Psychological well-being of Australian veterinarians

Objective   To use established psychological scales to measure levels of distress, anxiety and depression in veterinarians, and compare these levels between different veterinary subgroups and other professional groups.
Methods   A cohort of veterinarians was identified through contact with veterinary schools in Australia. Participants completed a self-reporting questionnaire that included queries about general health and demographics, psychological well-being, job-specific perceptions of health, dispositional characteristics and social support.
Results   Of the 2125 respondents who completed the psychological questionnaire, approximately one-third reported poor psychological health. Increasing age, increasing time in current job, increasing years since graduation and male gender was associated with fewer signs of distress, anxiety and depression. Compared with the general population, veterinarians experienced more negative emotions at work, but were similar to other professional groups.
Conclusions   Poor psychological health is common in the profession and professional veterinary bodies may wish to consider providing training in dealing with work-related distress, anxiety and depression.     

Food animal veterinary medicine: leading a changing profession

The veterinary profession has gone through periods of profound change in response to economic and social changes. We are currently in another such period: profound change is required in order for the profession to remain relevant in a marketplace where a rapidly expanding knowledge base and new technologies demand an ever-increasing level of expertise in a greater variety of areas. However, the veterinary profession is perceived both internally and by the public as possessing a narrow set of skills that supports a narrow group of careers focused on salvaging ill or injured companion animals. It will be necessary to dramatically change the way veterinary students are recruited and trained, as well as how graduate veterinarians are licensed and provided continuing education, in order for the veterinary profession to capitalize on our historical strengths and provide service and leadership in a greater diversity of career paths. Even though the number of veterinarians needed to provide primary care for livestock is decreasing, both the level of expertise demanded by livestock owners and the value of veterinary involvement on livestock farms are increasing. Colleges of veterinary medicine appear challenged to meet the changing needs for veterinary services in animal agriculture because of the declining percentage of veterinary students interested in food animal careers. Fortunately for animal agriculture, the skill set needed by food animal veterinarians is also needed by several emerging segments of the veterinary profession that have tremendous potential for rapid growth, including employment in all segments of food production systems, environmental monitoring and management, bio-security and disease eradication, laboratory diagnostics, and federal regulatory and bio-defense roles. Like previous periods of profound change, this moment in history will require creative thought, open discussion, and a willingness to step into the unknown.     

Early veterinary history in the United States of America

Those involved in the early history of veterinary medicine in the United States of America provided valuable services and an excellent foundation for later development of the profession. Even though the farriers and cowleeches had little knowledge, and occasionally less ethics, most performed as best they could. Certainly, the medical profession contributed greatly to the success of the American veterinary profession. Furthermore, the influence of British veterinarians and their publications added much to improving the profession. Perhaps the greatest accomplishment for the betterment of the profession was the establishment of the United States Veterinary Medical Association. Once the practicing veterinarians in the United States became organized and concerned, the profession appeared to develop rapidly providing both educational opportunities and pride in veterinary medicine.     

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.     

Emerging challenges in public health protection, food safety and security: veterinary needs in the USDA's Food Safety and Inspection Service

Meeting the needs of public service practice is a responsibility of the veterinary profession. The United States Department of Agriculture (USDA) Food Safety and Inspection Service (FSIS) has undergone significant change since 1996, when the final rule on Pathogen Reduction and Hazard Analysis and Critical Control Point (HACCP) Systems and its regulations were published in response to food-borne illnesses and deaths due to E. coli 0157:H7 in undercooked hamburgers. As a result, the role of the veterinarian is changing from a focus on carcass inspection (reactive) to scientific-based systems analysis and enforcement (preventive). With a large pool of veterinarians eligible to retire, a critical shortage of field veterinarians is predicted. The purpose of this article is to raise educators' awareness of this need, of the competencies required, and of the challenges and opportunities for veterinarians in the new public health-focused FSIS. An invitation to collaborate with the agency is offered to help meet emerging workforce requirements in public health practice.     

Educational preparedness of veterinarians for foreign animal diseases

Veterinary medical education in FADs has been and will continue to be critically important if veterinarians are expected to fulfill the profession's primary obligations to society--those of protecting our animals' health, conserving our animal resources, and promoting public health. It is imperative that curricula and instruction in veterinary schools and colleges provide the depth and breadth of knowledge and understanding necessary to prepare all veterinarians, including those in private practice, for their key role in defending against FADs. Development and implementation of governmental and military programs to diagnose, prevent, control, and eradicate FADs will require a dedicated cadre of public sector veterinarians who have a solid educational foundation in FADs and understand the contemporary issues and global challenges we face. Animal-related industries, associations, and organizations will increasingly rely on well-educated veterinarians to help guide them in ways that will protect animals, clientele, consumers, and trading partners from effects of FADs. Agencies and organizations concerned with conservation of animal resources will require veterinary expertise necessary to prevent FADs in a multitude of animal species, including marine animals, wildlife, endangered species, zoologic specimens, and important genetic lines as well as our domestic companion and livestock species. Species affected by FADs also include human beings for those disease agents with zoonotic potential; thus, veterinary education also plays a key role in public health.     

Pharmacists in veterinary education: bridging the gap

Veterinary patients stand to benefit greatly from the collaboration of pharmacy and veterinary medicine, and there are many ways pharmacy and veterinary medicine can work in concert. The best efforts to revise and remodel veterinary and pharmacy education to fit an evolving world of clinical practice are grounded in an understanding of each profession. Veterinary education should impart to its students and residents the skills necessary to critically evaluate drug therapy, select therapies based on facts from drug information sources, and operate a veterinary practice that abides by the legal, regulatory, and operational requirements necessary to maintain and dispense drugs. The academic training environment of each profession must include information on the other, in order to better prepare professionals for a realistic practice environment. When armed with an understanding of what pharmacists can provide their patients, veterinarians can demand these skills where appropriate. With the ultimate goal of producing an optimal learning environment, veterinary curricula should allow both pharmacy and veterinary medicine to work together to build a path to quality patient care and educational superiority.     

Career opportunities in public health: one veterinarian's experience

The veterinary profession is rich in opportunities that are ignored. The veterinary profession should evolve to a new level--to more broadly include all aspects of public health. Veterinary education, even in its current classical mode, provides a rich base for multiple careers. With expansion, there will be a wealth of opportunities for veterinarians to be leaders in many phases of business and society.     

Evaluation of veterinary public practice education programs

OBJECTIVE: To describe the number and types of veterinary professional degree and certificate programs providing education in the area of public practice to veterinarians and determine the availability of these programs via distance learning. PROCEDURES: Web-based internet searches were performed for programs for veterinary public practice or public health, population medicine, or Master's degree in Epidemiology. The information reviewed was derived from individual school and program Web sites and from personal e-mail correspondence with school administrators. RESULTS: 17 professional degree and 4 certificate programs were available to provide education and training in the areas of public practice and population medicine to veterinarians. Twelve of these programs have begun since 1998. Of the 17 professional degree programs, 7 are located in the United States and 10 are located in other countries. Nine of the professional degree programs provide education through traditional teaching methods, and 8 provide education and training through distance learning. CONCLUSIONS: During the preceding 5 years, the number of programs available to educate and train veterinarians in the areas of public practice and population medicine has increased. Distance learning is being used to increase capacity and reach a broader audience of veterinarians. With the increase in programs has come an increase in capacity to educate and train veterinarians in the fields of population medicine and public practice. The impact and sustainability of this increased capacity have not been evaluated.     

Look before you leap.

Learning to critically evaluate therapeutic claims is vital to the success of the practicing veterinarian and the veterinary profession as a whole. Until such time as good scientific data in support of therapies are obtained, veterinarians should be careful in their advocacy and employment of new and unproved practices. They should also be aware of the many reasons why therapeutic "success" may be the result of a variety of factors unrelated to the treatment modality itself. Only by relying on rigorous standards of evidence can equine veterinarians prevent a return to the sincere but misguided ways of yesteryear.     

Effective use of simulations for the teaching and acquisition of veterinary professional and clinical skills

Simulation technology will feature prominently in this exciting, yet challenging, time for veterinary medicine. The profession is evolving to keep pace with rapid changes in clinical practice, scientific discovery, and educational strategy, while ensuring that it follows the public mandate to produce competent veterinarians. Among the challenges to meeting this educational goal are limitations-due to important issues such as animal welfare-on the availability of real patients for training. Drawing chiefly on the experience in human medicine, this article explores the use of simulations in veterinary medical education to provide safe and ethical alternative opportunities for learners to practice essential clinical and professional skills.     

Global veterinary leadership.

The public needs no reminder that deadly infectious diseases such as FMD could emerge in any country at any moment, or that national food security could be compromised by Salmonella or Listeria infections. Protections against these risks include the knowledge that appropriate and equivalent veterinary education will enable detection and characterization of emerging disease agents, as well as an appropriate response, wherever they occur. Global veterinary leadership is needed to reduce the global threat of infectious diseases of major food animal and public health importance. We believe that the co-curriculum is an excellent way to prepare and train veterinarians and future leaders who understand and can deal with global issues. The key to the success of the program is the veterinarian's understanding that there is a cultural basis to the practice of veterinary medicine in any country. The result will be a cadre of veterinarians, faculty, and other professionals who are better able (language and culture) to understand the effects of change brought about by free trade and the importance of interdisciplinary and institutional relationships to deal effectively with national and regional issues of food safety and security. New global veterinary leadership programs will build on interests, experience, ideas, and ambitions. A college that wishes to take advantage of this diversity must offer opportunities that interest veterinarians throughout their careers and that preferably connect academic study with intensive experiential training in another country. At its best, the global veterinary leadership program would include a partnership between veterinarians and several international learning centers, a responsiveness to the identified international outreach needs of the profession, and attention to critical thinking and reflection. The global veterinary leadership program we have described is intended to be a set of ideas meant to promote collaboration, coalitions, and discussion among veterinarians and veterinary educators who may be intrigued by the concept. The impact of the program can be summarized as follows: Outreach Programs: The global veterinary leadership program will establish new partnerships between veterinarians and veterinary college faculty as they supervise the international internships and see a relationship between their goals and the value of food safety to this country. Strategic Opportunity: The program will build on the critical role that US veterinarians and veterinary colleges already play in strengthening the safety of free trade in this hemisphere. Diversity in an Age of Specialization: The program will combine a global orientation, language ability, and access to comprehensive, research- and economic-related work/study opportunities to expose veterinarians to the expanding world market for veterinary expertise. New Linkages Through Corporate Partners: Through the success and high visibility of current research and education programs, most veterinary colleges are well positioned to engage industry, government, and university leaders in ways to use the proposed program to increase the flow of new ideas and talent into the world food enterprise. International Funding: A new partnership among veterinarians, industry, government, and university leaders can coordinate strong multilateral requests for funding from national and international sources. An Interdisciplinary Strategy that Benefits Veterinary Medicine: The program will combine the diverse veterinary research and education system with our strong national and international network of collaborators to provide globally competent veterinarians who will be needed for the corporate and public opportunities of the future.     

Defining and using behavioral competencies to manage performance and careers: potential applications and implications for veterinary medicine

Recent studies have highlighted concerns regarding the skills, career prospects, and economic prosperity of veterinarians. Human resource departments in a wide variety of organizations and industries have adopted a competency-based approach to managing the selection, training, placement, and ongoing development of their staff. This paper defines competencies, characterizes their typical use in industry, and examines the potential applications of a competency-based approach for veterinary medicine. It is argued that the competency-based approaches honed in the private sector promise to assist veterinary colleges, employers of veterinarians, and professional societies in influencing the state of the profession through the selection, education, and development of veterinarians.     

Veterinary Practice — The Canadian multinational veterinary workforce

The veterinary profession, from acceptance to veterinary college to retirement, has experienced extensive organizational change in the past 3 decades. This paper is an attempt to understand the context and complexity of national workforce planning in veterinary medicine in Canada. It identifies the obvious practical and ethical considerations, exposing inherent problems in guiding the future of the profession. The discourse concludes there is a structural deficiency in veterinary education program capacity in Canada (practical fact) and Canadian youth may have increasingly difficult access to tertiary education (ethical concern). Adaptation, rather than planning, characterizes current practices in which migration of foreign-trained veterinarians mitigates the structural deficiency in training capacity. Due to the pervasive adoption of neo-liberal marketing principles in tertiary education, a nationally self-sufficient Canadian veterinary college infrastructure is an unlikely future possibility. Our current system, reliant on migration of internationally trained professionals, raises questions of global justice and individual rights. Strategic solutions require reflection on veterinary professional identity, broad discussion, and a commitment to a rigorous concept of professional responsibilities, global citizenship, and the public good.     

Two differentiated programs of veterinary medical education at the university of veterinary and pharmaceutical sciences in the Czech Republic

This article describes the two separate programs of veterinary education offered at the University of Veterinary and Pharmaceutical Sciences in Brno, Czech Republic, which are directed to clinical veterinary medicine and to veterinary food safety, hygiene, and ecology, respectively. Both programs provide a level of training such that all graduates are competent for veterinary practice in any area of veterinary medicine; however, each offers an extended and deepened emphasis of training in clinical medicine, on the one hand, and food safety, on the other. A key feature is that the cohort of students for each program enters having pre-selected a career in one of these two areas. One of the important end results of this structure is that it fulfills the growing and important mission of providing a critical number of veterinarians in food safety and all of its allied fields.     

Antimicrobial drug use in veterinary medicine

Recognizing the importance of antimicrobial resistance and the need for veterinarians to aid in efforts for maintaining the usefulness of antimicrobial drugs in animals and humans, the Board of Regents of the American College of Veterinary Internal Medicine charged a special committee with responsibility for drafting this position statement regarding antimicrobial drug use in veterinary medicine. The Committee believes that veterinarians are obligated to balance the well-being of animals under their care with the protection of other animals and public health. Therefore, if an animal's medical condition can be reasonably expected to improve as a result of treatment with antimicrobial drugs, and the animal is under a veterinarian's care with an appropriate veterinarian-client-patient relationship, veterinarians have an obligation to offer antimicrobial treatment as a therapeutic option. Veterinarians also have an obligation to actively promote disease prevention efforts, to treat as conservatively as possible, and to explain the potential consequences associated with antimicrobial treatment to animal owners and managers, including the possibility of promoting selection of resistant bacteria. However, the consequences of losing usefulness of an antimicrobial drug that is used as a last resort in humans or animals with resistant bacterial infections might be unacceptable from a public or population health perspective. Veterinarians could therefore face the difficult choice of treating animals with a drug that is less likely to be successful, possibly resulting in prolonged or exacerbated morbidity, to protect the good of society. The Committee recommends that voluntary actions be taken by the veterinary profession to promote conservative use of antimicrobial drugs to minimize the potential adverse effects on animal or human health. The veterinary profession must work to educate all veterinarians about issues related to conservative antimicrobial drug use and antimicrobial resistance so that each individual is better able to balance ethical obligations regarding the perceived benefit to their patients versus the perceived risk to public health. Specific means by which the veterinary profession can promote stewardship of this valuable resource are presented and discussed in this document.     

Addressing educational challenges in veterinary medicine through the use of distance education

The veterinary profession is currently facing many educational challenges, including an insufficient capacity to train and educate veterinarians for the multiple disciplines within the profession, a shortage of veterinarians in private and public practice, a shortage of faculty, a lack of human and professional diversity, and a rising cost of education resulting in extreme student debt loads. As a methodology for teaching, distance education (DE) has the potential to address many of these issues. By its very nature, DE can increase the capacity of current facilities and faculty. In addition, DE can allow students to acquire the necessary knowledge at less cost. This article describes a model for incorporating DE in the form of interactive Web-based courses, in conjunction with short, intensive residential programs, for the lecture portions of courses taught in the pre-veterinary, veterinary, and post-veterinary educational periods. In this model, the Web-based courses are used to convey the necessary core knowledge required at each step of the educational process. The residential portions are then used to apply the knowledge in such a way as to combine clinical applications with research in basic and applied sciences. Distance education can provide increased flexibility, high-quality educational experiences, and a less costly alternative for students while maximizing the reach of current faculty efforts and the capacity of existing physical structures.     

Number, distribution and concentration of Australian veterinarians in 2006, compared with 1981, 1991 and 2001

OBJECTIVE: To determine the number, concentration and distribution of veterinarians working in Australia in 2006, and compare with data from 1981, 1991 and 2001. Procedure Data on each veterinarian who was registered, resident and apparently working in each Australian state and territory were obtained from relevant veterinary board lists, entered into an Excel spreadsheet and analysed with SAS System for Windows 8. Other data were obtained from the Official Australian Postcode Map, and the Australian Bureau of Statistics. RESULTS: A total of 7510 veterinarians, of whom 46% were female, were working in Australia in 2006. The rate of increase (230/year) between 2001 and 2006 was greater than for the previous 20 years. The number per million people (360) was 73% higher than in 1981, and more than 30% higher than in the USA and UK. With the establishment of three new veterinary schools the number of graduates, and the total number of veterinarians, will increase further. By 2011 the number of veterinarians is likely to be three-fold greater, and the number per million people two-fold greater than in 1981. The number of veterinarians per million dogs and cats will increase at a greater rate if dog and cat numbers continue to fall. As more than 75% of Australian veterinary work involves dogs and cats this has serious implications for the profession. CONCLUSIONS: Progressively increasing numbers of veterinarians will compete for a constant or diminishing resource--the dogs and cats of Australia. It seems likely that overt signs of oversupply will appear before sufficient numbers of veterinarians enter alternative forms of employment.     

American veterinarians' animal welfare limitations

American society is becoming increasingly interested in issues of animal welfare, and the public generally recognizes the need for guidance from experts in the field. Assessing an animal's welfare status requires a determination of the state of both its physical and its psychological well-being. American veterinarians are well trained to assess the physical state of most animals, but they do not receive equivalent training in assessing an animal's psychological state. Therefore, the recognized expertise of the American veterinary profession currently lies only in answering physical welfare questions, not in assessing the psychological (or societal) aspects of animal welfare issues. If American veterinarians wish to be seen as animal welfare experts, then it is critical for the profession to educate its members in assessing the psychological state of animals. Also, if the American Veterinary Medical Association wishes to be considered a leader in the field of animal welfare, it must partner with organizations with expertise in pertinent areas outside of the veterinary medical field to develop appropriate guidelines for American society, including the development of a widely accepted system for defining and determining overall animal welfare. If American veterinarians actively work to improve our strengths and combine them with those of experts in other fields, we can overcome our limitations as animal welfare experts and achieve wider acceptance as an important force for improving animal welfare.     

Animal welfare and the veterinary profession

Extract

The veterinary profession has a unique responsibility to society at the interface of animals and man. Veterinarians are trained in the healing sciences as well as in animal biology and management, formal training in animal welfare is now given in the undergraduate course, and the physiology of stress is taught in biology. This assists veterinarians to objectively assess the impact of the environment on animals, removing the frequently faulty interpretations that anthropomorphism presents in some situations. The scientific training of veterinarians also allows them to accurately assess the worth of various procedures in laboratories and on farms.