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ARTICLE INFO
TEACHING INFORMATION AND COMMUNICATION TECHNOLOGIES AND ACCOUNTING TO THE STUDENTS OF VETERINARY MEDICINE SPECIALTIES NASIROV BERDAKH MURATOVICH
Assistant teacher of the department "Economics and humanities", Nukus branch of Samarkand State University of Veterinary Medicine, livestock and biotechnology QO'ZIBAYEVA KAMOLA QADAMBOY QIZI Student of the department "Economics and humanities", Nukus branch of Samarkand State University of Veterinary Medicine, livestock and
biotechnology ABDULLAEVA DIANA BEGDULLAEVNA Student of the specialty "veterinary and sanitary expertise", Nukus branch of Samarkand State University of Veterinary Medicine, livestock
and biotechnology https://doi.org/10.5281/zenodo.14744512
ABSTRACT
Received: 20th January 2025 Accepted: 26th January 2025 Online: 27th January 2025
KEYWORDS Veterinary education,
information and
communication technologies, accounting, financial
management, ICT training, veterinary practices, practical training, case studies, modern teaching methods.
The integration of information and communication technologies (ICT) and accounting into veterinary education is crucial for equipping students with essential skills for modern veterinary practice. This article highlights the significance of ICT in managing patient records, diagnostics, and communication, as well as the importance of accounting in financial management, budgeting, and inventory control. It also discusses effective teaching methods such as practical training, case studies, and modern technologies. Despite challenges like limited resources and curriculum constraints, strategies such as investing in infrastructure, professional development for educators, and tailored curricula can enhance the learning experience. The integration of ICT and accounting prepares veterinary students to excel as skilled professionals and competent managers in their future careers.
Introduction. In today's rapidly evolving world, the integration of information and communication technologies (ICT) into various fields has become a necessity. Veterinary medicine is no exception. At the same time, accounting skills are crucial for managing finances in veterinary clinics and practices. Thus, teaching ICT and accounting to students specializing in veterinary medicine is essential for equipping them with the tools they need to succeed professionally. This article discusses the importance of teaching ICT and accounting, effective methodologies, and the challenges faced in this process.
To begin with, ICT plays a pivotal role in modern veterinary practices. It facilitates the efficient management of medical records, diagnostic procedures, and communication with clients. For instance, electronic medical records allow veterinarians to store and access patient information seamlessly, improving the quality of care [6, 37-38].
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Moreover, ICT enhances the learning process for veterinary students. Through interactive simulations and digital tools, students can gain hands-on experience without relying solely on live animals. Furthermore, online platforms and mobile applications have made it easier for veterinarians to stay updated on the latest advancements in their field.
Equally important is the inclusion of accounting in veterinary education. Managing the financial aspects of a veterinary practice is crucial for its sustainability. Specifically, accounting knowledge helps students understand budgeting, pricing, inventory management, and tax compliance.
For instance, veterinary clinics often handle various products, such as medicines and pet supplies. Proper accounting practices ensure efficient inventory management, minimizing waste and losses. Additionally, understanding financial reports enables veterinarians to make informed decisions about expanding services or investing in new technologies.
When it comes to teaching ICT and accounting to veterinary students, adopting effective methods is key to ensuring their engagement and understanding.
First and foremost, practical training is crucial. Students should be given opportunities to work with veterinary software, such as patient management systems or diagnostic tools. Similarly, they should practice using accounting software to understand how to maintain financial records and generate reports.
Secondly, incorporating real-world case studies can make learning more relevant. For example, students can analyze scenarios where ICT and accounting are applied in veterinary clinics. This approach not only enhances their problem-solving skills but also bridges the gap between theory and practice [2, 381-439].
Furthermore, collaborative learning methods, such as group projects, can foster teamwork and critical thinking. Students can work together to develop ICT-based solutions or create financial plans for hypothetical veterinary practices.
In addition, leveraging modern technology, such as virtual reality (VR) and cloud-based platforms, can transform the learning experience. For instance, VR simulations can help students practice diagnostic procedures, while cloud tools allow for real-time collaboration on projects.
Despite its importance, teaching ICT and accounting to veterinary students is not without challenges. One major challenge is the lack of adequate resources in some educational institutions. For instance, outdated computer systems or the absence of specialized software can hinder effective training.
Moreover, some students may initially struggle with understanding technical concepts, especially if they lack prior experience in ICT or accounting. Therefore, educators must adopt a gradual and supportive approach to teaching these subjects.
Additionally, the integration of these subjects into an already packed veterinary curriculum can be difficult. Striking a balance between teaching core veterinary subjects and supplementary topics like ICT and accounting requires careful planning.
To address these challenges, several strategies can be implemented:
1. Investing in Infrastructure: Firstly, educational institutions should invest in modern infrastructure, including up-to-date software and hardware, to facilitate effective learning.
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2. Professional Development for Educators: Secondly, training programs for educators can enhance their ability to teach ICT and accounting. By staying updated on the latest tools and methodologies, they can provide better guidance to students.
3. Blended Learning Approaches: Moreover, a combination of traditional classroom teaching and online resources can help students learn at their own pace.
4. Tailored Curricula: Lastly, integrating ICT and accounting topics seamlessly into the veterinary curriculum ensures that students receive a well-rounded education without feeling overwhelmed.
Looking ahead, the integration of ICT and accounting into veterinary education is likely to evolve further. Emerging technologies such as blockchain for supply chain management, predictive analytics for disease prevention, and augmented reality (AR) for surgical training are set to redefine the industry.
Educational institutions must stay ahead of these trends by continuously updating their curricula. Partnerships with technology companies and veterinary organizations can provide students with access to the latest tools and resources.
Considering the above-mentioned views it is clear that teaching ICT and accounting to veterinary students is not just an addition to their education but a necessity in today's digital age. ICT equips them with the technological skills needed for modern veterinary practice, while accounting provides the financial acumen essential for managing a successful business.
Conclusion. In conclusion, teaching ICT and accounting to veterinary medicine students is a vital step toward preparing them for the demands of modern veterinary practice. ICT equips them with tools for efficient patient management and diagnostics, while accounting provides the financial skills needed for successful clinic management. Although challenges exist, the adoption of practical training, modern technology, and supportive strategies can make this education effective and impactful. Ultimately, the integration of these subjects will enable veterinary students to excel not only as skilled professionals but also as competent managers in their future careers.
References:
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2. Lane, I. F., Root Kustritz, M. V., & Schoenfeld-Tacher, R. M. (2017). Veterinary curricula today: curricular management and renewal at AAVMC member institutions. Journal of veterinary medical education, 44(3), 381-439.
3. Lewis, R. E., & Klausner, J. S. (2003). Nontechnical competencies underlying career success as a veterinarian. Journal of the American Veterinary Medical Association, 222(12), 1690-1696.
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