic online test. It is taken annually and is composed of 136 multiple-choice single best answer questions. In addition, a "don't know" option is given. The content of the PTT refers to the day 1 competencies described by the European Association of Establishments for Veterinary Education. The platform Q-Exam® Institutions (IQuL GmbH, Bergisch Gladbach, Germany) is used for creating and administrating the PTT questions, the review processes and organizing of the online question database. After compiling the test by means of a blueprint, the PTT file is made available at every location. After the last PTT in 2018, the link to an evaluation was sent to the students from four out of these six partner Universities. The 450 analyzed questionnaires showed that the students mainly use the PTT to compare their individual results with those of fellow students in the respective semester. To conclude our study, a checklist with our main findings for implementing progress testing was created.

[Digitization in teaching? - An analysis of requirements for implementing lecture recording in veterinary education]. / Digitalisierung der Lehre? ­ Begleitende Bedarfsanalyse zur Implementierung von Vorlesungsaufzeichnungen in der tiermedizinischen Ausbildung.

OBJECTIVE: The implementation of lecture recordings at the University of Veterinary Medicine Hannover, Foundation, was accompanied by the current study investigating students' and teachers' acceptance of and requirements for this teaching format. MATERIAL AND METHODS: Data were collected using questionnaires and guideline-based focus group surveys with students and teachers at the University of Veterinary Medicine Hannover, Foundation. RESULTS: Despite skepticism, teachers at the University are prepared to have their lectures recorded and prefer the option to provide the students with a short version of their lectures. All interviewed focus groups identified similar requirements for lecture recordings, including updating and editing options. Students wish to expand the lecture recording offer in veterinary medicine, while the teachers expressed their desire for support measures, including instructions and training. CONCLUSION: The present study will contribute to the optimization of lecture recording for students and teachers of veterinary medicine. The lecture recording offer can be adapted to the indicated requirements. Teachers who were skeptical of lecture recording have already been convinced to record. The use of mobile technology enables the expansion of the lecture recording possibilities. With the continuation of digitization, teaching material and didactics in veterinary medicine can be further enriched.

Setting up a veterinary medicine skills lab in Germany.

The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of skills orientation to fill the gap between academic study and preparing for a wide range of professional skills. In order to improve the veterinary skills of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary skills lab in Germany. Practical training is provided by means of a three-tier delivery approach. This involves around 40 simulators on an area of approx. 800 m(2) under the guidance of 6-8 staff members, along with supplementary resources such as posters, text instructions and YouTube videos. Since it opened in March 2013, there have been 769 visits to the skills lab and 30,734 hits on YouTube. Initial results show that the skills lab helps to maintain student motivation by teaching them practical skills at an early stage of the basic study-based acquisition of knowledge, whilst reinforcing skills acquisition per se in competence-based teaching. It enables veterinary students to prepare for their first examinations and treatments of live patients in a manner compliant with animal welfare.

[Qualitative study of the acceptance and the requirements of a clinical skills lab at a university of veterinary medicine]. / Qualitative Studie zur Akzeptanz und zu den Anforderungen an ein Clinical Skills Lab an einer Tierärztlichen Bildungsstätte.

In the education of veterinary medicine undergraduate students are taught theoretical knowledge and practical clinical skills in order to become practically trained professionals. A possibility to teach practical skills is a center for clinical skills ("Clinical Skills Lab"). Students can train skills and gain experience through frequent repetitions of exercises. To respect animal welfare and introduce alternative methods to animal testing simulators and models are used in such a skills lab. In the current study the demands for a center for clinical skills and its equipment should be identified. The hypothesis should be proven, that students and teachers of veterinary medicine are highly motivated to enhance the education in practical skills. Focus group interviews were conducted with students, veterinarians (private practitioners), lecturers of veterinary medicine and experts for simulation of clinical skills. Needs and requirements of students participating in skills lab classes were identified.The interviews were conducted in individual or in group interviews. Many opinions, topics and needs were expressed, from which great benefit for the development of the skills lab can be drawn. The hypothesis that a skills lab is supported by all participants had to be rejected. Especially students were afraid of this new lab, because no former experience existed. In the interviews many needs and requirements were raised. However, they could easily be summarized to formulate an accurate list of requirements for the Clinical Skills Lab. A Skills Lab planned taking into consideration the results of this qualitative study will have a positive impact on veterinary medical education and teaching. According to empirical values of experts from other Skills Labs a widespread acceptance by the users can be expected on a long-term basis.

How do German veterinarians use social networks? A study, using the example of the 'NOVICE' veterinary medicine network.

OBJECTIVE: NOVICE (Network Of Veterinary ICT in Education, http://www.noviceproject.eu/), is a professional online social network for veterinarians, lecturers and students of veterinary medicine as well as for e-Learning advisers and others working in establishments that teach veterinary medicine. This study sets out to investigate to what extent German veterinarians, lecturers, students of veterinary medicine and e-Learning representatives would accept a specialist network, what requirements would have to be met by an online social network, how to use web 2.0 tools [21], [30] and what advantages a specialist network could offer. METHODOLOGY: The investigation was carried out by analysing data from the Elgg platform database as well as using Google Analytics. Annual focus group surveys and individual interviews were carried out in order to perform an analysis of acceptance among network users. RESULTS: 1961 users from 73 different countries registered on the NOVICE site between 1 September 2010 and 21 March 2012. Germany represents the biggest user group, with 565 users (28.81%). During this period, most individual hits on the website came from Germany too. In total, 24.83% of all members are active, while 19.22% of German members participate actively. In terms of gender, there are significantly more female members than male members, both in the NOVICE network as a whole as well as in Germany. The most used web 2.0 tools are chat and email messaging services as well as writing wikis and contributing to forum discussions. The focus group surveys showed that respondents generally make use of other online communities too. Active members generally use more web 2.0 tools than in other networks, while passive members are generally more reluctant in all networks. All participants of the survey welcomed the idea of having a network specifically set up for the profession and believe that it could be very useful for veterinary medicine. CONCLUSIONS: The network and its membership figures developed very positively during the assessed time period. Until now, the focus of the content of contributions in NOVICE (Network of Veterinary ICT in Education) has been on veterinary medicine teaching supported by e-Learning. An increase in the number of members would, however, be beneficial in order to further develop the network so that valuable exchange of information and informal learning can also take place in other specialist areas of veterinary medicine.