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The Optimist Club, Part 2: Longterm Perspective of the COVID-19 Challenge for Veterinary Education

In Part 1, I offered some suggestions about the immediate challenge of moving one’s instructional efforts rapidly online.   Hopefully, both faculty and students are flexibly adapting to the current reality.   As an example of an increase in search for “external” teaching resources, VetMedAcademy has seen

The Optimist Club, Part 1: Short-Term Perspective of the COVID-19 Challenge for Veterinary Education

Educational realities for veterinary schools have evolved very rapidly over the last few weeks of the expanding COVID-19 pandemic.

Viral Learning

We are certainly in challenging times with the spread of the coronavirus.  Many universities are closing and encouraging students to remain home after Spring break in North America.  The National Collegiate Athletic Association (NCAA) just announced that “March Madness,” the college basketball tournament in the U.S., will not

Student and Professional Well-Being: What might Artificial Intelligence do for it?

In past blog posts, I’ve addressed the ideals of active learning and of encouraging critical clinical thinking for the burgeoning veterinary medical professional. I’ve also talked about information overload but have never discussed the toll that this reality might be taking on our students.

Boosting the Retention of Learning

Any instructor, particularly those in content-rich medical curricula, has seen the rapid decay of recall of information that has been the focus of prior study AND examination.  Having taught pharmacology in a curricula with short (1 week) practical clinically focused rotations that immediately followed an 8-week didactic lecture-base course in pharmacology, I’ve heard students claim ignorance about a topic they were examined on only a couple of weeks earlier!  

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