Wide access to different sources of knowledge together with the increase of scientific discoveries result that veterinary students feel lost and are not able to decide which information is really important for their future profession. At the same time graduates should be well qualified and possess adequate knowledge for professional veterinary practice. Moreover, newly enrolled students usually expect the contact with animals from very beginning and are surprised by boring details taught during basic sciences. All together studies do not meet expectations of students what can be reflected in the decrease of motivation.
It is not questionable that basic sciences are necessary for veterinary profession, the question is how to teach it in order to achieve teaching aims and to obtain the best learning success. In many cases teaching in basic sciences is limited to the presentation of facts which induce mechanic memory. This kind of memory is short lasting and not effective. Close relationship between teachers of basic and clinical sciences should be also established in order to discuss what are the expectations of teachers of clinical subjects for students coming to clinics.
Teachers should keep in mind some psychological and pedagogic rules which, if implemented, may improve not only quality of teaching but also effects of teaching. This may increase the motivation of students for further studying but also may make easier didactic efforts of teachers of clinical subjects when better educated students will enter clinics.
It is well known that cognitive abilities include thinking, ability to observe, imagination, memory and attention. It is important to carefully choose teaching aims in order to induce all these abilities and to train them. Usually very often only memory is in favor and the others are forgotten while thinking assure the integration of all cognitive abilities. Moreover, emotional aspects should be taken into consideration – students learn better when they feel good and safe.
Overall development of thinking ability is possible when apart from memorization also practical and theoretical tasks requiring putting some effort and imagination are given to students. Theoretical and practical thinking are developed – deductive together with inductive. The development of memory is supported by using logic memory which is based on understanding the causes of recognized processes rather than only mechanic memory. Similarly more valuable is attention induced by interests and motivation of students and their activity than that required/forced by rules of quiescence during lecture. It is well known that providing the context for learning and understanding bring intellectual satisfaction and seem to play an essential role in establishing memory. In this sense, understanding possesses utility. Requiring the students to discover information rather than reinforce existing knowledge is necessary for implementing active learning and self-directed learning which may improve practical teaching and studying. For raising these abilities not only pedagogic skills of teachers are necessary but also additional tools which nowadays are computer based.
Teachers of biochemistry and physiology from veterinary Faculties in Hannover, Budapest and Lublin decided to prepare innovative computer based didactic materials for teaching in basic sciences which should serve for the increase of motivation and the increase of learning success.