Experiences in Delivering Teaching and Learning Practices in Establishments of Veterinary Education of the Mediterranean Region Under COVID-19 Pandemic: From Crisis to Opportunities
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7 juin 2022
- handle: 10670/1.1dhq93
- hal: hal-03720432
- doi: 10.54614/actavet.2022.21102
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info:eu-repo/semantics/altIdentifier/doi/10.54614/actavet.2022.21102
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COVID-19 digital transformations REEV-Med veterinary education -bio] -bio]/Santé publique et épidémiologieSujets proches
Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Nihad Fejzic et al., « Experiences in Delivering Teaching and Learning Practices in Establishments of Veterinary Education of the Mediterranean Region Under COVID-19 Pandemic: From Crisis to Opportunities », HAL-SHS : sciences de l'éducation, ID : 10.54614/actavet.2022.21102
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Résumé
In this study, the impact of coronavirus disease 2019 pandemic crisis on veterinary education in selected members of the Mediterranean Networkof Veterinary Education Establishments (Bosnia and Herzegovina, France, Italy, Turkey, Jordan, Morocco, and Tunis) was analyzed. The challengespresented by the pandemic and new approaches and practices adopted by different veterinary education establishments in the Mediterraneanregion to address the long-term consequences of coronavirus disease 2019 on veterinary education were highlighted. Although countries in thisregion followed different epidemiological policies, restrictions of access of veterinary students to teaching hospitals, extramural facilities, andlaboratories were prolonged over the entire time during 2020 and 2021 in most of the veterinary education establishments. It could be concludedthat strengthening the existing networks of veterinary education establishments in the region by sharing experiences, standardization of curricula(regional and international accreditation), and networking are seen as an opportunity for improvement of the quality of teaching and competencein this digital era. Unfortunately, more work is still required to achieve such an ambitious agenda including galvanization of public demands for quality education, political will to implement changes, and securing financial support and other resources to continue program development across the region