Updated: 22 Dec. 2006
Alessandrini, B. Morelli, D. Papa, S. del Caporale, V. Use of multimedia
technologies for self-learning in veterinary epidemiology teaching.
Epidemiologie et Sante Animale. 1997. 31/32, 09.03.1-09.03.3. 1 ref.
Balcombe J. Medical training using simulation: toward fewer animals and safer patients. ATLA 2004;32 Suppl 1:553-560.
Bergeron BP, Sato L, Rouse RL. Morphing as a means of generating variation in visual medical teaching materials. Computers in Biology and Medicine 1994 Jan;24(1):11-18. Decision Systems Group, Brigham and Women's Hospital, Boston, MA 02115.
In this article, advances in the application of medical media to education, clinical care, and research are explored and illustrated with examples, and their future potential is discussed. Impact is framed in terms of the Sloan Consortium's five pillars of quality education: access; student and faculty satisfaction; learning effectiveness; and cost effectiveness. (Hiltz SR, Zhang Y, Turoff M. Studies of effectiveness of learning networks. In Bourne J, Moore J, ed. Elements of Quality Online Education. Needham, MA: Sloan-Consortium, 2002:15-45). The alternatives for converting analog media (text, photos, graphics, sound, video, animations, radiographs) to digital media and direct digital capture are covered, as are options for storing, manipulating, retrieving, and sharing digital collections. Diagnostic imaging is given particular attention, clarifying the difference between computerized radiography and digital radiography and explaining the accepted standard (DICOM) and the advantages of Web PACS. Some novel research applications of medical media are presented.
Bohn, F. K. Observations on computer programs and their use as training aids for veterinary practice. [German] [Journal article] Berliner und Munchener Tierarztliche Wochenschrift. 1990. 103: 11, 386-387. 6 ref.
Cobb, H. Computer applications in veterinary medical education. Veterinary Clinics of North America, Small Animal Practice. 1986. 16: 4, 703-708. 24 ref.
Dascanio, J. J. Shires, P. K. Croft, R. S. Thatcher, C. D. Lewis, L. D. Multimedia case-simulation computer program for teaching veterinary nutrition. Journal of the American Veterinary Medical Association. 1997. 211: 11, 1380-1384. 11 ref.
A multimedia case-simulation computer program was developed for delivery of nutritional case studies. The program was developed in conjunction with an initiative by the American College of Veterinary Nutrition (ACVN). The ACVN authorized a core-curriculum study group to define essential skills and knowledge needed by veterinarians. On the basis of their work, the study group recommended formation of training modules to be used by veterinary nutritional educators in training veterinary medical students and veterinarians.
Davis A. Technological advances that enhance teaching using animals, and the application of the 3 Rs. ATLA 2004;32 Suppl 1:561-563.
Dev P, Montgomery K, Senger S, Heinrichs WL, Srivastava S & Waldron K. Simulated medical learning environments on the Internet. Journal of the American Medical Informatics Association. 2002;9(5):437-47.
Learning anatomy and surgical procedures requires both a conceptual understanding of three-dimensional anatomy and a hands-on manipulation of tools and tissue. Such virtual resources are not available widely, are expensive, and may be culturally disallowed. Simulation technology, using high-performance computers and graphics, permits realistic real-time display of anatomy. Haptics technology supports the ability to probe and feel this virtual anatomy through the use of virtual tools. The Internet permits world-wide access to resources. We have brought together high-performance servers and high-bandwidth communication using the Next Generation Internet and complex bimanual haptics to simulate a tool-based learning environment for wide use. This article presents the technologic basis of this environment and some evaluation of its use in the gross anatomy course at Stanford University.
Devitt P, Palmer E. Computer-aided learning:
an overvalued educational resource? Medical Education 1999
Feb;33(2):136-139. Faculty of Medicine, University of Adelaide, Australia.
AIM: The aim of this study was to evaluate the place of computer-aided learning
in a basic science course in the undergraduate medical curriculum at the
University of Adelaide. METHODS: A software program was written which would
allow students to study the anatomy and physiology of the liver and biliary tree
in three different styles. Identical content was produced, matched for each
style (problem-based, didactic and free text response) and students randomly
allocated to one of four groups (three computer and one control). Students were
tested before and after access to the program. RESULTS: Ninety second-year
students completed the study. Those students who had access to the material in
the problem-based and free text response styles did no better in the post-study
test than the controls, whilst the group who had studied the didactically
presented computer material performed significantly better than the other three
groups. All three computer groups accessed the material on a similar number of
occasions, but the group who had access to the free text entry program spent
significantly less time on computer study. CONCLUSIONS: If computer materials
are to be provided as a learning resource for the basic medical sciences,
provision must be made for the style of teaching of the course and the style of
learning of the students attending that course.
Dewhurst DG, Brown GJ, Meehan AS. Computer simulations - an alternative to the use of animals in teaching. Journal of Biological Education 1988;22:19-22.
Dewhurst DG, Jenkinson L. The impact of computer-based alternatives on the use of animals in undergraduate teaching. Alternatives to Laboratory Animals: ATLA 1995;23:521–530.
Use of computer packages saved teaching staff time, were less expensive, were an effective and enjoyable mode of undergraduate biomedical student learning, and significantly reduced animal use.
Dhein CR & Memon M. On-line continuing education at the College of Veterinary Medicine, Washington State University. Journal of Veterinary Medical Education (Special issue: Continuing veterinary education) 2003;30(1):41-6.
The use of on-line continuing education overcomes the potential obstacles of time and distance and reduces the expenses associated with continuing education. The asynchronous nature of the delivery system allows participants to spend as much or little time with the materials as they choose, allows them to start and stop when they wish (within the access duration) and gives them the ability to access the materials repeatedly during the available time-frame. The on-line format breaks geographic barriers, making it an excellent tool for international education. Our experiences at Washington State University with on-line continuing education support the view that there is demand for on-line education from veterinary medical professionals, as well as from animal owners. The on-line delivery system that has evolved at Washington State University has been well received by the majority of participants. The design of the delivery system has been kept consistent and relatively simple, in order to allow use by participants using a wide variety of computers and methods of Internet access. The team approach used in the development of these courses proved effective and provided for more expedient development of new courses. The content provider was not required to use advanced technical skills to participate. The site designer used templates created by an experienced computer programmer to build the site. The format used in our on-line education programs has also been used in our veterinary curriculum. The didactic components of two small animal specialties are currently taught by content experts outside our college, using the format developed for distance education. The education continuum, from veterinary school to the self-directed, lifelong learning of a practicing veterinarian, is enhanced by exposure to distance education in the veterinary curriculum.
Ehlers, J. P. Friker, J. Development of computer-assisted learning programs. Experiences of a cooperation at the veterinary faculty of the Ludwig-Maximilians-University Munich. [German] Tierarztliche Praxis. Ausgabe K, Kleintiere/Heimtiere. Schattauer GmbH,Stuttgart, Germany: 2003. 31: 2, 74-80. 8 ref.
Ellaway R. Pettigrew G. Rhind S. Dewhurst D. The Edinburgh Electronic Veterinary Curriculum: an online program-wide learning and support environment for veterinary education. Journal of Veterinary Medical Education 2005. 32(1):38-46.
The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.
Erickson HH, Clegg VL. Active
learning in cardiovascular physiology. Annals of the New York Academy of
Sciences 1993;701:107–108.
Of fourteen learning methods for basic cardiac teaching and ECG interpretation, computer-based active learning was rated the highest in veterinary student evaluations.
Frankena, K. Noordhuizen, J. P. Willeberg, P. Voorthuysen, P. F. van Goelema, J. O. EPISCOPE: computer programs in veterinary epidemiology. [Journal article] Veterinary Record. 1990. 126: 23, 573-576. 15 ref.
Veterinary epidemiology is a rapidly developing science. However, many veterinarians are unfamiliar with the relevant techniques because veterinary schools have not introduced biostatistics as a core element of their courses or adopted epidemiology as a specific discipline. EPISCOPE, the computer software presented in this paper,covers many epidemiological principles and statistical calculations. It can assist both the teaching of epidemiology and the analysis of field data.
Franklin S, Peat M, Lewis A. Traditional versus computer-based dissections in enhancing learning in a tertiary setting: a student perspective. Journal of Biological Education 2002 Summer;36(3). School of Biological Sciences, The University of Sydney, Australia.
This paper describes a study investigating both the use and usefulness of laboratory dissections and computer-based dissections, in a tertiary, first-year human biology course. In addition student attitudes to dissection were investigated. Data were collected from enrolled students using quantitative and qualitative survey instruments. Students were questioned about their usage and perceptions of the usefulness of the resources provided, and their attitudes towards the use of dissections for learning in human biology.
The real dissection was used as a learning resource by 80% of the student cohort
while only 15% used the computer-based dissection material. In addition 5% of
students reported that they did not use either the real dissection material or
the computer-based dissection. Of those students who did use the computer-based
dissections, two thirds of them found it useful for learning both structure and
function of body systems. Of those students who used the real dissection, 72%
found it useful for learning structure but only 62% found that it helped in
learning function. Of the entire cohort surveyed, 90% agreed that biology
students should dissect an animal to help learn about anatomy. These outcomes
reinforce the need to offer a variety of learning experiences that target
different styles of learning.
Garrett TJ, Ashford AR, Savage DG. A comparison of computer-assisted instruction and tutorials in hematology and oncology. Journal of Medical Education 1987;62:918-922.
Goldberg HR, McKhann GM. Student test scores are improved in a virtual learning environment. Advances in Physiology Education 2000 Jun:23(1):59-66. Department of Biology, Johns Hopkins University, Baltimore, Maryland 21218, USA. goldberg@blaze.cs.jhu.edu.
This study evaluates the effectiveness of delivering the core curriculum of an
introductory neuroscience course using a software application referred to as a
virtual learning interface (VLI). The performance of students in a virtual
learning environment (VLE) is compared with that of students in a conventional
lecture hall in which the same lecturer presented the same material. This study
was not designed to determine whether grades are improved by augmenting a
lecture with other information. The VLI takes advantage of audio, video,
animation, and text in a multimedia computer environment. Our results indicate
that raw average scores on weekly examinations were 14 percentage points higher
for students in the VLE compared with those for students in a conventional
lecture hall setting. Moreover, normalized test scores were over 5 points higher
for students in the VLE. This analysis suggest that a core curriculum can be
effectively presented to students using the VLE, thereby making it possible for
faculty to spend less class time relaying facts and more time engaging students
in discussion of scientific theory.
Holmes MA. Nicholls PK. Computer-aided veterinary learning at the University of Cambridge. Veterinary Record. 138(9):199-203, 1996 Mar 2.
An approach of computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog. All the tutorials were developed using standard software packages and image digitising processes. The philosophy behind the development of these computer-assisted learning packages is discussed.
[The academic performance of students doing wet practicals (where students set up and manipulated their own tissue preparations, prepared their own solutions and calculated and prepared the drug doses and concentrations to be used) was compared with the performance of students using computer simulations. Academic performance was assessed by a laboratory report that assessed theoretical knowledge of the practical. In each of five separate laboratory exercises, the performance of the students who used computer simulations was statistically significantly superior to that of the students who participated in the wet labs.]
There is a variety of pressures on pharmacology teachers to replace real
laboratory practicals with simulations but do they help students achieve the
required learning objectives? In this article, the marks obtained by students in
a variety of assessments using 'wet' or simulated practicals are analysed.
Poorer performance in practical write-ups by students doing 'wet' practicals
compared with those doing simulations can be explained by the quality of the
data that the students obtain. In examinations, students perform equally well
except with questions that are related to the experimental details of 'wet'
practicals; students taught using such 'wet' practicals perform better in
response to these questions.
Issenberg SB, Gordon MS, Gordon DL, Safford RE, Hart IR. Simulation and new learning technologies. Medical Teacher 2001 Jan;23(1):16-23. Center for Research in Medical Education, University of Miami School of Medicine, Florida.
Lipman, L. J. Barnier, V. M. Balogh, K. K. de International cooperation in Veterinary Public Health curricula using web-based distance interactive education. [Journal article] Journal of Veterinary Medical Education. University of Toronto Press Inc.,Toronto, Canada: 2003. 30: 4, 358-359. 2 ref.
The expanding field of Veterinary Public Health places new demands on the knowledge and skills of veterinarians. Veterinary curricula must therefore adapt to this new profile. Through the introduction of case studies dealing with up-to-date issues, students are being trained to solve (real-life) problems and come up with realistic solutions. At the Department of Public Health and Food Safety of the Veterinary Faculty at the University of Utrecht in the Netherlands, positive experiences have resulted from the new opportunities offered by the use of information and communication technology (ICT) in education. The possibility of creating a virtual classroom on the Internet through the use of WebCT software has enabled teachers and students to tackle emerging issues by working together with students in other countries and across disciplines. This article presents some of these experiences, through which international exchange of ideas and realities were stimulated, in addition to consolidating relations between universities in different countries. Long-distance education methodologies provide an important tool to achieve the increasing need for international cooperation in Veterinary Public Health curricula.
Longstaffe, J. A. Introduction to computer-based learning and multimedia in veterinary and medical education. [Conference paper] The advancement of veterinary science. The Bicentenary Symposium Series. Volume 2. Veterinary education - the future. CAB International,Wallingford, Oxon OX10 8DE, UK: 1993. 147-161. 10 ref.
Madorin S. Iwasiw C. The effects of computer-assisted instruction on the self-efficacy of baccalaureate nursing students. Journal of Nursing Education 1999;38(6): 282-5.
As computer-assisted instruction (CAI) use has increased during the past few years, nurse educators have expressed concern regarding its effectiveness. The purpose of this quasiexperimental study was to determine if completion of a computerized simulation about a surgical patient increased baccalaureate nursing students' self-efficacy about caring for surgical patients in the clinical environment. Such an association is desirable because increased levels of self-efficacy have been associated with increased motivation, goal-setting, and achievement. A nonprobability, convenience sample (N = 23) of second-year baccalaureate nursing students was assigned randomly to experimental and control groups. The self-efficacy of the experimental group was measured three times: on an initial pretest; following the intervention of a computer simulation; and after an 8-week clinical rotation. The self-efficacy of the control group was measured on an initial pretest and after the 8-week rotation. Higher preclinical self-efficacy scores (p<.01) of the experimental group support the use of CAI as an important aspect of clinical education. Implications for nursing education, practice, and research are addressed. Computer-assisted instruction (CAI) has been available for several decades; however, its use in nursing education has escalated during the past few years. This intensified interest is the result of a decrease in the cost of computer hardware and an increase in the availability of relevant educational software (Wright, 1995). Cutbacks to educational funding, along with the rising costs of clinical teaching, have motivated studies of this method of nursing education. The purpose of this pilot study was to determine if completion of a supplemental computerized simulation about a surgical patient increased baccalaureate nursing students' self-efficacy about caring for surgical patients in the clinical area. The exploration of a link between CAI and self-efficacy focused on the processes of learning, thereby extending the literature.
More D, Ralph CL. A test of
effectiveness of courseware in a college biology class. J. Educational
Technology Systems 1992;21:79–84.
Biology knowledge of about 92 undergraduate biology students using computer courseware increased more than did that of approximately 92 students using traditional animal-based laboratories.
Pelzer NL. Wiese WH. Leysen JM. Library use and information-seeking behavior of veterinary medical students revisited in the electronic environment. Bulletin of the Medical Library Association. 1998 Jul; 86(3): 346-55. (24 ref)
Veterinary medical students at Iowa State University were surveyed in January of 1997 to determine their general use of the Veterinary Medical Library and how they sought information in an electronic environment. Comparisons were made between this study and one conducted a decade ago to determine the effect of the growth in electronic resources on student library use and information-seeking behavior. The basic patterns of student activities in the library, resources used to find current information, and resources anticipated for future education needs remained unchanged. The 1997 students used the library most frequently for photocopying, office supplies, and studying coursework; they preferred textbooks and handouts as sources of current information. However, when these students went beyond textbooks and handouts to seek current information, a major shift was seen from the use of print indexes and abstracts in 1987 towards the use of computerized indexes and other electronic resources in 1997. Almost 60% of the students reported using the Internet for locating current information. Overall use of electronic materials was highest among a group of students receiving the problem-based learning method of instruction. Most of the students surveyed in 1997 indicated that electronic resources would have some degree of importance to them for future education needs. The electronic environment has provided new opportunities for information professionals to help prepare future veterinarians, some of whom will be practicing in remote geographical locations, to access the wealth of information and services available on the Internet and Web.
Pinckney Rhonda D, Mealy Martha J, Thomas Chester B, MacWilliams Peter S. Impact of a Computer-Based Auto-Tutorial Program on Parasitology Test Scores of Four Consecutive Classes of Veterinary Medical Students. Journal of Veterinary Medical Education 2001;28(3):136-9.
A "Hard and Soft
Tick" auto-tutorial that integrates basic knowledge of the parasite biology with
practical aspects of tick identification, clinical presentation, pathology,
disease transmission, treatment, and control was developed at the University of
Wisconsin-Madison School of Veterinary Medicine. The purpose of this study was
to assess impact of the auto-tutorial on parasitology test scores in four
classes (1999, 2000, 2001, and 2002) of veterinary students. The analysis
revealed a small but significant increase (p = 0.054) in mean percentage
examination scores for students who used the tutorial over those who did not.
Rother, M.
Development of a multimedia package for veterinary obstetrics, its publication
on the Internet and its suitability for veterinary students. [German] [Thesis]
Reprasentation der Vorlesung "Tiergeburtshilfe" in einer interaktiven
Multimedia-Anwendung fur die Verwendung im Internet und die modellhafte
Untersuchung zur Akzeptanz und Integration solcher Anwendungen in das Studium
der Veterinarmedizin.. Fachbereich Veterinarmedizin, Freie Universitat,
Berlin,Germany: 1998. 152. 7 pp. of ref.
Rother M. Heuwieser W. Hallmann T. [Experiences with an Internet-based lecture
script on animal obstetrics]. [German] [Journal Article] Tierarztliche Praxis.
Ausgabe G, GrossTiere Nutztiere. 27(1):9-15, 1999 Feb.
An internet based lecture script was developed on animal obstetrics to enhance the traditional lecture. The script summarizes the manuscript of the lecturer and contains additional information and reading materials. The script has approximately 600 pages and shows 400 slides, graphs and animations. Students' perception was surveyed by means of a questionnaire. 152 of 201 students (75.6%) in the 3rd and 5th year participated in the survey. Overall, the script was rated 1.9 on a 5-point scale (1 = excellent, 5 = poor). Our experiences with the internet based script were primarily positive. However, the curriculum of the veterinary education and technical prerequisites will effect the long-term success of such systems.
Rudas P. Hypermedia in veterinary education.
[Conference Paper] In Hencsey G. & Renner G. (Eds.) Proceedings of 3rd Annual
International Conference and Exhibition on CAD/CAM/CAE/CIM. Applications for
Manufacturing and Productivity. Budapest, Hungary: World Comput. Graphics
Assoc. 28-30 Sep. 1993. 212-8.
Several veterinary educational organisations have formulated declarations about the need for decreasing information overload and increasing teaching efficiency. At the same time university policies have changed under the pressure of decreasing funding and increasing requirements of the society. Teacher/student ratio is decreasing, quality research is demanding more and more time and effort. These facts have changed our thinking about the way we teach. Lecture with its unidirectional information is not anymore the optimal solution for effective teaching. Therefore teaching of concept and skill together can only be done efficiently in an interactive environment. The paper considers how interactive multimedia and hypermedia seems to be a solution to these problems (0 References).
Short N. The use of information and
communication technology in veterinary education. Research in Veterinary
Science 2002;72(1):1-6. [Review] [24 refs].
The internet provides new opportunities to deliver distance and e-learning to the veterinary profession both at undergraduate and postgraduate levels. There are now numerous examples of successful computer-based educational projects in UK higher education, which provide useful models for veterinary science. This will present challenges for academics who will need to adapt their teaching methodologies and students who will have to develop new ways of learning. The future of Information and Communication Technologies (ICT) in the veterinary sector is difficult to predict but it is likely to have far reaching effects on the profession.
Smith A, Fosse R, Dewhurst D, Smith K. Educational Simulation Models in the Biomedical Sciences. ILAR J. 1997;38(2):82-88. Laboratory Animal Unit, Norwegian College of Veterinary Medicine, Oslo, Norway.
Smith, R. D. The application of information technology in the teaching of veterinary epidemiology and public health. [Journal article] Journal of Veterinary Medical Education. University of Toronto Press Inc.,Toronto, Canada: 2003. 30: 4, 344-350. 27 ref.
Information technology (IT) is an imprecise term currently used to describe computer-based techniques for data manipulation, storage, dissemination, publication and retrieval. IT possesses several characteristics that promote meaningful learning, including (1) just-in-time, personalized; (2) student-centered versus teacher-centric; (3) self-paced; (4) anytime, anywhere; and (5) discovery (through bibliographic and other information searches). However, if done improperly, IT-based teaching can be counterproductive. Factors to consider when evaluating the effectiveness of IT-based teaching methods include (1) content, (2) learning, (3) delivery support, (4) usability and (5) technological. IT has been used to support instruction in epidemiology and public health at many levels, ranging from basic computer literacy to hands-on training in epidemiological methods through computer-based problem sets, case workups, outbreak investigations and tutorials. Online quizzes based on articles selected from practice-oriented journals have been used to promote evidence-based medicine skills, including the critical evaluation of medical claims. As online access and delivery improve, opportunities for substantive online education and lifelong learning through IT have expanded. One of the most novel and comprehensive implementations of collaborative online sharing of educational content in epidemiology and public health is the Epidemiology Supercourse (http://www.pitt.edu/~super1/). More than 9000 faculty from 118 countries have contributed to an online library of more than 700 lectures with quality control and adherence to accepted pedagogic principles. The goal is to improve teaching and research in epidemiology and public health worldwide. Although the focus is on human medicine, the concepts, methods and principles can easily be applied to veterinary medicine. The Association for Veterinary Epidemiology and Preventive Medicine (AVEPM) seeks to heighten awareness of issues in veterinary epidemiology and public health education among veterinary educators through various forums, symposia and workshops. The AVEPM Web site (http://www.cvm.uiuc.edu/avepm/) includes a listing of educational software and Web sites supporting epidemiology and public health education.
St Aubin H. Implementing a virtual reality paradigm in human anatomy/physiology college curricula. Studies in Health Technology and Informatics 2001;81:475-478. Central Arizona College, Superstition Mountain Campus, Apache Junction, AZ 85222, USA. hstaubin@msn.com.
Modes of instruction in the college course called Human Anatomy/Physiology are changing. Due to ethical concerns and the ever-increasing source of new physiological data, there is a need for enhancements to assist the instructor and student. The computer science of virtual reality (VR) provides a method to electronically educate, train, prototype, test and evaluate new enhancements to the college curricula. This study detailed the modeling and simulation of a skeletal human hand with degrees of freedom of movement, which provided the students with a physiological representation of some of the movements of the hand. The primary objectives of the study were to assess the use of the VR simulation by college students and to assess the potential learning outcomes of students in their use of the VR simulation. The simulation was implemented into classes of Human Anatomy/Physiology as an adjunct enhancement for the students' use. The expectation centered on the constructivist theory that students develop an analytic outlook to the various articulations of the human skeleton. Positive results were shown based on the answers to the questionnaire, summary and post-test taken by the students, after their use of the VR simulation. The results supported the constructivist theory that critical thinking took place. The results showed that the virtual reality simulation enhanced the learning ability of the students. The recommendations of the study include future experimentation to be done on increasing the number of VR simulations, incorporating the VR simulations into undergraduate courses, testing the outcomes, and following the progression of students into graduate programs that are using VR simulations. Faculty and administration are advised to consider implementing the paradigm of VR simulations in undergraduate courses of Human Anatomy/Physiology.
Steens, R. Development of a computerized teaching programme about helminths of dogs and cats. [German] [Thesis] Untersuchungen zur Entwicklung eines computergestutzten Lernprogrammes zum Thema Helminthologie bei Hund und Katze.. Fachbereich Veterinarmedizin, Freie Universitat, Berlin,Germany: 1999. 103. 79 ref.
Thalmann NM, Thalmann D. Towards virtual humans in medicine: a prospective view. Computerized Medical Imaging and Graphics 1994 Mar-Apr;18(2):97-106. MIRALab, Centre Universitaire Informatique, Geneva, Switzerland.
Trynda,
R. S. The role of computer-assisted instruction in a veterinary medical
curriculum: an overview. [Journal article] Journal of Veterinary
Medical Education. 1979. 6: 2, 113-116. 11 ref.
Van Wilgenburg H. Computer simulations in education. In van Zutphen L.F.M. & Balls M. (Eds.). Animal Alternatives, Welfare and Ethics. Amsterdam, The Netherlands: Elsevier. 1997:469-475.
Van Wilgenburg H, Van Schaick Zillesen PG, Krulichova I. Experimental design: computer simulation for improving the precision of an experiment. ATLA 2004;32 Suppl 1:607-611.
Verbeek, H. A. Scarff, D. H. Computer assisted clinical teaching: a simulated case examination. [Conference paper] The advancement of veterinary science. The Bicentenary Symposium Series. Volume 2. Veterinary education - the future. CAB International,Wallingford, Oxon OX10 8DE, UK: 1993. 163-174. 4 ref.
Waldhalm SJ. Bushby PA. Bringing information technology
into the veterinary curriculum. Seminars in Veterinary Medicine & Surgery
(Small Animal) 1996 May. 11(2):96-9.
The personal computer has been available to medical education for many years, but the role of the computer has changed. We have required students to purchase a personal computer since 1984, and used this tool in several ways throughout the intervening years. Our experience has shown that students and faculty derive greatest benefit from personal computers as information retrieval and communication devices. Requiring students to purchase computers has many benefits including student attitudes, employer's perception of computer literacy, and institutional access to current technological advancements in hardware and software.
Wingfield, W. E. Evaluation of computer programs used in teaching veterinary medicine: a proposed model. [Journal article] Journal of Veterinary Medical Education. 1997. 24: 2, 43-47.
