Support needs of veterinary surgeons during the first few years of practice: perceptions of recent graduates and senior partners

Postal surveys or personal interviews of 76 recent veterinary graduates and their 49 employers were undertaken to establish their perceptions of good practice when integrating a new graduate into a business and their preferred methods of assessment and development. Practice type and location were the main influences on graduates looking for their first job. Interviews were mostly informal. Employers expected basic veterinary competence and candidates expected good quality support. Most graduates (93 per cent) had their own consultations on the first day. During early consultations 2 per cent of senior vets accompanied the new graduate, 95 per cent of practices provided senior back-up either in person or by telephone but in 3 per cent no back-up was available. Most new graduates (90 per cent) were satisfied with their workload. Three-fifths were on-call within the first week, and 95 per cent within a month. Graduates received calls directly in 45 per cent of practices, in 9 per cent seniors screened the calls, and the remainder used a third party. Assistance from experienced lay staff varied greatly. Discussion of problems was mainly informal. There was little spontaneous feedback and problems resulted from inadequate communication. One in three new graduates left their first job within two years, and one in six identified lack of support, heavy workload, stress or clashes with staff as a primary reason. This high turnover was a problem for employers. From the new graduates' perspectives, initial problems included: being on call (59 per cent), financial aspects (47 per cent) and surgery (43 per cent). Communicating with clients and learning to prioritise jobs were also difficult. New graduates took longer over procedures (79 per cent of employers commented) and required extra back-up (91 per cent) both of which reduced income (59 per cent). Nearly all the seniors felt that their current new graduates had coped 'quite well', although it was claimed that new graduates lacked the ability to talk to clients at the appropriate level, wanted to bring all their scientific knowledge to bear on every case, and often failed to consider the obvious or to appreciate clients' needs. Only 18 per cent of practices had formal and regular review procedures but all monitored the response of clients and watched the new graduate perform. Feedback to their new colleague was considered 'adequate' by 85 per cent of seniors, although 45 per cent of graduates felt they had not received enough. Eighty-three per cent of new graduates felt 'moderately prepared' by their undergraduate course, and 76 per cent of senior vets were 'generally satisfied' Both wanted improvements in extramural studies and increased exposure to routine cases. Senior partners sought greater commitment in the undergraduate curriculum to financial/legal issues and communication skills. Over a third of employers (38 per cent) had a 'great influence' on the choice of continuing professional development courses for their recent graduates. New graduates chose courses to deal with a perceived weakness, or to specialise, and welcomed opportunities to meet other new graduates and share early experiences. It was concluded that turnover and staff problems would be reduced if practices became more effective in coping with new arrivals, especially by supporting their development.     

Criteria used by employers to select new graduate employees

OBJECTIVE: To find out what criteria and methods are used by Australian employers to select new graduates to work in their practices. DESIGN: Questionnaires were completed by 258 employers and the responses were analysed using the SAS system. RESULTS: During selection, employers placed most reliance on formal interviews or visits to the practice. These occasions were used to assess the applicant's personal qualities including their ability to interact effectively with clients and colleagues. Employers used resumes mainly in selection of applicants to interview and many discounted nominated referees as being insufficiently critical. Academic knowledge was regarded as less important than personal qualities and very few employers reported using gender as a basis for selection. CONCLUSIONS: Senior veterinary students need to be aware of the importance placed by employers on interpersonal skills and personal qualities and should make every effort to engage in practical work, paid work and other activities that will help develop these attributes. They should be conscious that practitioners with whom they work may be contacted by potential employers and they should learn to present themselves realistically in a resume.     

Animal handling as an integrated component of animal and veterinary science programs at the University of Queensland.

Students in animal science and veterinary science at the University of Queensland (UQ) have similar introductory courses in animal handling in year 1 of their degree programs. Veterinary students take animal-handling instruction in farm and companion animals, whereas animal science students are instructed in handling farm animals, horses, and rodents. Veterinary students are introduced to rodents, and animal science students to dogs and cats, in subsequent years of the curriculum. Both cohorts receive additional training, with clinical emphasis for veterinary students in years 3, 4, and 5 of their five-year curriculum. The introductory course is well received by students; both student cohorts appreciate the opportunity provided and the effort that goes into the animal-handling classes. Undergraduates realize that acquiring animal-handling skills will increase their proficiency in their subsequent careers; veterinary graduates recognize that their handling prowess will give their clients confidence in their abilities. Most clients cannot judge the competence of a veterinarian's diagnosis or treatment but will judge their ability based on their handling skills. Ongoing practice allows students to become competent in animal handling.     

Response of a veterinary college to career development needs identified in the KPMG LLP study and the executive summary of the Brakke study: a combined MBA/DVM program, business certificate program, and curricular modifications

In the present market, veterinarians with a strong background in career development, practice management, and business skills have a clear advantage in achieving financial success. Although there is ample evidence that the scientific and clinical skills of veterinary college graduates are high, there are also data that suggest that additional capabilities in the business realm may promote greater economic success. As noted in the KPMG executive summary, the field of veterinary medicine must make changes in its "current business practices and attitudes" to be successful in the future. Furthermore, the KPMG study found that 36% of industry employers reported that some jobs within their companies had specific job requirements that were not met by a veterinarian with only a veterinary medical degree. The areas of additional training most often cited included business, administration, personnel management, sales and marketing, and financial skills. Yet, Lewis and Klausner found that veterinarians reported challenges in the business realm, such as "how business works and how business goals are translated into action. This challenge held true for veterinarians in industry, academia, government, and private practice." The present gender trends in the field of veterinary medicine provide additional impetus to make career development and business skills training more prevalent. Presently, women comprise >65% of the veterinary student population and approximately 45% of all practicing veterinarians. In some areas of practice, the rate is much higher. For example, in 2002, women comprised 48.2% of all small animal exclusive private practitioners. Unfortunately, the KPMG study found that female veterinarians in private practice report lower self-evaluation of business management and financial skills, compared with their male cohorts. Female veterinarians in nonprivate practice report lower self-evaluation in communication, personnel management, business management, and marketing skills than that reported by males. As a result of these pressing needs, CSU CVMBS has undertaken a major initiative to improve the veterinary practice management and business skills training of veterinary students by offering a variety of options to gain this knowledge: a combined MBA/DVM degree program, a Business Certificate Program for Health Professions, and core curriculum courses. In this way, students can select the amount of focus they want to place on career development and business skills as they earn their DVM degree, to best ensure that they become successful veterinarians.     

Survey of the views of graduates (1993 to 1997) on the undergraduate veterinary clinical curriculum in the British Isles

In 1998 a questionnaire was sent to graduates from all the veterinary schools in Great Britain and Ireland who had obtained their veterinary degree within the previous five years, to assess their opinions of the undergraduate clinical veterinary curriculum. Ninety-five per cent of the graduates who responded were working full time in veterinary practice, with small animal work occupying 90 per cent of them for a median of 70 per cent of their time. Their assessment of the curriculum suggested that they were generally satisfied, but that there were some subjects they considered important in which the teaching and extramural studies had failed to provide adequate learning opportunities. Twelve subjects were rated as 'very important', two subjects, small animal medicine and anaesthesia, were considered to be 'very well' taught, and extramural studies were considered to be 'very useful' for three subjects, small animal surgery, cattle medicine and cattle surgery. The survey provided evidence that graduates are keen to continue learning and specialise after they graduate.     

Purdue University graduate certificate program in Veterinary Homeland Security

Our nation lacks a critical mass of professionals trained to prevent and respond to food- and animal-related emergencies. Training veterinarians provides an immediate means of addressing this shortage of experts. Achievement of critical mass to effectively address animal-related emergencies is expedited by concurrent training of professionals and graduate students in related areas. Purdue University offers a Web-based Graduate Certificate in Veterinary Homeland Security to address this special area of need. The program is a collaborative effort among the Purdue University School of Veterinary Medicine, the Purdue Homeland Security Institute, the Indiana State Board of Animal Health, the Indiana State Police, and others with the overall goal of increasing capacity and preparedness to manage animal-related emergencies. Individuals with expertise in veterinary medicine, public health, animal science, or homeland security are encouraged to participate. The Web-based system allows courses to be delivered efficiently and effectively around the world and allows participants to continue their graduate education while maintaining full-time jobs. Participants enhance their understanding of natural and intentional threats to animal health, strengthen their skills in managing animal-health emergencies, and develop problem-solving expertise to become effective members of animal emergency response teams and of their communities. Students receive graduate credit from Purdue University that can be used toward the certificate and toward an advanced graduate degree. Currently, 70 participants from 28 states; Washington, DC; Singapore; and Bermuda are enrolled.     

盛彤笙院士的草业情缘--“盛彤笙草业科学奖学金”揭牌仪式发言稿

主席,各位老师,各位同学,各位来宾:首先,我衷心祝贺“南京农业大学盛彤笙草业科学奖学金”的设立。我因健康原因不能到会,深感歉疚。1981年我曾发起组建“盛彤笙兽医科学基金”,得到大家热烈赞助。此次又倡议设立“盛彤笙草业科学奖学金”,可能有些费解,请允许我略作说明。新中国成立前,盛彤笙先生任中央大学兽医微生物学教授。     

Evaluating the curriculum of the veterinary school of Firat University, Turkey, in terms of professional and technical skills

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.     

Historical perspective and future directions in training of veterinary pathologists with an emphasis on zoo and wildlife species

This article discusses the history of the field of zoo and wildlife pathology, training opportunities for veterinary students and graduate veterinarians, and current and future job opportunities. The niches occupied by veterinarians in this field and their contributions to animal and human health are also highlighted. The field of zoo and wildlife, or "non-traditional" species, pathology has its roots in comparative anatomy, zoology, wildlife biology, and medical pathology in the mid- to late nineteenth century. The initial emphasis was on comparisons between animal and human diseases or on management of game animals. Veterinarians became increasingly involved during the twentieth century, gradually changing the emphasis to improvement of conservation strategies, captive care, and elucidation of diseases of concern for the animals themselves. Currently there are several zoos and wildlife agencies in the United States employing full-time veterinary pathologists. Private and government diagnostic laboratories, veterinary schools, and other academic institutions in the United States with pathology departments are other employers. The field requires post-DVM training by means of a residency program leading to board certification, graduate school (MS or PhD degrees), or both. Veterinary students can gain valuable experience in the field through externships and, at some schools, through elective courses in the curriculum. Current concerns about ecosystem health, bioterrorism, and the recognition that captive and free-ranging wildlife can serve as sentinel species will increase the demand for veterinary pathologists choosing this very rewarding career path specializing in non-traditional species.     

Survey of veterinary technical and professional skills in students and recent graduates of a veterinary college

OBJECTIVES: To determine perceptions of veterinary technical and professional skills among veterinary students and recent graduates. DESIGN: Cross-sectional study. SAMPLE POPULATION: 281 students and 142 recent graduates from the Ontario Veterinary College. PROCEDURE: A survey was designed and administered to first- through fourth-year students and veterinarians who had graduated either 1 or 6 years before survey administration. RESULTS: Overall response rate was 70%. Learning about technical and professional skills was highly valued. Most participants felt they had not received instruction about professional skills, but those who had felt more competent about them. Perceptions of competence increased slightly with increased comfort discussing emotional veterinary issues with instructors. Neither gender nor increased age was related to increased feelings of competence. Almost all fourth-year students felt competent and comfortable about examining an animal with the client present, assessing suffering, diagnosing parvovirus infection, performing surgery, and working as group members. However, many did not feel competent or comfortable about delivering bad news, setting time limits yet providing quality service, helping clients with limited funds make treatment decisions, dealing with demanding people, and euthanasia. Feelings of competence and comfort were closely related but were not identical. CONCLUSIONS AND CLINICAL RELEVANCE: In the interests of best preparing entry-level veterinarians, technical and professional skills need to be emphasized in a learning environment where students feel comfortable discussing emotional veterinary issues. A professional skills curriculum addressing underlying self-awareness, communication, and interpersonal issues, as well as procedural matters, would likely increase the proportion of fourth-year students who feel competent and comfortable about professional skills by the end of their undergraduate training.     

Unique educational methods to improve the veterinary employment selection process for rural mixed-animal practices

The rural mixed-animal veterinarian is a critical control point for safe, wholesome, affordable food production and security. The population of students entering food-animal practice is decreasing, and future shortages are likely. Veterinary practice owners will continue to struggle to find associates to fill open positions. Identifying and hiring the correct veterinarian for an open position is a challenging proposition for the rural practitioner. Kansas State University hosted a forum to facilitate the hiring process and provide education regarding the mechanism of an effective selection interview. A unique experiential technique known as "speed interviews" was used to facilitate communication between conference participants and to practice newly acquired skills. A survey of participants revealed similar viewpoints toward most job attributes. Veterinary students and prospective employers expressed realistic expectations of job requirements, salaries, and debt load. Students expressed willingness to work and desire to practice in the types of practices defined by the veterinarians. The symposium provided valuable insight for practitioners and students regarding the recruitment process. Appropriate and accurate representation at the time of job/associate selection is critical for long-term success and employee retention. The goal of the event was to provide a service to both prospective employers and students by offering education regarding the employment selection interview process and placing attendees in an environment rich with people who have complimentary goals.     

Work-related stress in the veterinary profession in New Zealand

AIM: To investigate sources of work-related stress in the veterinary profession in New Zealand, perceptions of levels of stress being experienced, and the social support that veterinarians are using to manage work-related stress. METHODS: A postal survey was distributed to 1,907 veterinarians registered with the Veterinary Council of New Zealand (VCNZ). The survey collected information on respondents' age, gender, type and number of people in the workplace, stress levels, depression, suicidal thoughts and attempts, causes of stress and sources of support. RESULTS: Nine hundred and twenty-seven (48.6%) veterinarians returned useable responses. Veterinarians who were retired, working overseas or did not provide information about their type of work were excluded from the analysis, leaving data from 849 (44.5%) veterinarians. Women experienced more work-related stress and depression than men, veterinarians in small animal/mixed practice reported more stress and depression than those in other types of work, and younger veterinarians experienced higher levels of stress than older veterinarians. The main sources of stress were hours worked, client expectations, and unexpected outcomes. Respondents were also stressed by the need to keep up their knowledge and technical skills, and by personal relationships, finances and their expectations of themselves. Most respondents reported that they had good networks of family and friends to help them deal with stress. In general, respondents tended to rely on informal networks such as family and friends, other veterinarians and workmates to provide support. The small proportion of respondents who reported clinical depression or suicidal thoughts or attempts were more likely than respondents in general to have used health professionals, counselling, pastoral/spiritual support and the Vets in Stress phone line, but less likely to have sought support from employers and workmates. CONCLUSIONS: There is a need for a wide range of strategies to manage work-related stress among veterinarians. Sources of stress in the workplace must be identified and strategies developed to control those which present a significant hazard. Strategies may include attention to workloads and working hours, design of work processes, and increasing social support. Training in work-related skills such as communication, conflict management and stress management may be helpful where lack of these skills is contributing to stress. Support services such as help lines and mentor schemes are also available and information about these needs to be more accessible.     

A survey of injection site lesions in fed cattle in Canada.

During November 1996 to January 1997, a survey was conducted at 5 Canadian purveyors to measure the prevalence of injection site lesions in the top butt, boneless blade, outside round, inside round, and eye of the round. As trimmers were cutting these subprimals into steaks, technicians monitored each steak for grossly obvious scars. These scars were trimmed, weighed, and scored as either a "clear scar," "woody callus," or "cyst." All scars were subsequently examined histologically and classified as a "clear scar," "woody callus," "scar with nodules," "mineralized scar," or "cyst." Pieces were observed for broken needles while being processed and none were found. The estimated prevalence of injection site lesions was 18.8% (95% CI, 16.4% to 21.2%) in top butts, 22.2% (95% CI, 18.8% to 25.7%) in boneless blades, 4.9% (95% CI, 3.6% to 6.3%) in the eye of round, 1.8% (95% CI, 1.1% to 2.9%) in the inside round, and 7.6% (95% CI, 5.6% to 9.8%) in the outside round. Some top butts originated from American fed cattle; the estimated prevalence of lesions was 9.0% (95% CI, 5.9% to 12.9%) in American top butts and 22.3% (95% CI, 19.4% to 25.3%) in Canadian top butts. The median weight of the lesions varied among subprimals and ranged from 64 g to 117 g. Histologically, 13% of the scars were clear scars, 47% were woody calluses, 5% were mineralized scars, 34% were scars with nodules, 0.2% were cysts, and 0.9% were normal fat infiltrations. An economic analysis estimated an average loss of $8.95 per fed animal processed or $19 million dollars annually to the Canadian beef industry from injection scars.     

Recent veterinary graduates over the last five decades: recollections and perceptions

OBJECTIVE: To describe the attitudes of veterinary graduates over the last 50 years to their experiences as recent graduates DESIGN: A questionnaire, sent by mail. PROCEDURE: A questionnaire seeking information on experiences as a recent graduate was sent to about 100 veterinarians who graduated in or about 1950, 1960, 1970, 1980, 1990 and 2000, and 68% responded. Data were entered onto an Excel spreadsheet, and analysed with the SAS System 8 for Windows. RESULTS: Most veterinarians who graduated in 1970 and earlier were generally satisfied with their conditions, even though these were often taxing. In the 1970s the cattle industry faltered and rural practice suffered a downturn. Veterinary positions became scarce, and there were few opportunities for graduates to move on from an unsatisfactory workplace--as many were at that time. By 1980 many recent graduates were questioning their decision to study veterinary science. Many of them, working long hours under often stressful conditions, felt that that they were not receiving adequate help or support--or remuneration--from their employers, or respect from their clients. This also afflicted many who graduated in 1990, but by 2000 graduates were reporting an improvement. Their hours of work and the expectations placed on them were more manageable, and the level of help and support, and remuneration, were more acceptable. As a result they found their first year much more enjoyable than had those who had graduated since about 1970. Many of the factors contributing to this improvement resulted from changes in society generally. Specifically, both graduates and employers have become more conscious of what might reasonably be expected, an Award specified minimum levels, the AVA started accrediting New Graduate Friendly Practices, publishing a most informative New Graduate Guide, and helping in other ways. Remuneration, especially when compared with comparable professions, continues to be a source of discontent. Furthermore, despite improved conditions on average, many graduates still suffer under substandard conditions, and these can have an adverse effect on their health and their attitude to their career in veterinary science. CONCLUSIONS: Average conditions of employment of recent veterinary graduates have improved somewhat after a nadir in the 1970s and 1980s, but they are still substandard for some. Remuneration remains the greatest source of dissatisfaction for recent graduates.     

Recent veterinary graduates over the last five decades: initial career experiences

OBJECTIVE: To describe changes in the initial work experiences of veterinary graduates over the last 50 years. DESIGN: A questionnaire, sent by mail. PROCEDURE: A questionnaire seeking information on work experience as a recent graduate was sent to about 100 veterinarians who graduated in or about each of 1950, 1960, 1970, 1980, 1990 and 2000, and 68% responded. Data were entered onto an Excel spreadsheet, and analysed with the SAS System 8 for Windows. RESULTS: The first veterinary position for about half the graduates of 1950 and 1960 was in government service. Since then an increasing percentage have started in small animal practice; the rest in mixed practice. Many earlier graduates worked alone and for long hours, with little or no respite after hours. Since 1950, the average recent graduate in private practice has worked progressively fewer hours with less after hours duty, and has worked with progressively more other veterinarians. Cattle were almost half the cases seen by graduates of 1950 and 1960. Dogs and cats were about 20% of the cases seen by those graduates, but this percentage ncreased progressively and was 77% of the cases seen by the graduates of 2000. Distemper was the most common transmissible disease of dogs seen by graduates of 1950-1970, but by few since then. Graduates of 1980 saw parvovirus most commonly; those of 2000 saw parvovirus and kennel/canine cough in about equal numbers. Two other major changes in canine cases seen by recent graduates have involved skin conditions, which increased progressively between 1950 and 2000, and trauma, mainly involving vehicles, which decreased as dogs have been restrained more effectively. Fracture repair was the most common surgical procedure performed by recent graduates between 1950 and 1970, but with decreasing incidence of trauma this has been overtaken by the removal of lumps and repair of lacerations. Barbiturates were used extensively by recent graduates for both induction and maintenance of anaesthesia, but with increasing use of anaesthetic machines from 1960 onwards, halothane and more recently isoflurane have largely taken their place for the maintenance of anaesthesia. CONCLUSIONS: Over the last five decades, the average recent graduate has had progressively more opportunity for support and advice from other veterinarians, to work more sociable hours, and to work with a narrower range of species, especially dogs and cats.     

Evaluation of the expectations, learning and competencies of surgical skills by undergraduate veterinary students performing canine ovariohysterectomies

Objectives : To investigate the development of surgical skills of veterinary undergraduates and determine the number of canine ovariohysterectomies required to achieve competency and reduce levels of student concern. This was compared to student expectations and that of employers regarding surgical ability and provision of support to new graduates. Methods : A questionnaire regarding surgical concerns was sent to final year veterinary students enrolled within the University of Bristol, UK. A questionnaire was also sent to 200 UK veterinary practices regarding their impressions of surgical competence of new graduates and their provision of supervision. The responses were compared. Eleven additional final year students performed five canine ovariohysterectomies and graded their concerns. The number of supervised canine ovariohysterectomies required until competency was determined. Results : 80·4% of final year veterinary undergraduates replied that the surgical procedure which they were most concerned about their ability to perform was canine ovariohysterectomy. Students and veterinary practitioners differed in their opinions regarding whether they considered canine ovariohysterectomy to be a “day one skill” and what were desirable levels of supervision. Completing a minimum of four canine ovariohysterectomies led to 81·8% of students being assessed as competent. Clinical Significance : An unrealistically high expectation of competency by students may be a source of stress and concern. Employers should aim to provide hands‐on support whilst new graduates complete at least four canine ovariohysterectomies. Postoperative haemorrhage is uncommon but is the main concern for students.     

Clinical skills and knowledge used by veterinary graduates during their first year in small animal practice

Objective To determine the clinical skills and areas of knowledge used by veterinarians in small animal practice during their first year after graduation and the degree of assistance and supervision they received while developing these skills. Design A postal survey was sent in December 1999 to 59 veterinarians who completed their training at Murdoch University in December 1998. Procedure The first part of the survey asked for information on veterinary work patterns since leaving university. The second part consisted of a list of diagnostic and therapeutic skills of varying complexity and the graduates were asked to indicate whether they had used these skills in practice and whether they had been assisted or supervised while doing them. The respondents were also asked if they had had the opportunity to practise these skills as undergraduates at university or during extramural experience. In the third part the areas of knowledge used in practice were assessed by analysis of a series of consecutive cases. Results Forty replies were received but since three graduates had done no small animal work the analysis of the skills section is based on 37 responses. Thirty graduates supplied information on 994 canine cases and 308 feline cases. The distribution of the mean work time was dogs and cats 69%, horses 13%, farm animals 11%, birds 3% and others 4%. Skills used by over 90% of graduates included general anaesthesia, examination of the tympanic membrane, taking and interpreting an abdominal radiograph, catheterising a male cat, fine needle aspiration of a mass, neutering dogs and cats, tooth scaling and extraction and treating an aural haematoma. The survey also identified the opportunities for undergraduates to practise some of these skills during extramural experience and the extent of assistance given to new graduates during their first year in practice. The areas of knowledge used in over 10% of the cases included vaccination, anaesthesia/sedation, skin/coat problems, general advice on pet health, neutering and musculoskeletal diseases. Conclusion Veterinarians, in their first year after graduation, use a wide range of complex diagnostic and therapeutic skills. Although many of these skills are acquired during the undergraduate training, a significant contribution is made by extramural practical work undertaken during the clinical years of the undergraduate course and in the first year following graduation. Practising veterinarians play an important role in providing opportunities and supervision for clinical training.     

Results of a national survey of US veterinary college faculty regarding attitudes toward farm animal welfare

OBJECTIVE: To examine attitudes toward farm animal welfare among veterinary college faculty. DESIGN: E-mail survey. STUDY POPULATION: 157 US veterinary college faculty with large animal or food animal emphasis. PROCEDURE: Veterinarians from 27 US veterinary colleges were contacted via e-mail and asked to complete a 7-page survey relating to farm animal welfare issues. Thirty-one percent of those contacted responded. RESULTS: 71% of respondents self-characterized their attitude toward farm animal welfare as "we can use animals for the greater human good but have an obligation to provide for the majority of the animals' physiologic and behavioral needs." An additional 19% of respondents were more concerned about animal welfare than was indicated by that statement, and 10% were less concerned about farm animal welfare than was indicated by that statement. Significant relationships among demographic variables and attitude scores were observed, including more concerned attitudes among females, those with more liberal political views, and those who cited lower religiosity. No relationship between attitude and age was observed. CONCLUSIONS AND CLINICAL RELEVANCE: Veterinary college faculty have the opportunity to impact many stakeholders within the animal agriculture industries (eg, future veterinarians and policy makers looking for a veterinary science perspective). Results indicated that a considerable level of concern toward farm animal welfare is present in this population. Although the process of change may not be rapid, it is likely that the influence of these respondents will factor heavily into enhancing farm animal welfare.     

Recent veterinary graduates over the last five decades: the first 10 years

OBJECTIVE: To describe changes that have occurred over the last five decades in the career paths of veterinarians during the first 10 years after they graduated. DESIGN: A questionnaire, sent by mail. PROCEDURE: A questionnaire seeking information on experiences as a recent graduate was sent to about 100 veterinarians who graduated in or about 1950, 1960, 1970, 1980, 1990 and 2000, and 68% responded. Data were entered onto an Excel spreadsheet, and analysed with the SAS System 8 for Windows. RESULTS: Fifty years ago, about half of the graduates worked initially for a government under a cadetship contract. About half of them then left the government, mainly for mixed practice, and > 40% of the cohort remained in mixed practice. Cattle were > 40% of the case-load over the first 10 years, and dogs and cats were 22% at both the first and tenth year. For graduates of 1970, the percentage in government service remained at 27 to 28% over the 10 years, but that in mixed practice decreased from 51 to 25% between the first and fifth year, and was then fairly constant. The percentage in small animal practice, much higher than for graduates of 1950 and 1960, was 37% in the first year, and 45% in the tenth year. Overall dogs and cats increased from 34 to 47% and that of cattle decreased from 39 to 25% of the case-load between the first and tenth year. The graduates of 1990 continued the trends towards an exodus from mixed practice, and decrease in cattle (19 to 9%) and increase in dogs and cats (63 to 79%). Data from graduates of 2000 point to a continuation of these trends. Female graduates tended to concentrate in small animal practice in each of the 10 years after they graduated. CONCLUSIONS: Over the last five decades, the career paths of veterinary graduates over their first 10 years have increasingly involved (a) leaving initial positions in mixed practice, (c) less work with production animals, and (c) more work with dogs and cats.