An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Development and preliminary evaluation of student-authored electronic cases.

In medical education, virtual patients are now widely used to support and enhance clinical teaching. However, there is still only a limited adoption of similar methods in veterinary education. This paper describes an initiative at the Royal Veterinary College (RVC) in London to develop student-authored cases during clinical rotations that were subsequently adapted for self-directed learning in the undergraduate curriculum as virtual patients. This approach was designed to enhance the quality of the clinical learning experience, assist in the development of clinical reasoning skills, and complement the existing teaching caseload. The creation of virtual patients involved a two-stage process. In the first stage, students compiled clinical case data and media from patients admitted to the teaching hospitals. They then used these resources to develop electronic cases using a customized Microsoft PowerPoint template that were presented at grand rounds to clinicians and other students. In the second stage, selected cases were further developed with the integration of self-assessment and additional media to create virtual patients for use in teaching. A survey was used to gather feedback on students' experiences in creating and using electronic cases. It was completed by 163 final-year students (81%) and the results indicated that all respondents had created electronic cases on one or more rotations (mean=4.3 rotations, range=1-9). Overall, the feedback suggested that the students found creating and using these cases useful and that the experience improved their approach to a case.

Towards one health disease surveillance: the Southern African Centre for Infectious Disease Surveillance approach.

Africa has the highest burden of infectious diseases in the world and yet the least capacity for its risk management. It has therefore become increasingly important to search for 'fit-for- purpose' approaches to infectious disease surveillance and thereby targeted disease control. The fact that the majority of human infectious diseases are originally of animal origin means we have to consider One Health (OH) approaches which require inter-sectoral collaboration for custom-made infectious disease surveillance in the endemic settings of Africa. A baseline survey was conducted to assess the current status and performance of human and animal health surveillance systems and subsequently a strategy towards OH surveillance system was developed. The strategy focused on assessing the combination of participatory epidemiological approaches and the deployment of mobile technologies to enhance the effectiveness of disease alerts and surveillance at the point of occurrence, which often lies in remote areas. We selected three study sites, namely the Ngorongoro, Kagera River basin and Zambezi River basin ecosystems. We have piloted and introduced the next-generation Android mobile phones running the EpiCollect application developed by Imperial College to aid geo-spatial and clinical data capture and transmission of this data from the field to the remote Information Technology (IT) servers at the research hubs for storage, analysis, feedback and reporting. We expect that the combination of participatory epidemiology and technology will significantly improve OH disease surveillance in southern Africa.

Veterinary e-CPD: a new model for providing online continuing professional development for the veterinary profession.

Continuing professional development (CPD) is widely recognized as an important element in effective lifelong learning for veterinary surgeons. Traditional methods of CPD do not suit all learners, as issues such as location, time, cost, and structure sometimes prevent individuals from completing the required number of CPD study hours per year. The rapid development of the Internet, and with it the increasing scope and sophistication of e-learning, provides new opportunities to address some of these constraints on the provision of CPD. This article describes one way in which e-learning has been deployed effectively to support veterinary surgeons in practice. Since 2003, a series of six-week e-CPD courses has been offered by the Royal Veterinary College (RVC) in an online format, with no face-to-face teaching component. Participants enrolled in courses from May 2006 to January 2007 were found to come from 23 different countries. Analysis of feedback forms indicates a general satisfaction with this new way of studying, with a significant majority of participants stating that they would wish to use this approach again in future. The feedback indicates that e-learning can offer an effective alternative to traditional face-to-face courses and that its popularity is likely to grow in future as veterinarians become increasing familiar with and confident about working online.