Objective

To design a holistic audit tool to assess the effectiveness of anaesthesia teaching strategies, and thereby to study veterinary undergraduate teaching methods in different geographical areas.

Study design

Qualitative study using interviews of university staff and students to identify common themes and differences in teaching veterinary anaesthesia.

Methods

An audit was performed using an audit tool in four veterinary universities (École Nationale Vétérinaire d'Alfort, France; Royal Veterinary College, UK; University of Buenos Aires, Argentina; and Alma mater studiorum - Università di Bologna, Italy). First, an open-question interview of anaesthesia head of service (60–90 minutes) identified the pedagogical strategies in order to conceive a subsequent semi-directive interview formulated as a SWOT analysis (Strength/Weaknesses/Opportunity/Threats). Second, the SWOT reflection was conducted by a second staff member and focussed on: 1) general organization; 2) topics for pre-rotation teaching; 3) teaching methods for clinical rotation; and 4) assessment methods. Qualitative analysis of the interview responses was performed with semi-structured interviews. Finally, the students evaluated their teaching through a students’ questionnaire generated from the output of both interviews.

Results

A group of nine lecturers and 106 students participated in the study at four different sites. Preclinical teaching ranged from 13 to 24 hours (median 15 hours). Clinical teaching ranged from 4 to 80 hours (median 60 hours). Overall, all faculties perceived time as a limitation and attempted to design strategies to achieve the curriculum expectations and optimize teaching using more time-efficient exercises. Large animal anaesthesia teaching was found to be a common area of weakness. Internal feedback was delivered to each university, whereas generalized results were shared globally.

Conclusions

This preliminary study proved the generalizability of the protocol used. Recruiting a larger pool of universities would help to identify and promote efficient teaching strategies and innovations for training competent new graduates in an ever-expanding curriculum.

中文翻译：

---

四所兽医大学本科课程中麻醉学的教学方法分析。

目的

设计一个整体的审计工具，以评估麻醉教学策略的有效性，从而研究不同地理区域的兽医本科教学方法。

学习规划

使用大学工作人员和学生的访谈进行定性研究，以确定兽医麻醉教学中的共同主题和差异。

方法

在四所兽医大学（法国国立ÉcoleNationaleVétérinaired'Alfort；英国皇家兽医学院；阿根廷布宜诺斯艾利斯大学；意大利母校–博洛尼亚大学）的母校进行了审计。首先，对麻醉服务负责人进行的开放式访谈（60-90分钟）确定了教学策略，以构想随后的半指导式访谈，该访谈采用SWOT分析（强度/弱点/机会/威胁）。其次，SWOT反思是由第二名工作人员进行的，重点是：1）总体组织；2）旋转前教学的主题；3）临床轮换教学方法；4）评估方法。使用半结构化访谈对访谈回复进行定性分析。最后，

结果

九名讲师和106名学生组成的小组在四个不同的地点参加了这项研究。临床前教学时间为13到24小时（中位数为15小时）。临床教学时间为4到80小时（中位数为60小时）。总体而言，所有学院都将时间视为限制，并试图设计策略以实现课程期望并使用更省时的练习来优化教学。大型动物麻醉教学被发现是常见的弱点。内部反馈已传递给每所大学，而广义结果在全球范围内共享。

结论

这项初步研究证明了所使用协议的可推广性。招募更多的大学将有助于确定和促进有效的教学策略和创新，以在不断扩展的课程中培训称职的新毕业生。