1887

Curricular Variables and Topics Studied in Veterinary Immunology Courses at Several Latin American Universities

    Author: Lilia Lisbeth Carrero1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Microbiology PhD Program, Instituto Venezolano de Investigaciones Científicas, Caracas, Venezuela
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 08 October 2018 Accepted 26 November 2018 Published 26 April 2019
    • ©2019 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Microbiology and Immunology Curricular Unit, Animal Health Department, Universidad Nacional Experimental “Francisco de Miranda”, Road Intercomunal Coro-LaVela, “El Hatillo”, Falcón State, Venezuela. Phone: +582682778074. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1698
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • XML
    105.18 Kb
  • HTML
    72.65 Kb
  • PDF
    655.81 Kb

    Abstract:

    Competencies approach is a strategy advised by academicians, international organizations with competence in education (e.g., UNESCO), and those related to veterinary medicine practice (e.g., OIE [World Organisation for Animal Health, formerly International Office of Epizootics] and PANVET [Pan-American Association for Veterinary Sciences]) to answer society’s demands for professionals. In Latin American universities, important initiatives to adopt competencies approach were developed by Tuning América Latina and VINCULAENTORNO (project developed by several international institutions, including IESALC from UNESCO [International Institution for Higher Education in Latin America and the Caribbean] focused on the entailment of universities with their environment, to foster social and economic sustainable development) more than a decade ago. In Venezuela, renewed efforts concerning curricular revision were carried out by academicians, taking into account the recommendations made by peer reviewers, during the accreditation process with ARCU-SUR regarding veterinary programs. The present document explores curricular designs of immunology for veterinary students in different universities to determine common characteristics, in order to obtain valuable information for future curricular plans. Veterinary Immunology courses from 24 universities in six Latin-American countries were examined, searching for common content. Other curricular variables, e.g., instructional models, hours planned for theoretical and laboratory activities, educational credits, position in curricular trees, previous requirements, and implementation dates, were considered. The average ± standard deviation of immunology issues studied among the universities was 31±7.9 of the 63 listed topics, and the similarity was 79.2% ( = 19 courses), but other significant differences and curricular variations were recorded. This article describes novel aspects of curricular facts of this biomedical area in Latin America; these results may be valuable to design future curricular planning and a unified and precise curriculum on veterinary courses.

References & Citations

1. United Nations 1948 Universal declaration of human rights 71 79 [Online] United Nations http://www.un.org/es/comun/docs/index.asp?symbol=A/RES/217(III)&referer=http://www.un.org/es/universal-declaration-human-rights/&Lang=E
2. Villarroel C 2007 La acreditación: diversas connotaciones 1 12 Villarroel C La acreditación universitaria: una ilusión de la calidad CNU-OPSU Caracas
3. UNESCO, UNICEF, World Bank, UNFPA, UNDP, UN Women, UNHCR 17 Nov 2016, posting date Education 2030, Incheon Declaration and Framework for Action towards inclusive and equitable quality education and lifelong learning for all. [Online] UNESCO-Education http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
4. Albornoz O 2005 What type of university does a society need? 645 670 Albornoz O Academic populism: higher education policies under state control Facultad de Ciencias Económicas y Sociales de la Universidad Central de Venezuela-Bibliotechnology C.A., Caracas
5. Tobón S 2005 Formación basada en competencias, pensamiento complejo, diseño curricular y didáctica 2nd ed. 266 Ecoe Ediciones Bogotá
6. Universidad de Deusto, Universidad de Groningen 2007 Competencias Genéricas 33 70 Beneitone P, Esquetini C, González J, Maletá MM, Siufi G, Wagenaar R Reflexiones y perspectivas de la educación superior en América Latina informe final-proyecto Tuning-América Latina 2004–2007 Publicaciones de la Universidad de Deusto Bilbao
7. UNESCO–Instituto internacional para la educación superior en América Latina y el Caribe 2016, posting date Vinculación de las Universidades con su entorno para el desarrollo social y económico sostenible. [Online] UNESCO–IESALC http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=3516:vinculaentorno&catid=62:articulos6&Itemid=716&lang=en
8. Universidad de Deusto, Universidad de Groningen 2007 Contextualización 23 31 Beneitone P, Esquetini C, González J, Maletá MM, Siufi G, Wagenaar R Reflexiones y perspectivas de la educación superior en América Latina informe final-proyecto Tuning-América Latina 2004–2007 Publicaciones de la Universidad de Deusto Bilbao
9. Villarroel C 2007 La acreditación: origen y evolución 63 86 Villarroel C La acreditación universitaria: una ilusión de la calidad CNU-OPSU Caracas
10. OIE International Office of Epizootics 2013 Final recommendations, OIE global conference on veterinary education and the role of the veterinary statutory body OIE Global Conferences on Veterinary Education Foz do Iguazu (Brazil) [Online] http://www.oie.int/eng/A_EDUVSB2013/recommendations/A_Recommendations_Brazil_Final.pdf
11. UNESCO – Instituto Internacional para la Educación Superior en América Latina y el Caribe 2016, posting date INFOACES, Integrated information system for higher education institutions in Latin America for the common higher education area with Europe. [Online] UNESCO-IESALC http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=2649:infoaces&catid=62:proyectos&Itemid=716
12. UNESCO-Instituto Internacional para la Educación Superior en América Latina y el Caribe 2016, posting date Recognition. [Online] UNESCO-IESALC http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=3428&Itemid=1439&lang=en
13. Díaz-Barriga Arceo F 31 May 2012, posting date Reformas curriculares y cambio sistémico: una articulación ausente pero necesaria para la innovación RIES III 23 40 [Online] https://www.ries.universia.unam.mx/index.php/ries/article/view/63/249
14. Universidad Autónoma de Baja California 2003, posting date Plan de estudios de veterinaria. [Online] Instituto de Investigaciones en Ciencias Veterinarias http://iicv.mxl.uabc.mx/index.php/mnuprogramaeducativos/mnuvetlicenciatura/mnuvetinforme-de-actividades-5
15. Climént J 2014 Tipología de las competencias en educación veterinaria Rev Inv Vet Perú 25 293 316
16. Nassar-Montoya F 2012 ¿Están preparadas las ciencias veterinarias y zootécnicas para el futuro?: una visión desde Colombia Rev MVZ Córdoba 17 2928 2935 10.21897/rmvz.263 http://dx.doi.org/10.21897/rmvz.263
17. Climént J 2014 Un acercamiento a las competencias de la educación veterinaria en México y España Rev Mexicana Agronegocios XVIII 761 772
18. Jacobs C 2006 Career opportunities in public health: one veterinarian’s experience J Vet Med Educ 33 558 560 10.3138/jvme.33.4.558 http://dx.doi.org/10.3138/jvme.33.4.558
19. Taffarel AC 2015 Aspectos do papel do médico veterinário na saúde pública, o ensino curricular e o conceito de ONE HEALTH: revisão de literatura e considerações Bachelor thesis Universidade Federal do Rio Grande do Sul. Faculdade de Veterinária. Curso de Medicina Veterinária Rio Grande do Sul [Online] http://www.lume.ufrgs.br/bitstream/handle/10183/127673/000974429.pdf?sequence=1
20. Miller R, Hardin L, Cowart L, Ellersieck M 2004 Practitioner-defined competencies required of new veterinary graduates in food animal practice J Vet Med Educ 31 347 365 10.3138/jvme.31.4.347 15551229 http://dx.doi.org/10.3138/jvme.31.4.347
21. Posey D, Hoffsis G, Cullor J, Naylor J, Chaddock M, Ames T 2012 Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States J Vet Med Educ 39 257 262 10.3138/jvme.0112-012R 22951460 http://dx.doi.org/10.3138/jvme.0112-012R
22. Maccabe AT, Matchett KE, Hueston WD 2008 The need for public-health veterinarians as seen by future employers J Vet Med Educ 35 269 274 10.3138/jvme.35.2.269 18723814 http://dx.doi.org/10.3138/jvme.35.2.269
23. Schurig G, Osburn B 2011 The North American veterinary medical education consortium (NAVMEC) looks to veterinary medical education for the future: “roadmap for veterinary medical education in the 21st century: responsive, collaborative, flexible.” J Vet Med Educ 38 320 327 10.3138/jvme.38.4.320 http://dx.doi.org/10.3138/jvme.38.4.320
24. North American Veterinary Medical Education Consortium 2011, posting date Roadmap for veterinary medical education in the 21st century: responsive, collaborative, flexible. [Online] Association of American Veterinary Colleges http://www.aavmc.org/data/files/navmec/navmec_roadmapreport_web_booklet.pdf
25. Atlas R, Maloy S February 2014, posting date The future of ONE HEALTH Microbiol Spectr 2 1 26082121
26. Climént J 2014, posting date Supuestos básicos del enfoque de competencias en educación superior. La educación veterinaria como marco de análisis REDIE 16 71 90 [Online] http://redie.uabc.mx/redie/article/view/710/921
27. Blanco M, Cutuli MT, Doménech A, Domínguez G, Gibello A, Gómez-Lucía E 2010 Inmunotrivial: un juego de autoevaluación para el aprendizaje de la inmunología 75 80 V Jornadas Campus Virtual UCM: buenas prácticas e indicios de calidad Universidad Complutense de Madrid Madrid [Online] http://eprints.ucm.es/10595/1/Blanco.pdf
28. Doucet M, Vrins A 2009 The importance of knowledge, skills, and attitude attributes for veterinarians in clinical and non-clinical fields of practice: a survey of licensed veterinarians in Quebec, Canada J Vet Med Educ 36 331 342 10.3138/jvme/014 19861721 http://dx.doi.org/10.3138/jvme/014
29. Carrero L 2018 Necesidades educativas en el área de inmunología para la formación de médicos veterinarios en Venezuela Rev Med Vet (B Aires) 99 5 13
30. Rosol T, Moore R, Saville W, Oglesbee M, Rush L, Mathes L, Lairmore M 2009 The need for veterinarians in biomedical research J Vet Med Educ 36 70 75 10.3138/jvme.36.1.70 19435992 2852242 http://dx.doi.org/10.3138/jvme.36.1.70
31. Arias F 2006 La investigación científica 21 36 Arias F El proyecto de investigación, introducción a la metodología científica Episteme Caracas
32. Peacock J, Peacock P 2011 Cross-sectional studies 32 33 Peacock J, Peacock P Oxford handbook of medical statistics Oxford University Press Oxford
33. Peacock J, Peacock P 2011 Sampling strategies 54 55 Peacock J, Peacock P Oxford handbook of medical statistics Oxford University Press Oxford
34. Díaz NC 2011 Comparación de proporciones Rev Soc Esp Enferm Nefrol 2011 149 164
35. Balzarini M, Gonzalez L, Tablada M, Casanoves F, Di Rienzo J, Robledo C 2018 Análisis multivariado 167 232 Balzarini M, Gonzalez L, Tablada M, Casanoves F, Di Rienzo J, Robledo C InfoStat Manual del Usuario Brujas Córdoba
36. Castañón N 2009 Didáctica en educación superior 13 23 Castañón N Pedagogía de la educación superior Universidad Metropolitana Caracas
37. Benítez M 2010 El modelo de diseño instruccional ASSURE aplicado a la educación a distancia Tlatemoani 1 1 12
38. Luzardo M 2004 Herramientas nuevas para los ajustes virtuales de la educación análisis de los modelos de diseño instruccional PhD thesis Tecana American University Miami, FL
39. Villarroel C 2007 Evaluación y acreditación europeas 103 132 Villarroel C La acreditación universitaria: una ilusión de la calidad CNU-OPSU Caracas
40. Taylor J, Parra H, de Cervantes R 2012, posting date Competencias profesionales del recién egresado de la carrera de medicina veterinaria en Latinoamerica 147 152 Taylor J Competencias profesionales en medicina veterinaria [Online] FAO (Food and Agriculture Organization of the United Nations) http://www.panvet.org/wp-content/uploads/2014/10/Competencias-MV_2012.pdf
41. Díaz-Barriga Á 30 September 2011, posting date Competencias en educación. Corrientes de pensamiento e implicaciones para el currículo y el trabajo en el aula RIES II 3 24 [Online] https://www.ries.universia.unam.mx/index.php/ries/article/view/44/173
42. Nassar-Montoya F 2012 Políticas educativas y educación profesional: análisis colombiano desde la veterinaria RCCP 25 151 159 [Online] http://www.panvet.org/wp-content/uploads/2014/10/Competencias-MV_2012.pdf
43. Frago F 2012, posting date Competencias del médico veterinario desde la perspectiva de la OIE 53 66 Taylor J Competencias profesionales en medicina veterinaria [Online] FAO (Food and Agriculture Organization of the United Nations) http://www.panvet.org/wp-content/uploads/2014/10/Competencias-MV_2012.pdf
44. Universidad de Deusto, Universidad de Groningen 2007 Reflexiones sobre las unidades de medida de trabajo del estudiante para el aprendizaje en América Latina 291 302 Beneitone P, Esquetini C, González J, Maletá MM, Siufi G, Wagenaar R Reflexiones y perspectivas de la educación superior en América Latina informe final-proyecto Tuning- América Latina 2004–2007 Publicaciones de la Universidad de Deusto Bilbao
45. Cadoche L, Prendes M 3 March 2010, posting date Competencias sociales requeridas y observadas en alumnos de medicina veterinaria: la visión de los docentes REDVET 11 1695 7504 [Online] www.veterinaria.org/revistas/redvet/n030310/031003.pdf
46. Barth M, Godemann J, Rieckmann M, Stoltenberg U 2007 Developing key competencies for sustainable development in higher education IJSHE 8 416 430
47. Universidad Nacional Experimental “Francisco de Miranda.” 2015, posting date Plan Estratégico Institucional 2016–2020 [Online] Universidad Nacional Experimental “Francisco de Miranda.” http://unefm.edu.ve/avisos/planversionplus_final.pdf
48. Bello ME 2009 Sistema modular: propuesta para el diseño de programas de asignaturas 123 153 Castañón N Pedagogía de la educación superior Universidad Metropolitana Caracas
49. Botto M 2015, posting date La transnacionalización de la educación superior: ¿qué papel juegan los nuevos regionalismos en la difusión de estas ideas? El caso del MERCOSUR (1992–2012) en perspectiva comparada RIES VI 90 109 [Online] https://www.ries.universia.unam.mx/index.php/ries/article/view/153/606
50. Solanas F 31 January 2014, posting date Intercambio cooperativo versus mercantilización competitiva: las políticas de movilidad académica en el MERCOSUR y la Unión Europea RIES V 3 22 [Online] https://www.ries.universia.unam.mx/index.php/ries/article/view/107/422

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v20i1.1698
2019-04-26
2019-08-23

Abstract:

Competencies approach is a strategy advised by academicians, international organizations with competence in education (e.g., UNESCO), and those related to veterinary medicine practice (e.g., OIE [World Organisation for Animal Health, formerly International Office of Epizootics] and PANVET [Pan-American Association for Veterinary Sciences]) to answer society’s demands for professionals. In Latin American universities, important initiatives to adopt competencies approach were developed by Tuning América Latina and VINCULAENTORNO (project developed by several international institutions, including IESALC from UNESCO [International Institution for Higher Education in Latin America and the Caribbean] focused on the entailment of universities with their environment, to foster social and economic sustainable development) more than a decade ago. In Venezuela, renewed efforts concerning curricular revision were carried out by academicians, taking into account the recommendations made by peer reviewers, during the accreditation process with ARCU-SUR regarding veterinary programs. The present document explores curricular designs of immunology for veterinary students in different universities to determine common characteristics, in order to obtain valuable information for future curricular plans. Veterinary Immunology courses from 24 universities in six Latin-American countries were examined, searching for common content. Other curricular variables, e.g., instructional models, hours planned for theoretical and laboratory activities, educational credits, position in curricular trees, previous requirements, and implementation dates, were considered. The average ± standard deviation of immunology issues studied among the universities was 31±7.9 of the 63 listed topics, and the similarity was 79.2% ( = 19 courses), but other significant differences and curricular variations were recorded. This article describes novel aspects of curricular facts of this biomedical area in Latin America; these results may be valuable to design future curricular planning and a unified and precise curriculum on veterinary courses.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/20/1/jmbe-20-20.html?itemId=/content/journal/jmbe/10.1128/jmbe.v20i1.1698&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Frequency of different issues in Veterinary Immunology (1 to 63) (see Appendix 2 ) found on the analyzed documents. Gray area corresponds to the topics present in 75% of the universities.

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1698
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Dendogram of the 24 HEIs surveyed according to the total Veterinary Immunology issues studied ( Table 2 and Appendix 2 ). Cophenetic correlation index = 0.892, cluster analysis by average linkage algorithm or UPGMA, distances calculated with Manhattan or Euclidean models are invariable. Arg = Argentina; Col = Colombia; Ven = Venezuela; Uru = Uruguay; Mex = Mexico; Chil = Chile; HEI = higher-education institution; UPGMA = unweighted pair-group method using an arithmetic average.

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1698
Download as Powerpoint
Image of FIGURE 3

Click to view

FIGURE 3

Dendogram of Veterinary Immunology courses from some Latin American HEIs, considering two variables (TVIIC and CTH, see Table 2 ). Cophenetic correlation index = 0.811, cluster analysis by average linkage algorithm of UPGMA, distances calculated with Euclidean model. HEI = higher-education institution; TVIIC = total veterinary immunology issues covered; CTH = total hours of the course; UPGMA = unweighted pair-group method using an arithmetic average.

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1698
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error