Curricular Variables and Topics Studied in Veterinary Immunology Courses at Several Latin American Universities
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-Ameri...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Society for Microbiology
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/42f574e4b35249539f7ceb3d3c3c0347 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | 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% (n = 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. |
|---|