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Kany, Sarah (2012): Lernverhalten mit CASUS-Fällen der Onkologie. Dissertation, LMU München: Tierärztliche Fakultät



Over the last couple of years veterinary oncology has been an emerging field in veterinary medicine. Oncology as a speciality does not only require profound knowledge in the field of oncology itself but also in internal medicine and surgery. To better prepare newly educated veterinarians for those requirements, German universities established new methods of student education. Despite those new measures only a few interesting oncologic cases can be discussed with a broad audience due to a high student load. This problem might be overcome in future using elearning systems like CASUS which present virtual, clinical cases to the students. For that reason, the first goal of this thesis was to design four cases using the CASUS system. By means of a conceptual design, CASUS strives for and encourages a differentiated and rule-out based performance. Another goal in this thesis was to identify if students like the case presentations and if they are willing to use CASUS for their medical education. It was shown that students were highly motivated to work on further clinical cases after solving a CASUS case. Students rated CASUS as a very good supplementation in addition to regular lectures and workshops. They would even like to use CASUS more often. In addition, the very practical approach was greatly appreciated and the presentation of cases was very easy to understand in its current form. An additional goal was to evaluate if the clinical rotations lead to a greater knowledge in individual specialities. A multiple choice test was used and oncology was chosen as an exemplary speciality. In addition it was determined if working on a CASUS case even further increased their knowledge. Students completing the oncology rotation were significantly better than students completing the cardiology rotation. Furthermore, working on a CASUS case significantly improved the test results in both groups, cardiology and oncology rotation. This has been shown for the first time in veterinary medicine with this work. In conclusion we can say that knowledge of students was increased by a clinical rotation in the according speciality. A good learning success can be achieved by additionally working on computer-based virtual clinical cases. Summarizing, CASUS is a learning method that is well accepted and easy to use by students and also leads to increased in-depth knowledge. In the future, CASUS cases could be used to better compare students and their knowledge in exam situations.