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Equity, diversity, and inclusion (EDI) have received increased attention in the sciences, with increasing expectation that students will receive formal training in this area. However, compared with other biosciences, little guidance has been produced for parasitology educators. Therefore, this article presents the contents and evaluation of pilot training designed for postgraduates. [ABSTRACT FROM AUTHOR]

Background: Social media in our networks have been exploited as dynamic learning tools and free platforms., Aims: The main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories., Methods: A research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik's effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey's post-hoc testing. P-values less than 0.05 were considered statistically significant., Results: In a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey's post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups., Conclusion: The tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training., (© 2024. The Author(s).)

In Japan, parasitic diseases are rare today, with the exception of amebiasis and anisakidosis. As a result, many Japanese clinicians have limited knowledge of parasitic diseases and do not consider them important. Parasitology departments in the schools of medicine in Japan have tended to be replaced or downsized, and the amount of time spent for the teaching of parasitology to undergraduate students has been shortened. However, even in Japan, patients with parasitic diseases visit clinics or hospitals. Medical students have to learn the diagnosis and basic treatment of parasitic diseases that could cause death or serious sequelae without proper treatment, and those which are relatively frequently encountered in Japan. It is also essential for the students to know the circumstances they should suspect parasitic diseases. There is nothing restricting a parasitologist from responding to questions and requests from clinicians regarding diagnosis and treatment; rather, it is in the best interest of patients with parasitic diseases to do so based on their professional knowledge., Competing Interests: Declaration of competing interest The author declare no conflicts of interest., (Copyright © 2024. Published by Elsevier B.V.)

Introduction: The specialty of Microbiology and Parasitology is a four-year multidisciplinary training with a central role in the diagnosis and epidemiological surveillance of infectious diseases. The aim of this study is to analyze the degree of implementation of the official program and the degree of satisfaction of residents with their training., Methods: We conducted an online survey distributed in eight sections to which active residents of the Specialty of Clinical Microbiology and Parasitology had access., Results: A total of 69 responses were received, with a predominance of residents from the regions of Madrid (43.5%) and of FIR admission route (55%). The areas in which the residents feel best prepared correspond to systematic bacteriology, antimicrobials and clinical aspects of microbiology. The areas with the worst preparation, on the other hand, are mycology, parasitology and microbiological emergencies. There are significant differences between the clinical rotation time for residents with MIR access pathway with respect to residents with other degrees. Respondents perceive a high degree of responsibility and a medium agreement with the quality of teaching. Attendance at clinical sessions and external rotations is frequent. Research activity is perceived as complicated, both at the level of doctoral studies and with respect to entering research lines and the publication of scientific results., Conclusion: Some points of improvement of the training itinerary have been identified that need to be reinforced. Likewise, it would be interesting to seek a better balance between care, teaching and research activities., (Copyright © 2023 Sociedad Española de Enfermedades Infecciosas y Microbiología Clínica. Published by Elsevier España, S.L.U. All rights reserved.)

Careful observation of parasites, masters of camouflage, reveals an ingenious and fascinating world. However, students often perceive parasitology as impenetrable. What if a flamboyant flea circus director passionately introduced the multidimensional contexts of this discipline? Will role-play capture the imagination of students and guide them in their future learning?, Competing Interests: Declaration of interests The authors declare no competing interests., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Objective: The aim of this study was to analyze the theses prepared in the field of medical parasitology in Türkiye and to reveal the importance given to the science of parasitology in the groves of academe and to raise awareness in this field., Methods: Council of Higher Education's National Thesis Center database has been analyzed postgraduate these documents conducted in the field of medical parasitology from January 1985 to September 2022., Results: As a result of the examining, 393 theses made in the field of medical parasitology were detected. It was determined that 52.9% of the theses prepared were master, 28% of PhD and 19.1% were the thesis of medical specialty thesis and 61.3% of the theses prepared were related to protozoa, 16.5% of helminths, 8.6% arthropods and 12.2% of intestinal parasites (helminth and protozoa). The top five types of parasites in the theses were Toxoplasma gondii, Leishmania spp., Echinococcus spp., Giardia intestinalis and Cryptosporidium spp. respectively., Conclusion: In conclusion, it was of the opinion that more importance should be given to the field of medical parasitology in Türkiye.

Student-faculty partnerships can drive innovation in parasitology education and outreach. We provide recommendations for building successful partnerships during the design, implementation, and impact assessment stages. We also introduce a new series of freely available educational and community outreach materials available on a platform that the parasitology community can contribute to., Competing Interests: Declaration of interests The authors declare no competing interests., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Information technology has become an important driver to facilitate higher education developments in the context of new medical sciences. A new "virtual-real combination" experimental teaching model was designed and created through integrating information technology with experimental teaching by Experimental Teaching Center of Basic Medical Sciences and Department of Pathogen Biology, Nanjing Medical University and was applied in Human Parasitology teaching, which achieved satisfactory teaching effectiveness. This new model showed effective to deepen the understanding of the basic human parasitology knowledge, improve the operative skills, and cultivate the moral literacy and comprehensive capability among medical students. This report presents the teaching protocols and implementation, teaching effectiveness and evaluation, and experiences of comprehensive schistosome experiments.

Teaching evaluation is an important measure to test the teaching quality. In order to better achieve the training objectives among international medical students based on the specific conditions of foreign students and the characteristics of Human Parasitology , a process-based assessment and evaluation system has been established for international medical students. The process assessment highlights the characteristics of assessment process, diversified forms and inquires of test questions. Following implementation of process assessment, the proportion of excellence (examination scores of 90 and higher) improved from 3.25% (10/308) to 13.09% (50/382) ( t = 5.995, P < 0.001) and the proportion of good marks (examination scores of 80 to 89) increased from 18.83% (58/308) to 36.13% (138/382) ( t = 7.505, P < 0.001) during the semester assessment among international medical students at five grades, while the proportion of failure in examination pass (examination scores of below 60) reduced from 12.34% (38/308) to 3.24% (10/382) ( t = 7.303, P < 0.000 1), indicating that the process-based assessment and evaluation system improves the examination score of Human Parasitology among international medical students and the teaching quality of Human Parasitology .

The School of Veterinary Medicine, University College Dublin, Ireland, restructured the teaching of general pathology, parasitology, and microbiology in third year in 2018 as part of the development of an outcome-based curriculum. A new integrated teaching module was created, called Veterinary Pathobiology, which encompassed the three paraclinical subjects, worth 20 ECTS credits. Subject integration was driven and supported by case-based learning (CBL) activities, and practical classes, which were aimed at facilitating the understanding of basic disease processes, infectious agents, and the application of diagnostic tests. The disciplines maintained their identities within lectures which were aligned by content. The restructuring led to a reduction of contact hours by 20% and of assessment time by 40%. The examinations included integrated questions with an emphasis on the material students had covered in their CBL. Despite positive outcomes, which included equivalent examination scores and positive written feedback by students on teaching and learning, understanding, assessment, relevance, CBL, group work, and generic skills, the average scores for overall student satisfaction dropped dramatically in the second academic year of implementation. This followed the introduction of new regulations by the University relating to student progression, which was capped at "carrying" 10 ECTS credits, thus preventing students that failed the new module from progressing. Other criticisms of the new module by students included too little communication on the changes implemented in its first iteration and a workload perceived to be too heavy. Further restructuring is therefore necessary. This study highlights the process/pitfalls of integration/curricular innovation.

To set the cultivation goal with adaptation to rural order-oriented medical students, the teaching mode of Human Parasitology was reformed in the context of curriculum ideological and political education. The new teaching mode not only enables students to harvest medical knowledge during the school education stage, but also plays a guiding role in cultivation of humanistic qualities and professional spirit, which provides a basis for cultivating general practitioners serving for grassroots healthcare.

The COVID-19 pandemic has disrupted parasitology curricula worldwide, which is expected to lead to the reshaping of parasitology education. Here, we share our experiences of remote teaching and learning of veterinary parasitology and discuss opportunities offered by remote teaching during COVID-19 lockdowns, enabling the development of interactive online parasitology courses., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

This review presents the 100-year history of the Martsinovsky Institute of Medical Parasitology and Tropical Medicine in Moscow, Russia, starting with its foundation and early activities, and also describes the impact of its leading scientists, some of whom became internationally known. The institute headed a network of nine tropical institutes in the various Soviet republics from the 1920s to 1990. The extensive body of literature on the history and research accomplishments of this institute has mainly been published in Russian; our goal here is to introduce these achievements and this expertise to the international scientific and medical community, focusing on malaria and leishmaniasis and the development of measures to control and monitor these diseases in the USSR.

The Ohio State University College of Veterinary Medicine (CVM), with a class size of 162, is one of the largest in the nation. In an effort to streamline examination procedures, create a consistent assessment format among courses, replace paper exams, track test questions linked to learning objectives, and reduce exam grading time, our DVM program adopted the use of ExamSoft for core courses beginning in the autumn semester 2014. ExamSoft is an electronic assessment application, which provides a secure testing environment and robust reporting features. CVM uses it for high stakes midterm and finals. Although easily adopted into a didactic course format, its application in laboratory-based examinations proved challenging. Designing, setting up and grading exams for Anatomy and Parasitology courses with a laboratory component have always required substantial time investment, and adding a testing application to the process demanded rethinking and restructuring logistics. After two semesters of process refinement and standardization of a testing device to the iPad, faculty teaching in the Anatomy and Parasitology courses were able to implement ExamSoft in a laboratory setting to realize the same assessment and efficiency gains. Here we describe the benefits of ExamSoft testing in the written and laboratory settings and the lessons learned during the 2-year transition.

The plastination technique is a recently developed option to preserve biological tissues widely used in human and veterinary anatomy. This process allows one to obtain real, safe, clean, dry, resistant and permanently stable material without any additional treatment or maintenance. All these advantages are associated with the rapid expansion of plastination during recent decades in a high number of educational institutions. However, the studies of parasite conservation through plastination are scarce, although the material obtained has a high quality, as prior references have shown. In this study, 141 students of veterinary medicine and pharmacy university degrees used, in a blind study, plastinated specimens (experimental group) or wet specimens (control group) during three consecutive practical sessions. Afterwards all the students completed anonymous questionnaires on both knowledge and satisfaction. The results demonstrated that plastinated parasites are a valid and satisfactory alternative to be used as a teaching/learning tool during practical lessons. Moreover, with regard to the knowledge of morphological structures, the results from the questionnaire of assimilated knowledge showed no differences between the use of plastinated and formaldehyde-preserved parasites.

To achieve the combination of ideological and political education curriculum and curriculum ideological and political education, the ideological and political education was integrated into the teaching of medical basic course Human Parasitology . Based on improving the cultivation of the teaching team, insisting on morality education and education-directed professional curriculum teaching, the pathway of integrating curriculum ideological and political education into medical science education was explored. Through putting the ideological and political elements contained throughout the professional curriculum teaching process, establishing new teaching patterns of integrating ideological and political education into the curriculum, and strengthening the collaboration between professional institutions and universities, we aimed to build Human Parasitology as a gold ideological and political education curriculum.

Adaptive learning activities can respond to a learner's needs in real time, facilitating the development of higher-level skills including bringing together knowledge from different disciplines to solve real-world problems. Here we discuss the use of online adaptive learning activities designed to help veterinary students apply their knowledge to work through parasite case studies., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Over the past four decades, there has been an exponential increase in veterinary parasitology knowledge, coinciding with the advent of molecular biology in research. Therefore, it is unrealistic for teachers to expect students to graduate with an encyclopaedic knowledge of the subject. As a result, a new curriculum was introduced at The Royal Veterinary College (University of London) in 2007, designed to meet the needs of our new graduates, i.e. RCVS Day-One Competences. The aims of this curriculum are, inter alia, to ensure that new graduates have an up-to-date body of core knowledge and are able to apply such knowledge and newly-acquired information to scientific and clinical problem-solving. Veterinary parasitology is taught primarily in Year 2, following a brief introduction in Year 1; clinical aspects are covered in Year 3, with original research projects undertaken in Years 4 and 5. Parasitology is taught in parallel with other subjects, enabling both horizontal and vertical integration. Core material is provided in lectures supplemented by directed learning (DL) in small groups and interactive, clinical scenario-based practical classes. Student learning is supported by Moodle 3.2 (Virtual Learning Environment [VLE], RVC Learn) which provides access to an on-line study guide (annotated using Adobe Reader), PowerPoint presentations with synchronized lecturer commentary (Echo Active Learning Platform [ALP]), detailed feedback for DL and practical classes, parasite 'potcasts' and CAL packages, and a Clinical Skills Centre. A parasitology textbook has also been published recently to support courses taught at the College. Assessment of student learning is achieved using a variety of written formats (essay, problem-solving questions [PSQ], multiple choice questions [MCQ] and extended matching questions [EMQ]), integrated oral examinations and objective structured clinical examinations (OSCEs)., (Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.)

Veterinary education in Portugal began in 1830, but individualised teaching of parasitology started in 1911 at the Faculty of Veterinary Medicine, University of Lisbon (FMV-ULisboa). Parasitology and Parasitic Diseases were taught in the 3rd and 4th years of the veterinary course, respectively. In 2007/2008, a new curriculum was implemented as a consequence of the Bologna Process (BP), with Parasitology converted into "Parasitology I" (General Parasitology, Arthropods and Protozoology) and "Parasitology II" (Helminthology), being taught in the 1st and 2nd semesters of the 2nd year of the course, respectively. "Parasitic Diseases" became a one-semester subject in the 4th year. BP was intended to harmonise university courses, foster mobility and cooperation among European Universities, but instead there have been major challenges in reducing student contact and an erosion of Parasitology I and II as basic subjects, which were moved to 2nd year. In spite of these changes, the way subjects have been taught since then shows that veterinary students are satisfied with Parasitology; academic success ranges from 70% to 90%; the number of Master and PhD theses in Parasitology has increased; and students share their research results in classes and at conferences in our faculty and abroad. This shows how research and teaching of Veterinary Parasitology are tightly inter-linked and critical, presenting an opportunity to motivate future students to study Parasitology and Parasitic Diseases in such a challenging tertiary education environment in Portugal., (Copyright © 2018 Elsevier B.V. All rights reserved.)

Finding a healthy balance between classical parasitology and clinical veterinary medicine remains a challenge. Veterinary parasitology, of vital interest in sub-Saharan Africa, has always featured prominently at the Faculty of Veterinary Science, University of Pretoria (founded in 1920). The faculty was initially an integral part of the Onderstepoort Veterinary Institute (OVI), and parasitology was taught by specialist researchers from OVI - a cult of total coverage prevailed. Presenting three separate courses - ectoparasitology, helminthology and protozoology - continued for many decades. From 1949 to 1973 an attendance course in veterinary parasitology was presented in the final academic year. This was revived in 1995, with a "refresher" in parasitology for final-year students (during their clinic rotation), including diagnostic parasite identification and problem-solving group discussions (prepared and led by students). Student contact time (including practical classes and assessments), initially 80 h/discipline/year, was gradually reduced. A species-based approach (introduced in 1998) had a major impact - an introductory course in general parasitology was followed by fragmented lectures in the subsequent 2 years on key parasitic diseases in the species-based subjects. In 2013 the curriculum reverted to being discipline-based, i.e. all aspects of parasitology and parasitic diseases covered during one academic year. The 3 sub-disciplines are included in a 2-semester course, with a total contact time of 100 h, which barely meets the minimum recommended by the WAAVP. Various lessons learnt are discussed., (Copyright © 2018 Elsevier B.V. All rights reserved.)

Parasitology is a relevant and integral part of veterinary medicine, and the WAAVP membership has skills ranging from morphological diagnostics and routine parasite control recommendations through the cutting edges of many disciplines, e.g., pharmacology, immunology, molecular biology and genomics. We regularly face a majority of students who want only the practical information useful the moment they enter the clinics. However, we are preparing them for careers lasting 30-50 years. Thus, we also must help them prepare for their futures. There is a constant squeeze on parasitology in the curricular footprint accompanying a mandatory need to cover the licensure basics. The basic material has stood the test of time, and until the agents are eradicated or the hosts extinct, they have value. But, a critical need is the interweaving of the marvels of modern science into the parasitology regularly presented. Often this has been done with boxes, highlights, or examples within classes or texts, but asides are mentally treated as such. Also, many of those teaching parasitology are unfamiliar with many of the concepts and details of this material, but these same folks remain a grand part of the profession. Also, it is hard to sneak this apparently unwarranted material past the clinically oriented veterinary student. Somehow, WAAVP needs to work with its membership to develop and assist faculty in the presentation of a curriculum that can meld the old and the avant guard into a fusion of tastes and flavours palatable to today's veterinary student and tomorrow's practitioner., (Copyright © 2018. Published by Elsevier B.V.)

Pursuant to the Joint Declaration by 29 European education ministers in June 1999 in the city of Bologna, Italy, the so-called 'Bologna Process' was officially introduced at the Vetsuisse Faculty (Universities of Zurich and Berne) in Switzerland in 2007. The long-term goal of restructuring the study programmes was to create a common European Higher Education Area (EHEA), with uniform and clearly defined standards for degrees ("diplomas"). Accordingly, the Vetsuisse curriculum was organised as a 3-year Bachelor and a 2-year Master study program. For the final Federal examination in veterinary medicine, both programs and a master thesis have to be completed. Parasitology, as a subject, is introduced with selected examples in the ecology course during the first academic year. The second and third years of the Bachelor program comprise non-organ-centred (NOC) and integrated organ-centred (OC) course modules, respectively. In the NOC modules, parasitology is taught in consecutive courses, focussing on topics including occurrence, biology, pathogenesis, clinical manifestations, diagnostics and the strategic principles of therapeutic and prophylactic interventions against major veterinary and zoonotic parasites. This syllabus is complemented with live demonstrations as well as practical laboratory exercises. Lecture notes, with defined learning objectives, are based on the textbook "Parasitology in Veterinary Medicine" which is available free of charge to students as an on-line edition in German. Furthermore, students review relevant parasitoses in the diagnostic context of OC case presentations. In another module, immunological aspects of parasitic diseases are elaborated on group sessions, supported through the use of specialist literature. The two-year Master program is divided into a core syllabus for all students, and elective subjects are chosen from six areas of specialisation (three each with clinical or non-clinical focus). Within the clinically focused specialisations, interactive teaching of control strategies against parasitoses of companion and farm animals is the focus. Students specialising in 'Pathobiology' experience a deep immersion in parasitology. Learning objectives are verified in different test formats. E-learning tools, including a learning management on-line platform, allow interactive student training in coproscopic diagnostic techniques and in arachno-entomology and provide case-oriented teaching. Since an aptitude test limits the number of first-year students in veterinary medicine in Switzerland (80 in Zürich, 70 in Berne), the conditions for students and teachers are similar each year. The fragmentation of teaching in veterinary parasitology, the reduction of the number of diagnostic exercises and clinically oriented day-1-skills pertaining to the control of parasitoses are critically commented upon., (Copyright © 2018 Elsevier B.V. All rights reserved.)

China has made significant achievements in social-economic development in the last three decades, and the numbers of livestock and companion animals are rapidly increasing. Some advances have been made in the control and prevention of animal parasitic diseases, but there are still some significant challenges, particularly in relation to foodborne parasitic zoonoses and vector-borne diseases. In addition, new molecular (e.g., genomic and transcriptomic) technologies have been developed and are gradually being introduced into the veterinary parasitology field. Therefore, teaching of veterinary parasitology in Chinese universities has undergone significant changes over the years, in terms of topics, depth and breadth, and also in the ways in which courses are delivered. In this article, we describe the current status of veterinary parasitology teaching at the undergraduate and postgraduate levels in Chinese universities, summarise changes and improvement in veterinary parasitology teaching, and discuss the challenges and opportunities for veterinary parasitology teaching in the 21st century, including the use of new teaching technologies and the integration of the "One Health" concept into veterinary parasitology courses., (Copyright © 2018 Elsevier B.V. All rights reserved.)

The teaching of veterinary parasitology to the large number of students at the Freie Universität Berlin is mainly limited to conventional face-to-face lectures, supplemented by practical classes. Extensive parasite descriptions and diagnostic techniques are at the core of the practical classes, which are also intended to emphasise key biological and veterinary aspects covered in lectures. Further in-depth and specific learning is achieved within a detailed framework of elective courses, with defined learning outcomes for small groups of students, focusing on themes such as 'diagnosis and treatment of ectoparasites in companion animals' or 'zoonotic parasites'. Additionally, structured excursions are designed to offer experience through collaborative international investigations. Organ-based approaches are also an integral part of our veterinary parasitology teaching, done in collaboration with the clinical and para-clinical departments, either via face-to-face interactions or online. Wide-ranging themes, such as 'causes of colic in horses' or 'atopic dermatitis in dogs' are covered. Recently, diverse blended learning elements were introduced into the curriculum (e.g., QuerVet), which makes teaching and learning more flexible, in terms of time and space, and fosters self-directed learning and participation among the students. A new platform to provide online lectures for students, termed VET Talks, was launched in 2015 by the International Veterinary Student's Association (IVSA), and is as a publicly available educational support system for students. Provided free to veterinary students throughout the world, this platform offers students the opportunity to access lectures on interesting topics by outstanding speakers who are nominated by their students. Finally, continuing education (CE) opportunities are provided through specific Masters courses (Master of Equine Medicine, Master of Small Animal Sciences), classical seminars and recent webinars., (Copyright © 2018 Elsevier B.V. All rights reserved.)

The Faculty of Veterinary Medicine at Utrecht University has seen three major curriculum changes, in 1995, 2001 and 2007. The last change was made because of the European change to a Bachelor-Master system. Almost each time teaching hours tagged for veterinary parasitology have been reduced to currently a minimum of between 46 and 51.5 h, which is much less than the WAAVP-recommended minimum of 70-90 h. This results in a challenge to maintain a qualitatively adequate veterinary parasitology program in a curriculum. Following a brief historic account of previous curricula and implemented curriculum changes, experiences, limitations and opportunities are discussed, including the potential of introducing new teaching materials based, for example, on digital technologies and gaming., (Copyright © 2018 The Author(s). Published by Elsevier B.V. All rights reserved.)

One of the main goals in academia is, and has been, high quality education of students to provide theoretical and practical knowledge essential for professional life. Achieving this goal is highly dependent on teaching procedures and, consequently, on a constant adaptation of teaching styles to align to technical advances and cutting-edge topics. Technical advances can strongly influence teaching and learning in the complex subject area of veterinary parasitology. Today's students are provided with extensive, digital lecture notes, and e-learning offers including virtual microscope technology to independently obtain intensified theoretical knowledge and understanding. As veterinary parasitology is also highly reliant on proficient practical skills, lectures with integrated diagnostic exercises are mandatory. Nowadays, such practical skills, such as carrying out faecal examination procedures, can be strengthened by having access to clinical skills labs. Advances such as digital lecture notes, e-learning and virtual microscopes do not only provide new, innovative opportunities, but can also comprise challenges. In this context, provision of sufficient relevant studying material may discourage students to take on responsibilities for autonomous gathering of information. Besides technical advances, 'Zeitgeist' changes are shaping teaching contents, which are progressively expanding as zoonoses are increasingly being focused on. With the aim of adopting the one-health concept, students today are expected not only to bear responsibilities for animals, but also for their owners and public health. This article will cast light on some key challenges and opportunities in modern veterinary parasitology teaching from the teachers´ and the students´ perspectives., (Copyright © 2018 Elsevier B.V. All rights reserved.)

Veterinary parasitology has always been considered to be relevant and interesting by the Danish veterinary students. Students have to acquaint themselves with many new, small creatures with complicated and varied life cycles and with intricate Latin names that are difficult to pronounce, as only a few parasites have Danish names. In our veterinary curriculum, zoology has disappeared as a discipline, and parasitology has gradually moved from the third year to the beginning of the second year, which implies that, for example, pathology and pharmacology are "unknown fields". The number of contact hours in veterinary parasitology has been gradually cut to 24 lectures (35 min each) and practical exercises (24 h), including 9 h on coprology. The course is taught and examined jointly with bacteriology and virology in a 8-week course. As a comprehensive course, it has become increasingly difficult to get students to acquire enough active knowledge of the most common parasites and an understanding of the basic principles in relation to, for example, transmission and control. Even though information is readily accessible through books and on-line resources, we still believe that a competent clinician should know a range of parasites by heart as an active resource for their work. The dilemma has been tackled (partly) by introducing a veterinary paraclinical refresher course of 18 h (half practicals and half lectures) in the fourth study year. The focus here is on host(herd)-oriented clinical and diagnostic parasitology. The students can also now select a One Health track for six months in which zoonotic parasites are obviously a relevant topic., (Copyright © 2018. Published by Elsevier B.V.)

Archaeological parasitology originated in the mid-twentieth century with interdisciplinary teams of specialists directed by archaeologists. The goals of such studies were detailed analyses of dietary, medicinal, and environmental factors that shaped the patterns of infection. By the 1970s, a cadre of unique coprolite analysts was trained to analyze macroscopic and microscopic remains for integrated reconstructions of the cultural determinants of parasitism. During these first phases of research, diagnostic rigor was maintained by direct training of specialists in parasitology and archaeology sub-disciplines including archaeobotany and archaeopalynology. Near the end of the twentieth century, however, "paleoparasitology" was defined as a separate field focusing on defining parasite distribution through time and space. Ironically, this focus resulted in an increase in misdiagnosis, especially prominent after 2000. Paleoparasitology does not explicitly include other specialized studies in it research design. Thus, dietary, environmental and medicinal inferences have been neglected or lost as samples were destroyed solely for the purpose of parasitological analysis. Without ancillary archaeological studies, paleoparasitology runs the risk of separation from archaeological context, thereby reducing its value to the archaeologists who recover samples for analysis., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Parasite infections are diverse, complex and widespread, and they represent major health threats to people and animals alike. Topics such as vaccine development, drug resistance, immune regulation, vector-borne parasitic diseases, and wildlife parasitology are key issues. Here, we discuss the need and direction of structured educational programs for graduates in modern parasitology., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Many biology subdisciplines are re-evaluating their undergraduate curriculum amid changing student attitudes towards education. However, a modern framework for undergraduate parasitology has yet to be formally outlined. We present a student-centered approach to teaching parasitology, which diminishes the power of the lectern and emphasizes the use of active learning techniques., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Teaching competition is an effective way for college and university teachers to improve their teaching skills. Based on the teaching practice and experience in medical parasitology, this paper discusses several key issues in teaching competition including topics, teaching designs and teaching methods. It provides references for the teachers in department of parasitology of universities and colleges to improve the quality of classroom teaching.

Purpose: PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology., Methodology: Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected., Results: Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use., Conclusions: It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

The paper presents the results of theoretical and practical studies into parasitology, which were conducted at the E.I.Martsinovsky Institute of Medical Parasitology, Tropical and Vector-Borne Diseases and then used for the training of specialists with higher medical education at the Department of Tropical Medicine and Parasitic Diseases, I.M.Sechenov First Moscow State Medical University. The need to develop professional skills is related to the increasing learning require- ments due to socioeconomic conditions and the epidemiological situation in the country.

Charles William Lacaillade (1904-1978) was an eminent biologist in the middle decades of the twentieth century. He was born in Lawrence, Massachusetts of parents whose ancestors were French Canadians. His father, also named Charles William Lacaillade, was a dentist who graduated from Tufts University School of Dentistry in 1898. His mother, Elodia Eno, came from a family of very successful businessmen. Lacaillade was the third of six children. His two older brothers, Harold Carleton and Hector Eno, both graduated from the University of Louisville, School of Dentistry, while his younger brother, Lawrence, became a businessman. His sister, Luemma, married Dr. Henry Steadman, a veterinarian, while his youngest sister, Gloria, married a U.S. Army officer, Lieutenant Colonel Victor Anido. Lacaillade received his MS and PhD degrees in biology and zoology from Harvard University. He then became a fellow at The Rockefeller Institute for Medical Research. At both institutions, he studied under some of the most eminent biological scientists of the time. These included Rudolf W. Glaser, George Howard Parker, Theobald Smith, Carl TenBroeck, and William Morton Wheeler. At the Rockefeller Institute, he co-discovered the vector and mode of transmission of Eastern Equine Encephalomyelitis. This discovery, and the research he conducted with Rudolf W. Glaser, quickly established him as an outstanding biological researcher. However, a change in leadership at the Rockefeller Institute resulted in research priorities being given to the disciplines of general physiology, physical chemistry, and nutrition. This shift in the research agenda away from the biological sciences precluded career advancement at the Rockefeller Institute for post-doctoral fellows like Lacaillade. It was the height of the Great Depression, and even biologists with terminal doctoral degrees found it difficult to find positions. In 1935, Lacaillade accepted a position as an assistant in biology at St. John's College in Brooklyn, New York. Although a small single-gender college for men, the Department of Biology there under Dr. Andrew I. Dawson had an impressive record of research achievements. Lacaillade remained at this institution for the remainder of his career until his retirement in 1970. He eventually became Distinguished Professor of Biology, Chair of the Department of Biology, and the recipient of numerous awards and recognitions. Lacaillade quickly developed a reputation as an outstanding teacher, mentor, and scientist. He taught introductory courses in biology as well as advanced ones in parasitology and entomology. He preceptored graduate students and guided their dissertation research. Above all else, he was a superb mentor who provided sage advice to pre-professional students planning careers in medicine and dentistry. Lacaillade effortlessly adapted to the transformation of St. John's College, with an annual enrollment of some 600, to St. John's University, with an average annual student census of 20,000. He also oversaw the geographic relocation of his department from Brooklyn to the then new campus in Jamaica, New York in 1955. He proved to be a stabilizing presence during the faculty strike of 1966 and its aftermath which included a reorganization of the university. Throughout his life, Lacaillade was admired as a man of letters. His interests spanned art, literature, opera, and the theater. He had a passionate interest in English literature, about which he wrote, and was proud of his collection of first editions of English writers. Charles William Lacaillade was an eminent success as a research biologist early in his career. However, his greater successes came later as an outstanding educator and mentor. As such, he had a positive and lasting influence on the lives and careers of many students and colleagues. He passed away on 17 September 1978 in Danvers, Massachusetts.

The paper considers the methodologic features of designing educational programs in accordance with the labor func- tions of the professional standards, by using the working program of the educational module "malaria, control and preven- tion methods> as an example. The basis for the relationship between the labor functions and the content of educational programs is a physician's professional task that ensures that the specific labor function is performed. In turn, the profes- sional task defines the characteristics of educational and professional problems that are a unit for designing the content of each training module. Thus, the content of the training module and the training of a physician are closely linked with the goals and objectives of labor functions of the professional standard, which enhances the professional orientation of educational programs.