مشکلات و فرصت های آموزش انگل شناسی دامپزشکی در یک برنامه درسی یکپارچه Pitfalls and opportunities of teaching veterinary parasitology within an integrated curriculum

1. Introduction Since 1982, the curriculum of the Faculty of Veterinary Medicine in Utrecht (FVM) has changed several times in a relatively short period. Significant changes were made in 1995 and 2001, followed by a fundamental change to an organ-based curriculum within a BachelorMaster (BaMa) structure in 2007. Each time, changes were driven by a need to further improve training in communication, problem-solving capacity and aspects of the profession related to non-clinical areas. The change in 2007 was also driven by a need to conform to the Bologna process in 1999. The main focus in this agreement was: (1) the introduction of a three-cycle system (Bachelor/Master/Doctorate, the latter for example PhD in Academia); (2) strengthened quality assurance; and 3) greater recognition of qualifications and periods of study (http://ec.europa.eu/education/policy/higher-education/bolognaprocess_en). Eysker (2002) discussed the necessity for these changes, and it was noted that teaching of the discipline veterinary parasitology (VP) became more challenging with each curriculum change. This was partly due to the decrease in student contact hours for teaching VP. Within the current BaMa curriculum, a multidisciplinary approach is undertaken, as particularly the Bachelor program is organ-oriented. As if three major curriculum changes over the last two decades were not enough, we now face a new curriculum change proposal to combine the Bachelor of Veterinary and (Bio) medical studies into one common Bachelor, the Life sciences Bachelor. To identify limitations and opportunities in the current and proposed curriculum, we will first present an historical overview. This starts with a short introduction of our Utrecht curriculum of 1995, because that is more similar to the current bi-phasic situation than the 1982 curriculum. 2. The older curricula 2.1. 1995 curriculum The Netherlands is a small country with a good infrastructure and only one FVM. In this context, older curricula focused on educating Dutch veterinarians for Dutch practices. Students all had the same access to teaching materials, academic staff members and opportunities to witness hospitalised patients as required. The main objective of changing the older curriculum was to improve problem-solving, communication and academic competencies of students (Eysker, 2002). The bi-phasic system then consisted of a so-called general curriculum for all veterinary students, lasting 4 years, followed by a 2-year differentiation program into farm, companion or equine animal health. Improving problem-solving and stronger communication skills was to be achieved with the introduction of (supported) self-study, small working groups of 25 students and group tasks. A core curriculum was supported by elective courses, and the latter were mainly offered to students based on choice of differentiation (from only one, two or up to three differentiations). In the second phase of this curriculum, all students had to carry out a 3-month research assignment to enhance their academic competencies. The total number of contact hours for VP in both phases taken together, was between 72 and 90 h (Eysker, 2002).