Building a "Genetics Social Network" for innovative teaching in Veterinary education

Abstract

Introduction: Practical competencies are crucial in teaching genetics to veterinary students, enabling them to master molecular genetics techniques for identifying genetic variants and diagnosing genetic diseases encountered in their professional practice. The «Genetics Social Network»” project aims to bridge the gap between theoretical knowledge and practical experience in genetics for veterinary students. By leveraging their familiarity and interest in new technologies, a shift from practice to praxis is proposed, enhancing student engagement, and aligning learning outcomes. This project aims to involve students in teaching by asking them to generate audiovisual material to review genetics techniques, fostering collaborative work and responsibility and enhancing laboratory skills and precision, transforming theory into lived experience. Materials and Methods: The project spanned two academic years, taking place within the practical sessions of the genetics course. A list of the developed molecular genetics techniques was compiled and participating students, usually organized in groups, selected one of them and utilized a part of the session time to produce micro-videos, akin to those on social media platforms. These micro-videos succinctly explained the key steps of the technique and practical tips. Using the Blackboard virtual teaching platform, a dedicated folder was created for sharing the generated micro-videos, enabling all classmates to access them for exam preparation. Additionally, voluntary participation in this project allows students to earn a micro-credential within the Veterinary Communication pathway. Results and discussion: After analysing the results of the first implementation of the project, enhancements were made to the presentation of the project to the students, aiming to promote greater acceptance. The results indicated an increase in student participation and engagement in the second year. Students reported a deeper understanding of genetic practices and expressed appreciation for the hands-on experience the project provided. The social network aspect fostered a sense of community and peer support, which was reflected in improved practical skills. Challenges included fostering increased student engagement and making video editing tools available and familiar to students, thereby enabling those who may hesitate to participate due to resource constraints to contribute as well. Conclusions: The «Genetics Social Network» has demonstrated potential as an effective tool for veterinary education, merging traditional learning with digital innovation. It has shown that when students’ technological affinity is harnessed for educational purposes, it can lead to enhanced learning outcomes. This project serves as a model for future educational innovations, suggesting that the integration of social technology in academia can be both beneficial and transformative.