Development of learning objectives for neurology in a veterinary curriculum: part I: undergraduates.

Yu-Wei Lin,Jacques Penderis,Andrea Tipold,Holger A Volk,Jan P Ehlers

doi:10.1186/s12917-014-0315-3

Abstract

BackgroundWith an increasing caseload of veterinary neurology patients in first opinion practice, there is a requirement to establish relevant learning objectives for veterinary neurology encompassing knowledge, skills and attitudes for veterinary undergraduate students in Europe. With help of experts in veterinary neurology from the European College of Veterinary Neurology (ECVN) and the European Society of Veterinary Neurology (ESVN) a survey of veterinary neurologic learning objectives using a modified Delphi method was conducted. The first phase comprised the development of a draft job description and learning objectives by a working group established by the ECVN. In the second phase, a quantitative questionnaire (multiple choice, Likert scale and free text) covering 140 learning objectives and subdivided into 8 categories was sent to 341 ESVN and ECVN members and a return rate of 62% (n = 213/341) was achieved.ResultsOf these 140 learning objectives ECVN Diplomates and ESVN members considered 42 (30%) objectives as not necessary for standard clinical veterinary neurology training, 94 (67%) were graded to be learned at a beginner level and 4 (3%) at an advanced level. The following objectives were interpreted as the most important day one skills: interpret laboratory tests, perform a neurological examination and establish a neuroanatomical localization. In this survey the three most important diseases of the central nervous system included epilepsy, intervertebral disc disease and inflammatory diseases. The three most important diseases of the peripheral nervous system included polyradiculoneuritis, myasthenia gravis and toxic neuropathies.ConclusionsThe results of this study should help to reform the veterinary curriculum regarding neurology and may reduce the phenomenon of “Neurophobia”.Electronic supplementary materialThe online version of this article (doi:10.1186/s12917-014-0315-3) contains supplementary material, which is available to authorized users.

Highlights

With an increasing caseload of veterinary neurology patients in first opinion practice, there is a requirement to establish relevant learning objectives for veterinary neurology encompassing knowledge, skills and attitudes for veterinary undergraduate students in Europe
The aim of the current study was to develop learning objectives for undergraduates using information gained via a survey of European College of Veterinary Neurology (ECVN) and European Society of Veterinary Neurology (ESVN) members
Draft learning objectives were developed with the help of an ECVN curriculum-working group, the revised learning objectives were assessed by Experts (ECVN and ESVN members) and the responses of these Experts were statistically analyzed

Summary

Introduction

With an increasing caseload of veterinary neurology patients in first opinion practice, there is a requirement to establish relevant learning objectives for veterinary neurology encompassing knowledge, skills and attitudes for veterinary undergraduate students in Europe. The first phase comprised the development of a draft job description and learning objectives by a working group established by the ECVN. A quantitative questionnaire (multiple choice, Likert scale and free text) covering 140 learning objectives and subdivided into 8 categories was sent to 341 ESVN and ECVN members and a return rate of 62% (n = 213/341) was achieved. By clearly defining learning objectives, the assessment and evaluation become independent from the instructional mode used or the subjective opinions of the teachers [3]. The learning objectives define (A) WHO can (B) DO (C) WHAT (D) HOW MUCH or HOW WELL [4]. – Specific – Measurable / Observable – Attainable for target audience within scheduled time and specified conditions – Relevant and results-oriented – Targeted to the learner and to the desired level of learning [5].

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Conclusion