ICEAS 2021- Final Program

Day 1 (7th June, 2021)

*14:00 – 14:20 – Inaugural talks (moderator A. Tvarijonaviciute)

*14:20-16:15 – Session 1 (moderator R. Payan-Carreira,supported by M.D. Contrerras Aguilar)

14:20 – 14:50 –Teaching One Health (S. Savic)

14:50 – 15:20 – Sustainable Development Goals and One Health in the Veterinary Medicine Degree (J. Rivera et al.)

15:20 – 15:35 – OP1 (Pnevmatikos et al.)

15:35 – 15:50 – OP2 (Payan-Carreira et al.)

15:50 – 16:15 – OP3 (Magalhães-Sant’Ana et al.)

16:15 – 16:30 – coffee break (suppervised by L. Franco Martinez)

*16:30 – 17:15 – Poster session (Moderator A. Muñoz Prieto, supported by L.G. Gonzalez Arestegui)

*17:15 – 18:30- Session 2 (moderator S. Martinez-Subiela,supported by M.J. Lopez Martinez)

17:15 – 17:45 – Interdisciplinary teaching (I. Barranco & J. Ribas Maynou)

17:45 – 18:15 – Animated videos: a new experience for sciences teaching (D. Romero)

18:15 – 18:30 – OP4 (Henrique Franco et al.)

18:30 – 18:45 – OP5 (Marcelino et al.)

19:00 – 20:00 – ISEAS members meeting

Day 2 (8th June, 2021)

*14:00 – 16:10 – Session 3 (moderators E. Lamy and F. Capela e Silva,supported by M. Lopez Arjona)

14:00 – 14:30 – Using animals in laboratory animal education and training (Alberto Pastor Campos)

14:30 – 14:50 – FELASA ACCREDITATION: Ensuring quality education and training in laboratory animals science (Linklater et al.)

14:50 – 15:10 – FELASA: Addressing the Teaching of Ethics in Module 2 (Berdoy et al.)

15:10 – 15:25 – OP6 (Dontas et al.)

15:25 – 15:40 – OP7 (Pastor et al.)

15:40 – 15:55 – OP8 (Franco Martinez et al.)

15:55 – 16:25 – coffee break (suppervised by L. Franco Martinez)

*16:25 – 17:45 – Session 4 (moderator D. Escribano Tortosa, supported by A. Huertas Lopez)

16:25 – 16:55 – The importance of scientific dissemination (D. Roca)

16:55 – 17:10 – OP9 (Aladrović et al.)

17:10 – 17:25 – OP10 (Huertas-López et al.)

17:25 – 17:40 – OP11 (Mendes-Jorge & Alexandre-Pires)

17:40 – 17:55 – OP12 (Marques et al.)

*18:00 – 18:20 – Closing talks (moderator A. Tvarijonaviciute)

Oral Presentations

OP1. “Critical Thinking for Successful Jobs”: Establishing a University-Business Collaboration to foster graduates’ Critical Thinking (Pnevmatikos et al).

OP2. Fostering Critical Thinking: Veterinary Medicine Student’s Perspectives (Payan-Carreira et al.)

OP3. EVIEDVET – Promoting Education and Training for Evidence-Based Veterinary Medicine (Magalhães-Sant’Ana et al.)

OP4. Improving Mobility of Researchers Through Harmonization of Education and Training Across Europe – The Contribution of ETPLAS and the Road Ahead (N. Henrique Franco et al.)

OP5. Evaluation of the Jigsaw Technique in Veterinary Osteology Teaching (Marcelino et al.)

OP6. Guidance on the Development of Assessment Criteria for Theoretical Laboratory Animal Science Courses – an ETPLAS Working Group Report (Dontas et al.)

OP7. Usefulness of Three-Dimensional Models in Teaching of Congenital and Acquired Malformations in Small Animals (Pastor et al.)

Op8. Use of Veterinary Virtual Patient Learning in Veterinary Clinical Pathology (Franco-Martínez et al.)

OP9. A Comparative Study of Online Education And Traditional Off-Line Education Physiology Of Domestic Animals (Aladrović et al.)

OP10. Has Covid19 Pandemic Affected the Perception of Master´S Degree Students about on-Site Teaching? (Huertas-López et al.)

OP11. Urgent Educative Strategies for the Anatomy Lab During Covid Confinement (Mendes-Jorge and Alexandre-Pire)

OP12. Learning Histology: Veterinary Medicine Student Preferences In The Digital Era (Marques et al.)

Poster Presentations

P1. Implementation of the Flipped Classroom Dynamic and Evaluation Using Kahoot in Seminars on Cardiovascular Physiology for the Degree in Veterinary Medicine (Ortiz-Díez and Mogedas-Moreno)

P2. Active Learning – Differential Diagnosis of Wasting Diseases/Conditions During Meat Inspection of Small Ruminants (Esteves et al.)

P3. Engaging Students Through a Trivial Pursuit-Like Activity – a Tool for An active Learning Environment (Ropio and Valença)

P4. Gamification to Support Teaching in the Degree in Veterinary Medicine (Caballero-Gómez et al.)

P5. The Use of Anatomy Videos as a Learning Tool in Online Osteology Classes (Batista et al.)

P6. Case-based Teaching Techniques in Equine Internal Medicine (Martín-Cuervo et al.)

P7. Learning from Captive Care (Pađen et al.)

P8. The Education can Minimize Errors in Preanalitical Phase Of Laboratory Diagnostics (Beer Ljubić et al.)

P9. First Approach to the Use of the ebook as a Teaching Tool in the Degree in Veterinary Medicine (Cano-Terriza et al.)

P10. Use of Canine Patient Simulators in Cardiopulmonary Resuscitation (CPR) Training for Veterinary Students (Carrillo et al.)

P11. Virtual Teaching of Animal Reproduction Diseases in the Time of The COVID-19 in the Veterinary Department, University of Life Sciences, Lublin, Poland (Dąbrowski et al.)

P12. Students’ Perception on the Use of Animals for Teaching and the Impact of the Covid19 Pandemic (Brandts et al.)

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