TY - JOUR
T1 - Balancing knowledge and basic principles in veterinary parasitology - Competencies for future Danish veterinary graduates
AU - Thamsborg, Stig Milan
AU - Johansen, Maria Vang
AU - Nejsum, Peter
AU - Williams, Andrew R
AU - Mejer, Helena
N1 - Copyright © 2018. Published by Elsevier B.V.
PY - 2018/3/15
Y1 - 2018/3/15
N2 - Veterinary parasitology has always been considered to be relevant and interesting by the Danish veterinary students. Students have to acquaint themselves with many new, small creatures with complicated and varied life cycles and with intricate Latin names that are difficult to pronounce, as only a few parasites have Danish names. In our veterinary curriculum, zoology has disappeared as a discipline, and parasitology has gradually moved from the third year to the beginning of the second year, which implies that, for example, pathology and pharmacology are "unknown fields". The number of contact hours in veterinary parasitology has been gradually cut to 24 lectures (35 min each) and practical exercises (24 h), including 9 h on coprology. The course is taught and examined jointly with bacteriology and virology in a 8-week course. As a comprehensive course, it has become increasingly difficult to get students to acquire enough active knowledge of the most common parasites and an understanding of the basic principles in relation to, for example, transmission and control. Even though information is readily accessible through books and on-line resources, we still believe that a competent clinician should know a range of parasites by heart as an active resource for their work. The dilemma has been tackled (partly) by introducing a veterinary paraclinical refresher course of 18 h (half practicals and half lectures) in the fourth study year. The focus here is on host(herd)-oriented clinical and diagnostic parasitology. The students can also now select a One Health track for six months in which zoonotic parasites are obviously a relevant topic.
AB - Veterinary parasitology has always been considered to be relevant and interesting by the Danish veterinary students. Students have to acquaint themselves with many new, small creatures with complicated and varied life cycles and with intricate Latin names that are difficult to pronounce, as only a few parasites have Danish names. In our veterinary curriculum, zoology has disappeared as a discipline, and parasitology has gradually moved from the third year to the beginning of the second year, which implies that, for example, pathology and pharmacology are "unknown fields". The number of contact hours in veterinary parasitology has been gradually cut to 24 lectures (35 min each) and practical exercises (24 h), including 9 h on coprology. The course is taught and examined jointly with bacteriology and virology in a 8-week course. As a comprehensive course, it has become increasingly difficult to get students to acquire enough active knowledge of the most common parasites and an understanding of the basic principles in relation to, for example, transmission and control. Even though information is readily accessible through books and on-line resources, we still believe that a competent clinician should know a range of parasites by heart as an active resource for their work. The dilemma has been tackled (partly) by introducing a veterinary paraclinical refresher course of 18 h (half practicals and half lectures) in the fourth study year. The focus here is on host(herd)-oriented clinical and diagnostic parasitology. The students can also now select a One Health track for six months in which zoonotic parasites are obviously a relevant topic.
U2 - 10.1016/j.vetpar.2018.01.035
DO - 10.1016/j.vetpar.2018.01.035
M3 - Journal article
C2 - 29559131
SN - 0304-4017
VL - 252
SP - 117
EP - 119
JO - Veterinary Parasitology
JF - Veterinary Parasitology
ER -