Measures for Quality Assurance of Electronic Examinations in a Veterinary Medical Curriculum.

Since 2008, electronic examinations have been conducted at the University of Veterinary Medicine Hannover, Germany which are analyzed extensively in the current study. The aim is to assess the quality of examinations, the status quo of the electronic examination system and the implementation of recommendations regarding the conduct of exams at the TiHo. Based on the results suitable indicators for the evaluation of examinations and items as well as adequate quality assurance measures and item formats are to be identified.

Knowledge attainment, learning approaches, and self-perceived study burnout among European veterinary students.

Introduction: This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms.

Methods: The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an , purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff.

Identification of parameters for electronic distance examinations.

Introduction: This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years.

Development of a shared item repository for progress testing in veterinary education.

Introduction: Progress testing in education is an assessment principle for the measurement of students' progress over time, e.g., from start to graduation.

Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients.

Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera.

Key feature-cases as virtual patients in education of veterinary neurology.

To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach.

Proof of Concept: Game-Based Mobile Learning-The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology.

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class.

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned.

Progress testing is an assessment tool for longitudinal measurement of increase in knowledge of a specific group, e.g., students, which is well-known in medical education.

[Evaluation of examination preparation methods in veterinary students].

Objective: As part of a study on competence-based assessment, students of the University of Veterinary Medicine, Hannover (TiHo), were asked to fill in an online questionnaire regarding their exam preparation and common examination formats. The aim of this investigation was to attain the students' opinion on different exam formats as well as the intensity and method of their preparation in order to further improve and develop the assessment formats.

Participants, Material And Methods: Data was collected using an online questionnaire developed in LimeSurvey (LimeSurvey GmbH, Hamburg, Germany) which included 29 questions and 3 follow-up questions.

TiHoVideos: veterinary students' utilization of instructional videos on clinical skills.

Background: The YouTube channel "TiHoVideos" was created by the University of Veterinary Medicine Hannover, Foundation (TiHo) to enable easy, public access to the university's instructional videos as an additional support for learning clinical skills. Video production is expensive and time-consuming. To be able to optimize video production and aligning content to student needs we wanted to know if and how our students use these videos.

[Digitization in teaching? - An analysis of requirements for implementing lecture recording in veterinary education].

Objective: The implementation of lecture recordings at the University of Veterinary Medicine Hannover, Foundation, was accompanied by the current study investigating students' and teachers' acceptance of and requirements for this teaching format.

Material And Methods: Data were collected using questionnaires and guideline-based focus group surveys with students and teachers at the University of Veterinary Medicine Hannover, Foundation.

Results: Despite skepticism, teachers at the University are prepared to have their lectures recorded and prefer the option to provide the students with a short version of their lectures.

Clinical skills of veterinary students - a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany.

Background: Students of veterinary medicine should achieve basic professional competences required to practise their profession. A main focus of veterinary education is on developing clinical skills. The present study used the guidelines of the "Day-One Skills" list of European Association of Establishments for Veterinary Education (EAEVE) to create an online questionnaire for assessing the skills acquired by students at the University of Veterinary Medicine Hannover (TiHo).

Setting up a veterinary medicine skills lab in Germany.

The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of skills orientation to fill the gap between academic study and preparing for a wide range of professional skills. In order to improve the veterinary skills of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary skills lab in Germany. Practical training is provided by means of a three-tier delivery approach.

[Qualitative study of the acceptance and the requirements of a clinical skills lab at a university of veterinary medicine].

In the education of veterinary medicine undergraduate students are taught theoretical knowledge and practical clinical skills in order to become practically trained professionals. A possibility to teach practical skills is a center for clinical skills ("Clinical Skills Lab"). Students can train skills and gain experience through frequent repetitions of exercises.

Use of key feature questions in summative assessment of veterinary medicine students.

Purpose: To prove the hypothesis that procedural knowledge might be tested using Key Feature (KF) questions in written exams, the University of Veterinary Medicine Hannover Foundation (TiHo) pioneered this format in summative assessment of veterinary medicine students. Exams in veterinary medicine are either tested orally, practically, in written form or digitally in written form. The only question formats which were previously used in the written e-exams were Type A Single-choice Questions, Image Analysis and Short Answer Questions.

How do German veterinarians use social networks? A study, using the example of the 'NOVICE' veterinary medicine network.

Objective: NOVICE (Network Of Veterinary ICT in Education, http://www.noviceproject.eu/), is a professional online social network for veterinarians, lecturers and students of veterinary medicine as well as for e-Learning advisers and others working in establishments that teach veterinary medicine.