Use of Digital Information Technologies in Teaching Veterinary Operative Surgery
Abstract
This study examines the features of integrating digital technologies into higher education and analyzes their application in teaching operative surgery to students at the Faculty of Veterinary Medicine and Technology in Livestock. It is substantiated that the digitalization of the educational process is a key component of contemporary reforms aimed at improving the quality, accessibility, inclusiveness, and effectiveness of education. The study emphasizes that the use of information and communication technologies contributes to the personalization of educational trajectories, the development of professional competencies, the enhancement of critical thinking, and increased student motivation.
The aim of the study was to identify which digital technologies are used at the Department of Veterinary Obstetrics, Internal Pathology, and Surgery in teaching operative surgery. The research was conducted over a five-year period and included the analysis of scientific sources, pedagogical observations, surveys, and questionnaires administered to students.
It was found that all digital tools can be conventionally divided into two groups: tools for class preparation and tools for communication and information exchange. During preparation, students use Internet resources, specialized surgical websites, multimedia presentations, educational videos, and AI-based chatbots. Video materials are prioritized by most students and contribute to a deeper understanding of the practical aspects of the discipline. The Moodle platform, online conferences, computer-based testing systems, social networks, and messaging applications are used to organize educational interaction. It was determined that students actively use e-courses, interactive materials, tests, and video content, which enhances the effectiveness of independent learning.
The obtained results confirm the feasibility and effectiveness of the comprehensive implementation of digital technologies in training of future veterinary medicine professionals and indicate prospects for further research on their impact on the quality of professional education.
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