Veterinary physiology education, faces new challenges in a rapidly changing information technology-based world. The main factors interacting and affecting the veterinary medical education are: the subject matter itself, the new generation of students, new definitions available for knowledge, and the different teaching methods. The objectives of this work were triple. Firstly, to review the factors that impact teaching and learning; Secondly, to provide insights based upon more than twenty years of experience in teaching veterinary physiology to veterinary students at Purdue University, USA, and the University of Veterinary Medicine, Budapest. Thirdly, a) To gain an understanding of the physiology teaching in USA and non-USA Colleges through analyzing veterinary physiology topics as well as related subjects and factors; b) To examine the contents of the widely used textbooks. Physiology courses data were collected from schools`public websites of the 28 accredited USA veterinary schools, and selected colleges outside the USA, and analyzed.. Course comparisons included the topics taught in the veterinary physiology courses, number of credit hours, signs of tracking, presence or absence of neurophysiology, clinical physiology, pathophysiology, comparative physiology, and the presence or absence of laboratory practical sessions. The contents of most popular text book were analyzed and compared. Our results showed that there were substantial differences in teaching veterinary physiology and related subjects, such as neurophysiology, pathophysiology, comparative physiology, biochemistry, and clinical sciences within and outside the USA. It was observed that not all (only 36%) physiology courses are coupled with labs, especially wet labs. It worth mentioning here that the order of topics within each physiology textbook is not the same and the depth of coverage of different chapters vary, and some of the topics are underrepresented. Interestingly, veterinary students in developed countries are committed to become veterinarians and are highly motivated. This motivation is reflected on better learning. In addition, these students have the opportunity to select during their studies a career path or track such as small animal. Currently, no track-related physiology courses exist in most curricula. Physiology education could benefit from new technologies and interactive learning approaches such as case-based and g, team-based learning, peer instruction, and the flipped classroom. In addition, the use of e-learning management systems would facilitate the learning process, and the interactions between peers and with the instructor. Further, aligning and integrating basic medical sciences and providing clinical correlations would encourage the application of physiological concepts to solving clinical cases.

Balkan universities use a substantial number of small mammals and amphibians in the teaching of physiology and pharmacology. This project investigated whether making computer-based alternatives readily available, and combining this availability with a staff development workshop focusing on methods of integrating such resources into undergraduate curricula, would have any effect on animal use. Teachers from 20 Institutes (from five Balkan countries) participated in the workshop. They presented information about animal use in teaching in their universities, and agreed to introduce at least one computer-based alternative into their teaching in the following year. They were surveyed by questionnaire before, during, and one year after, attending the workshop, in order to estimate any changes in animal use. The results showed a significant ( P < 0.01) reduction in animal use and a high level of implementation of the alternatives provided at the workshop. Teachers recognised the potenti...

Animal experimentation on amphibians has traditionally been a part of the practical physiology curriculum in MBBS course. However, difficulties in procurement and maintenance of these animals, ecological concerns and ethical issues have led to a global decline in this trend over the years. Questions have also been raised over its relevance for a medical graduate. With the advancement of technology, computer based simulation modules or video demonstrations are now being advocated as a replacement to the traditional teaching method. Apart from addressing the previous concerns, it also makes the learning process more student-centric. This article attempts to review the work done on assessing effectiveness and student perceptions of these computer-based learning tools.

Over the years, much criticism against animal use for physiology teaching has been made. Hence, replacement by suitable alternatives has increased in several pedagogical approaches. This study examined students’ perceptions of animal versus virtual (video/computer) laboratory classes in physiological sciences associated with the effectiveness of the problem-based learning (PBL) hybrid curriculum. Three cohorts of medical students from the University of Ribeirão Preto, who participated in animal or virtual physiology classes or both, were asked to fill out a 5-point Likert questionnaire about knowledge acquisition/motivation, importance to PBL learning goals, skills acquired, need for animal use, academic formation, learning impairment, and alternative methods. We also assessed their grades in the final exam. A total of 350 students were included, in which 108 participated only in virtual classes, 120 only in practical animal laboratory classes, and 122 in both approaches. The majori...

Background-Time to time evaluation of medical curriculum by experts is the routine practice in medical education. However the student's perception and opinion about the teaching-learning methodology is equally important because it is meant for them. So, evaluation of teaching-learning methodology by the students in a medical college may further help in modification and construction of the medical curriculum. Considering these facts the present study is undertaken. Objectives-To understand the preferences and perception of medical students about the current methods of teaching and learning, aids used for teaching and also the qualities of the teacher influencing them. Materials and Methods: A detailed structured questionnaire was given to 100 students of 1st year in a our institution. Descriptive statistics were used for analysis of data. Frequency was expressed as percentage. Results-A total of 100 students (54 % males and 46% females) participated in this study. The most preferred teaching method was small group discussion (57%) while practical was the least preferred (18%). The most preferred learning method was tutorials (49%) and quiz programme (42%) while student seminar was the least preferred (9%).The most preferred modality of teaching aid was found to be Black board preferred by 34% students followed by Over Head projector (OHP) and PowerPoint Presentation(PPT). The most influencing quality of the teacher was the ability to teach (42%) and knowledge(38%) followed by enthusiasm(31%), while the personality was least preferred (6%). Conclusion-The results generated in this study suggests that students prefers active learning which should be student centered. Also the traditional chalk and board method with a blend PPT and quiz programme is appealing to the students. So, by using various methods appreciated by the students the teaching and learning of physiology can be made effective , interesting and enjoyable .

The effectiveness of animal physiology practical book based on guided inquiry model is the essential factor to acievement student understending a about animal physiology concepts. The purpose of this study was to observe the effectiveness of animal physiology practical book based on guided inquiry model in Padang State University. The variables measured were affective, cognitive, psychomotor, and students’ activities. The data of this pre-experimental research were analyzed using averaged, percentage and standardized with Institutional assessment criteria. The results showed that the mean values were: 90.56 for affective competency (Criteria A), 82 for knowledge (Criteria A), and 89.66 for skills (Criteria A). Meanwhile, the percentage of student activities was 90.74% with very active category. It can be concluded that the effectiveness of practical book based on guided inquiry model was very effective to optimized student competences.