Elsevier

Veterinary Parasitology

Volume 253, 15 April 2018, Pages 98-101
Veterinary Parasitology

Teaching Veterinary Parasitology in Portugal in the 21st century – Changes, challenges and opportunities after the Bologna process

https://doi.org/10.1016/j.vetpar.2018.01.030Get rights and content

Highlights

  • Evolution of Teaching Veterinary Parasitology in Portugal since its foundation.

  • Changes as a result of the Bologna process.

  • Reduction of Veterinary Parasitology.

  • Increased number of Master and PhD students.

  • Relevance of including research in Parasitology teaching, regardless of challenges.

Abstract

Veterinary education in Portugal began in 1830, but individualised teaching of parasitology started in 1911 at the Faculty of Veterinary Medicine, University of Lisbon (FMV-ULisboa). Parasitology and Parasitic Diseases were taught in the 3rd and 4th years of the veterinary course, respectively. In 2007/2008, a new curriculum was implemented as a consequence of the Bologna Process (BP), with Parasitology converted into “Parasitology I” (General Parasitology, Arthropods and Protozoology) and “Parasitology II” (Helminthology), being taught in the 1st and 2nd semesters of the 2nd year of the course, respectively. “Parasitic Diseases” became a one-semester subject in the 4th year. BP was intended to harmonise university courses, foster mobility and cooperation among European Universities, but instead there have been major challenges in reducing student contact and an erosion of Parasitology I and II as basic subjects, which were moved to 2nd year. In spite of these changes, the way subjects have been taught since then shows that veterinary students are satisfied with Parasitology; academic success ranges from 70% to 90%; the number of Master and PhD theses in Parasitology has increased; and students share their research results in classes and at conferences in our faculty and abroad. This shows how research and teaching of Veterinary Parasitology are tightly inter-linked and critical, presenting an opportunity to motivate future students to study Parasitology and Parasitic Diseases in such a challenging tertiary education environment in Portugal.

Introduction

The discipline of Parasitology, in a broad sense, has a prominent place in any Degree of Veterinary Medicine, given the importance of parasites and parasitic diseases in the disciplines of pathology and practice of domestic, exotic and wild animals, but also in animal production, public health and food safety (Madeira de Carvalho, 2007). Several authors are unanimous in considering that parasitic diseases are growing their importance, particularly in the study of communicable diseases and within the context of One Health (Coles, 2001; Genchi et al., 2007; Madeira de Carvalho and Alho, 2017). In addition to Parasitology being crucial as a discipline, university teaching contributes to the training of the next generation of professionals in veterinary medicine and the development of good citizens (Madeira de Carvalho, 2007).

Within the framework of the Symposium “Perspectives on Teaching and Learning of Veterinary Parasitology in the 21st Century”, at the 26th WAAVP Conference, Kuala Lumpur, 4–8 September 2017, this paper focuses on aspects of teaching veterinary parasitology in the institution where veterinary medicine was established in Portugal, namely the Faculty of Veterinary Medicine, University of Lisbon (FMV-ULisboa). We present a brief historical context and discuss changes made to the veterinary curriculum since the implementation of the Bologna Process (BP) (European Higher Education Area (EHEA), 2002), as well as the challenges and opportunities for both educators and students. This paper intends to show how parasitology teaching, adapted to the new Bologna system in a Portuguese veterinary school, still matters, and how students benefit from the great efforts of professors and early career researchers at the FMV-ULisboa. This aspect is also a testimony to how this subject is delivered within the context of BP in Portugal.

Section snippets

Historical context of Veterinary Parasitology in the world

In the last three decades, there has been a gradual change in the general concept of Biomedical and Veterinary Education, which has gradually evolved from more theoretical and magisterial components to more theoretical-practical and practical elements. This change has led to a greater emphasis on Problem-Based Learning (PBL), Self-Directed Learning (SDL) and Lifelong Learning (LLL) (Madeira de Carvalho, 2007). Veterinary parasitology has also co-evolved, particularly in North America, Australia

Veterinary Parasitology in Portugal and changes after the Bologna process

Veterinary education in Portugal began in 1830 due to the need to provide medical assistance to military horses. Although some subjects dealing with transmissible diseases were taught at that time, the individualised teaching of Parasitology at the old School of Veterinary Medicine, now FMV-ULisboa, started in 1911 after the republican revolution, with the disciplines of Zoology and Animal Parasitology (Braz and Fiadeiro, 1989; Afonso, 2006; Carvalho-Varela, 2011).

At FMV-ULisboa, Parasitology

Challenges and opportunities for Veterinary Parasitology at FMV-ULisboa

Since the implementation of BP, there have been three main challenges in Veterinary Parasitology: (a) the students of the 2nd Year do not have enough knowledge and maturity of Medical Semiology, Pathology, Immunology and Pharmacology, hampering an ideal articulation of the Parasitology contents; (b) Parasitic Diseases was reduced to only one semester; (c) and the requirement to reduce teaching time in classical parasitology decreased the PBL opportunity in basic subjects of Parasitology.

Conclusion

Teaching Veterinary Parasitology in Portugal has evolved since the foundation of the first veterinary education institution in 1830 until present day, adapting to new policies and educational paradigms, such as the recent Bologna Process (BP). This process has imposed a reduction in teaching time and a reorganisation of subjects, but, at the same time, has provided new challenges and opportunities for doing research, which are now proving to enhance the educational experiences and outcomes in

Acknowledgements

To Professors Abdul Jabbar and Robin Gasser, organizers of the Symposium “Perspectives on Teaching and Learning Veterinary Parasitology in 21st Century”, planned for the 26th WAAVP Conference, Kuala Lumpur, 4–8 September 2017, for inviting the authors to share their thoughts on this subject. To all the colleagues and students at the FMV-ULisboa, who make our teaching and research in the field of Veterinary Parasitology possible and satisfying. We thank especially to Professors Isabel Pereira da

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