Performing Department
CENTER FOR FOOD SECURITY AND PUBLIC HEALTH - CVM
Non Technical Summary
The ongoing threat of transboundary and emerging diseases of animals (TEDAs) could causedevastating economic, ecologic, food safety and animal and human health impacts in the UnitedStates. Preparing veterinary students to detect, respond to, and prevent TEDAs is a mandatorycomponent of the veterinary curriculum. The Transboundary and Emerging Diseases ofAnimals/Initial Accreditation Training (TEDA/IAT) online course, developed and delivered byIowa State University's Center for Food Security and Public Health (CFSPH), is used by all U.S.veterinary schools. This proposal requests funds to leverage the current investment andinfrastructure of the TEDA/IAT course to enhance, expand, and improve disease scenarios - apopular course component - using innovative web-based educational tools to empower studentlearning. These tools will be used to create an immersive experience for students, promotinginterest and engagement, improving knowledge retention, and fostering problem-solving andcritical thinking skills. These modifications will provide an effective, modern, competency-basedapproach to aid instructors in meeting curriculum requirements. The project will also create acollaborative network of instructors at all U.S. veterinary schools. This community of practicewill encourage adoption and use of the scenarios, support new faculty and promote the exchangeof ideas for the use of these materials and student engagement. This project has potentialoutreach to more than 4,800 veterinary students and 70 faculty/staff members from 37 veterinarycolleges.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Goals / Objectives
This project will leverage the current investment andinfrastructure of the Transboundary and Emerging Diseases of Animals /Initial Accreditation Training (TEDA/IAT)course to enhance, expand, and improve disease scenarios - apopular course component - using innovative web-based educational tools to empower studentlearning. These tools will be used to create an immersive experience for students, promotinginterest and engagement, improving knowledgeretention, and fostering problem-solving andcritical thinking skills. These modifications will provide an effective, modern, competency-basedapproach to aid instructors in meeting curriculum requirements. The project will also create acollaborative network of instructors at all U.S. veterinary schools. This community of practicewill encourage adoption and use of the scenarios, support new faculty and promote the exchangeof ideas for the use of these materials and student engagement.Objectives of this project are to:1. Assemble an advisory group (AG) of 4-5 highly engaged TEDA/IAT instructors toprovide input on the current use and development of relevant, innovative (e.g., adaptableto most courses) TEDA disease scenarios.2. Assess innovative web-based approaches for case-based learning to improve studentproblem-solving, critical thinking, and knowledge retention in an engaging, immersive,and effective manner.3. Review and adapt at least four scenarios, using at least two different web-basedapplications to improve instruction. Request AG review of revised scenarios. Replacescenarios on the course platform for delivery to veterinary students.4. With AG support, develop a collaborative network for all course instructors to supportand encourage adoption and use of the scenarios in their veterinary curriculum.5. Evaluate scenario use and student interest and learning with online student surveys, quizquestions, and instructor interviews. Share results with the AG and CoP.
Project Methods
Plan of Operation and Methodology:Objective 1: Instructor Advisory Group: CFSPH will identify 4-5 highly engaged TEDA/IAT instructors to participate in an Advisory Group (AG) role throughout this project. Members will be asked to provide input on their current use of disease scenarios and assist in identifying scenarios for innovative enhancement. Their input on development of the instructor CoP will be invaluable. CFSPH will engage with AG members via email and virtual meetings (as needed, at least quarterly) to promote engagement.Objective 2: Innovative web-based teaching approaches: CFSPH veterinarians, IT professionals, and graphic designers will research innovative, web-based options for delivering case-based learning content. The project team will also consult with staff in the ISU Office of Curricular Assessment and Teaching Support (OCATS) to supplement research findings. Identified delivery options will be evaluated for applicability to scenario content, ease of use and cost effectiveness. At least two different approaches will be selected for use in a minimum of four scenarios.Objective 3: Scenario modification: CFSPH veterinarians, IT and graphic professionals, and a veterinary student will work together to modify and incorporate the innovative teaching approaches and enhance content of the selected scenarios. The graphic team will develop illustrations or modify photos as needed. The IT team will implement necessary web programming for the scenarios, place content on the Moodle platform for delivery, and assure accessibility requirements have been addressed. Members of CFSPH will meet monthly to discuss tasks, address challenges, and ensure the project remains on schedule.Objective 4: Course instructor collaborative network: CFSPH will research best methods for a collaborative network for virtual groups - this may involve development of a discussion board or periodic virtual meetings (e.g., Zoom, Microsoft Teams). CFSPH will seek advice from the OCATS staff on best practices, as this is a teaching support tool used within ISU CVM. CFSPH veterinarians will contact all TEDA/IAT instructors to inform them of the opportunity, encourage engagement, and welcome participation in discussions. Discussions will highlight the availability of the new developed disease scenarios and promote the exchange of ideas for scenario use within the veterinary curriculum and increased student engagement.Objective 5: Evaluation of revised scenarios: After the new scenarios have been used for one academic semester (Fall 2025), the project team will evaluate usage and student and instructor feedback. Evaluation tools may include quiz question scores, course evaluation survey results and comments, targeted lesson evaluations, focus group discussions, and/or one-on-one interviews, as well as the number of participants completing each scenario. Analysis of this information will provide insight into student interest and learning and provide data on how users are interacting with the lessons. These data will help determine student preferences and if improvements are needed.