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Teaching veterinary parasitology: the North American perspective
Veterinary Parasitology 108 (2002) 327–331
Teaching veterinary parasitology: the North American perspective Bert E. Stromberg∗ Department of Veterinary Pathobiology, College of Veterinary Medicine, University of Minnesota, 1308 Gortner Avenue, St. Paul, MN 55108, USA
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. © 2002 Elsevier Science B.V. All rights reserved. Keywords: Veterinary parasitology; Teaching; North America; Teaching methodologies
1. Introduction The American Association of Veterinary Parasitologists (AAVP) initiated a study, in November 1989, of the parasitology curricula in veterinary colleges in the US and Canada. This was in response to the national review of veterinary curricula initiated by the Pew Charitable Trust (Anon, 1991, 1993). An ad hoc committee (Task Force) was established and charged with preparing a document on the status of parasitology within the veterinary curriculum. The Task Force asked the question whether there are concepts and facts within the discipline of parasitology that are common or should be a core in all veterinarians knowledge. Discussions also included opportunities associated with teaching veterinary parasitology and new teaching methodologies. Discussions were enthusiastic and often animated. Over the next 30 months, the committee developed a mission statement, prepared ∗ Tel.: +1-621-625-7008; fax: +1-621-625-4734. E-mail address: [email protected] (B.E. Stromberg).
0304-4017/02/$ – see front matter © 2002 Elsevier Science B.V. All rights reserved. PII: S 0 3 0 4 - 4 0 1 7 ( 0 2 ) 0 0 2 3 2 - 7
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B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
initial documents on teaching and collected data on the importance of parasitology. They also surveyed all veterinary colleges as to what material was presented in the parasitology courses and what information they considered essential.
2. Work-plan and importance of veterinary parasitology In the summer of 1992, the work-plan and information gathered by the ad hoc committee was passed to the Education Committee for implementation. The focus of the committee then progressed along two avenues of investigation. One attempted to emphasize the continued need for an emphasis in parasitology. This was supported by the economic impact of parasitic diseases in terms of annual expenditures on parasiticides (Table 1) for internal parasites. Economic impact of parasites in beef and dairy cattle are reviewed by Reinemeyer (1994). These numbers have most likely increased in today’s dollars. Another way to capture importance is the amount of time and labor of veterinarians involved in the treatment of infestations of ectoparasites, particularly for companion animals. Data on expenditures on insecticides is very difficult to capture. Charles and Charles Associates reported in Veterinary Market Notes that 16.1% of veterinary services to pet owners involved flea or tick treatments. It has also been observed that in Atlanta, GA, 50% or more of veterinary hospital income was derived from treating flea-infested animals or flea-related disease. The second focus was whether parasitologists should/could develop a “core” curriculum. An examination of materials from North American veterinary colleges (based on 21 responses from 27 US colleges and 4 Canadian colleges) revealed a marked similarity in course content and presentation. However, two items appeared lacking. First, there appeared to be a need for general learning objectives. Second, it became evident that important topics in veterinary parasitology are often presented under titles representing specific parasites or groups of parasites rather than as titles representing the topics. It was felt that a list of these topics along with examples would prove beneficial to parasitologists as they explain the details of what they are teaching to those less directly involved with the subject. This information, together with examples of National Board Examination questions on parasites and parasitology, was sent to all of the veterinary colleges in the US and Canada Table 1 Economic importance of parasitology based on expenditures (in dollars) on anti-parasitic compounds Internal parasiticides
352,947,000
Anthelmintics Ruminants Small animals Horses Swine Poultry General
346,947,000 144,101,000 132,383,000 51,506,000 16,493,000 298,000 2,168,000
Coccidiostats Other internal parasiticides
4,198,000 1,802,000
Based on a full year’s data for 1990 compiled from Animal Health Services, Market Research Division.
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
329
and to an AAVP member at each institution. Perhaps it is time to evaluate any changes that were implemented during these curricular revisions.
3. Learning objectives and teaching hours The learning objectives are presented in Table 2 and are used by many of us who teach parasitology to veterinary students. These were intended to provide an educationally sound list of goals for a course in parasitology. A list of discussion topics with examples provided the framework around which a course could be organized and is presented in Table 3. Rather than creating a list of important parasites, which would differ in various parts of the US and Canada, the committee designed a way to discuss each organism that was considered important enough to include in the course. This will vary greatly with the amount of time that schools have allocated for teaching parasitology. The committee also tried to gather data on the number of hours allocated to teaching parasitology and found that the hours and methods differed so much that it was impossible to compare them directly. Some schools teach primarily on a case-based approach with very few hours of lecture presentations while several other schools have 60 h or more of didactic teaching. The AAVP did not make Table 2 Learning objectives in veterinary parasitology: what every veterinary student should be able to accomplish by the end of their training in parasitology 1 2
3 4 5 6 7 8 9 10
Name and distinguish the prevalent parasites of companion and food animals to the degree of accuracy that identifies an organism with a particular disease Identify parasites in feces, blood, tissues and organs to a level permitting diagnosis to a general group (e.g. adult fluke), genus (e.g. Sarcoptes, Eimeria) or, when possible, to a specific agent (e.g. Ascaris suum, Dirofilaria immitis) Recognize the clinical signs common to or suggestive of parasitic infection Recognize the pathologic changes consistent with parasitic disease Carry out the common diagnostic procedures in parasitology (e.g. fecal flotation, skin scraping, Baermann technique, blood smear) Explain how developmental patterns of various parasitic agents are related to the pathology induced in the host Extrapolate aspects of biology, pathology and treatment from a known group of organisms to a related but unfamiliar organism Formulate control programs based on a knowledge of a parasite’s biology and the use of existing anti-parasiticides Know how to treat individual animals or herds for specific parasitic diseases Assess the success of treatment or control measures
Table 3 The principle discussion topics in veterinary parasitology What is it?—The diagnosis of parasitism How does the animal get it?—The epizootiology of parasitism What harm does it cause?—The pathogenesis of parasitism How does the veterinarian prevent or treat it?—The therapeutics and preventive medicine of parasitism
330
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
recommendations on how best to present the material, although there was a consensus that laboratory based practical experience should be included in all curricula.
4. Teaching methodologies Many veterinary colleges were involved in revisions of their curricula, which resulted in reduced time in which to teach parasitology. Essentially, we needed to find a way to teach all of parasitology in less time. At the same time technology was taking a major step forward. This included web sites, CD ROMs and programs that facilitated programmed learning. Other aspects of the project that are still being developed relate to the coordination and interdigitation of parasitology and other disciplines, methods for assisting in the preparation of veterinary students for diverse careers, pre-veterinary requirements and their effects on parasitology teaching, the evaluation of student performance, computer-assisted learning and methods for fostering teacher interaction and exchange. These topics were never answered by the AAVP Education Committee and are still debated by our colleagues. Several of our colleagues have made some of their course material available electronically on the web for use by their students, as well as students at other institutions. Among the first to be developed were a site developed by Dr. Robert Corwin (recently deceased) at the University of Missouri for his veterinary parasitology course available at http://www.parasitology. org and Dr. Colin Johnstone at the University of Pennsylvania available at http://cal.nbc. upenn.edu/merial/ for the Penn students. These sites have continuously been revised and additional faculty/institutions have developed parasitology web sites. Because parasitology is such a visual discipline, we can take advantage of the many images we have acquired and share them with our students and colleagues in the electronic format. There are many web sites that have numerous images of parasites available. With the reduced time we have to teach parasitology we can use electronic material. At the University of Minnesota, we have decided to provide each student with a CD ROM that includes all of the lecture notes, copies of all the PowerPoint presentations used for lecture, laboratory exercises and a study set of 13 presentations and questions. We have had a significant reduction in time available in the laboratory to teach parasitology. In response, we have created a presentation for each laboratory demonstration in which we provide the image of the parasite on demonstration and some information about the organism. This is available in printed form next to the demonstration and then they can use the electronic version for subsequent study. All of these materials and the lectures are all converted into Adobe Acrobat (pdf) format to assure that all students will be able to access them. We also created a series of 13 study sets in the programmed learning format, using AuthorWare, a commercial program that provides a runtime version of the program for students CD ROM. This includes a set of questions to be answered within the program after completion of the material and the program will grade the quiz automatically. A similar web based tool (WEB-CT) is available at many institutions that will allow presentation of the material, ask questions, grade, record grades, allow for communication between instructor and students and provide opportunities for informal discussion groups. Additional tools of this type will continue to be developed and the major inhibiting factor in development of new parasitology teaching programs will be the inability of faculty to keep up to date with these developments.
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
331
We believe that these types of programs will be valuable tools in teaching veterinary parasitology. It will not replace instructors, but they will help us with the wealth of material we have to present in reduced time.
5. Conclusions Parasitology continues to hold an important place in the veterinary curriculum. With reduced time available to present the material, we must use the time available in the most efficient manner. This includes organizing the material in an efficient manner, being sure that the students know what is expected from them, and what they are expected to learn in the course. We must use technology, with new programs to present parasitology in a manner that the students will find exciting. Parasitology is an image rich field and we must use these images, preferably electronically, to help the students understand and appreciate parasites and parasitism. Technology, particularly the use of the world wide web, will help in providing new delivery methods that are also more acceptable to students.
Acknowledgements This overview of teaching veterinary parasitology would not have been possible with out the many individuals who served on the AAVP Education Task Force and the AAVP Education Committee. Particular thanks go to Dwight Bowman, Tom Klei and Bob Ridley for their leadership. References Anon, 1991. Healthy America: Practitioners for 2005. The Pew Health Professions Commission, October 1991, pp. 20–22. Anon, 1993. Health Professions Education for the Future: Schools in Service to the Nation. The Pew Health Professions Commission, February 1993, pp. 113–115. Reinemeyer, C.R., 1994. Parasitisms of dairy and beef cattle in the United States. J. Am. Vet. Med. Assoc. 205, 670–680.
Teaching veterinary parasitology: the North American perspective Bert E. Stromberg∗ Department of Veterinary Pathobiology, College of Veterinary Medicine, University of Minnesota, 1308 Gortner Avenue, St. Paul, MN 55108, USA
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. © 2002 Elsevier Science B.V. All rights reserved. Keywords: Veterinary parasitology; Teaching; North America; Teaching methodologies
1. Introduction The American Association of Veterinary Parasitologists (AAVP) initiated a study, in November 1989, of the parasitology curricula in veterinary colleges in the US and Canada. This was in response to the national review of veterinary curricula initiated by the Pew Charitable Trust (Anon, 1991, 1993). An ad hoc committee (Task Force) was established and charged with preparing a document on the status of parasitology within the veterinary curriculum. The Task Force asked the question whether there are concepts and facts within the discipline of parasitology that are common or should be a core in all veterinarians knowledge. Discussions also included opportunities associated with teaching veterinary parasitology and new teaching methodologies. Discussions were enthusiastic and often animated. Over the next 30 months, the committee developed a mission statement, prepared ∗ Tel.: +1-621-625-7008; fax: +1-621-625-4734. E-mail address: [email protected] (B.E. Stromberg).
0304-4017/02/$ – see front matter © 2002 Elsevier Science B.V. All rights reserved. PII: S 0 3 0 4 - 4 0 1 7 ( 0 2 ) 0 0 2 3 2 - 7
328
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
initial documents on teaching and collected data on the importance of parasitology. They also surveyed all veterinary colleges as to what material was presented in the parasitology courses and what information they considered essential.
2. Work-plan and importance of veterinary parasitology In the summer of 1992, the work-plan and information gathered by the ad hoc committee was passed to the Education Committee for implementation. The focus of the committee then progressed along two avenues of investigation. One attempted to emphasize the continued need for an emphasis in parasitology. This was supported by the economic impact of parasitic diseases in terms of annual expenditures on parasiticides (Table 1) for internal parasites. Economic impact of parasites in beef and dairy cattle are reviewed by Reinemeyer (1994). These numbers have most likely increased in today’s dollars. Another way to capture importance is the amount of time and labor of veterinarians involved in the treatment of infestations of ectoparasites, particularly for companion animals. Data on expenditures on insecticides is very difficult to capture. Charles and Charles Associates reported in Veterinary Market Notes that 16.1% of veterinary services to pet owners involved flea or tick treatments. It has also been observed that in Atlanta, GA, 50% or more of veterinary hospital income was derived from treating flea-infested animals or flea-related disease. The second focus was whether parasitologists should/could develop a “core” curriculum. An examination of materials from North American veterinary colleges (based on 21 responses from 27 US colleges and 4 Canadian colleges) revealed a marked similarity in course content and presentation. However, two items appeared lacking. First, there appeared to be a need for general learning objectives. Second, it became evident that important topics in veterinary parasitology are often presented under titles representing specific parasites or groups of parasites rather than as titles representing the topics. It was felt that a list of these topics along with examples would prove beneficial to parasitologists as they explain the details of what they are teaching to those less directly involved with the subject. This information, together with examples of National Board Examination questions on parasites and parasitology, was sent to all of the veterinary colleges in the US and Canada Table 1 Economic importance of parasitology based on expenditures (in dollars) on anti-parasitic compounds Internal parasiticides
352,947,000
Anthelmintics Ruminants Small animals Horses Swine Poultry General
346,947,000 144,101,000 132,383,000 51,506,000 16,493,000 298,000 2,168,000
Coccidiostats Other internal parasiticides
4,198,000 1,802,000
Based on a full year’s data for 1990 compiled from Animal Health Services, Market Research Division.
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
329
and to an AAVP member at each institution. Perhaps it is time to evaluate any changes that were implemented during these curricular revisions.
3. Learning objectives and teaching hours The learning objectives are presented in Table 2 and are used by many of us who teach parasitology to veterinary students. These were intended to provide an educationally sound list of goals for a course in parasitology. A list of discussion topics with examples provided the framework around which a course could be organized and is presented in Table 3. Rather than creating a list of important parasites, which would differ in various parts of the US and Canada, the committee designed a way to discuss each organism that was considered important enough to include in the course. This will vary greatly with the amount of time that schools have allocated for teaching parasitology. The committee also tried to gather data on the number of hours allocated to teaching parasitology and found that the hours and methods differed so much that it was impossible to compare them directly. Some schools teach primarily on a case-based approach with very few hours of lecture presentations while several other schools have 60 h or more of didactic teaching. The AAVP did not make Table 2 Learning objectives in veterinary parasitology: what every veterinary student should be able to accomplish by the end of their training in parasitology 1 2
3 4 5 6 7 8 9 10
Name and distinguish the prevalent parasites of companion and food animals to the degree of accuracy that identifies an organism with a particular disease Identify parasites in feces, blood, tissues and organs to a level permitting diagnosis to a general group (e.g. adult fluke), genus (e.g. Sarcoptes, Eimeria) or, when possible, to a specific agent (e.g. Ascaris suum, Dirofilaria immitis) Recognize the clinical signs common to or suggestive of parasitic infection Recognize the pathologic changes consistent with parasitic disease Carry out the common diagnostic procedures in parasitology (e.g. fecal flotation, skin scraping, Baermann technique, blood smear) Explain how developmental patterns of various parasitic agents are related to the pathology induced in the host Extrapolate aspects of biology, pathology and treatment from a known group of organisms to a related but unfamiliar organism Formulate control programs based on a knowledge of a parasite’s biology and the use of existing anti-parasiticides Know how to treat individual animals or herds for specific parasitic diseases Assess the success of treatment or control measures
Table 3 The principle discussion topics in veterinary parasitology What is it?—The diagnosis of parasitism How does the animal get it?—The epizootiology of parasitism What harm does it cause?—The pathogenesis of parasitism How does the veterinarian prevent or treat it?—The therapeutics and preventive medicine of parasitism
330
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
recommendations on how best to present the material, although there was a consensus that laboratory based practical experience should be included in all curricula.
4. Teaching methodologies Many veterinary colleges were involved in revisions of their curricula, which resulted in reduced time in which to teach parasitology. Essentially, we needed to find a way to teach all of parasitology in less time. At the same time technology was taking a major step forward. This included web sites, CD ROMs and programs that facilitated programmed learning. Other aspects of the project that are still being developed relate to the coordination and interdigitation of parasitology and other disciplines, methods for assisting in the preparation of veterinary students for diverse careers, pre-veterinary requirements and their effects on parasitology teaching, the evaluation of student performance, computer-assisted learning and methods for fostering teacher interaction and exchange. These topics were never answered by the AAVP Education Committee and are still debated by our colleagues. Several of our colleagues have made some of their course material available electronically on the web for use by their students, as well as students at other institutions. Among the first to be developed were a site developed by Dr. Robert Corwin (recently deceased) at the University of Missouri for his veterinary parasitology course available at http://www.parasitology. org and Dr. Colin Johnstone at the University of Pennsylvania available at http://cal.nbc. upenn.edu/merial/ for the Penn students. These sites have continuously been revised and additional faculty/institutions have developed parasitology web sites. Because parasitology is such a visual discipline, we can take advantage of the many images we have acquired and share them with our students and colleagues in the electronic format. There are many web sites that have numerous images of parasites available. With the reduced time we have to teach parasitology we can use electronic material. At the University of Minnesota, we have decided to provide each student with a CD ROM that includes all of the lecture notes, copies of all the PowerPoint presentations used for lecture, laboratory exercises and a study set of 13 presentations and questions. We have had a significant reduction in time available in the laboratory to teach parasitology. In response, we have created a presentation for each laboratory demonstration in which we provide the image of the parasite on demonstration and some information about the organism. This is available in printed form next to the demonstration and then they can use the electronic version for subsequent study. All of these materials and the lectures are all converted into Adobe Acrobat (pdf) format to assure that all students will be able to access them. We also created a series of 13 study sets in the programmed learning format, using AuthorWare, a commercial program that provides a runtime version of the program for students CD ROM. This includes a set of questions to be answered within the program after completion of the material and the program will grade the quiz automatically. A similar web based tool (WEB-CT) is available at many institutions that will allow presentation of the material, ask questions, grade, record grades, allow for communication between instructor and students and provide opportunities for informal discussion groups. Additional tools of this type will continue to be developed and the major inhibiting factor in development of new parasitology teaching programs will be the inability of faculty to keep up to date with these developments.
B.E. Stromberg / Veterinary Parasitology 108 (2002) 327–331
331
We believe that these types of programs will be valuable tools in teaching veterinary parasitology. It will not replace instructors, but they will help us with the wealth of material we have to present in reduced time.
5. Conclusions Parasitology continues to hold an important place in the veterinary curriculum. With reduced time available to present the material, we must use the time available in the most efficient manner. This includes organizing the material in an efficient manner, being sure that the students know what is expected from them, and what they are expected to learn in the course. We must use technology, with new programs to present parasitology in a manner that the students will find exciting. Parasitology is an image rich field and we must use these images, preferably electronically, to help the students understand and appreciate parasites and parasitism. Technology, particularly the use of the world wide web, will help in providing new delivery methods that are also more acceptable to students.
Acknowledgements This overview of teaching veterinary parasitology would not have been possible with out the many individuals who served on the AAVP Education Task Force and the AAVP Education Committee. Particular thanks go to Dwight Bowman, Tom Klei and Bob Ridley for their leadership. References Anon, 1991. Healthy America: Practitioners for 2005. The Pew Health Professions Commission, October 1991, pp. 20–22. Anon, 1993. Health Professions Education for the Future: Schools in Service to the Nation. The Pew Health Professions Commission, February 1993, pp. 113–115. Reinemeyer, C.R., 1994. Parasitisms of dairy and beef cattle in the United States. J. Am. Vet. Med. Assoc. 205, 670–680.