Veterinary specialization in Europe

The development of veterinary specialization in Europe is described, from its inception in 1989, through the establishment of the European Board for Veterinary Specialisation (EBVS) in 1996, to the establishment of the supervising European Coordinating Committee for Veterinary Training (ECCVT) in 2005. Currently there are about 1,500 European veterinary specialists in 21 different disciplines, which can be organ, species or discipline oriented. Each specialization is supervised by a college. Each college has representatives on the EBVS, which defines the rules, oversees procedures within the colleges, and deals with appeal procedures. The ECCVT, which consists of representatives from the European Association of Establishments for Veterinary Education (EAEVE), the Federation of Veterinarians in Europe (FVE), and the EBVS, is the supervising body that can approve procedures for the recognition of European veterinary specialists and acts as a liaison between the veterinary profession and relevant European and international bodies with respect to matters relating to post-graduate education.     

The European College of Veterinary Pathologists (ECVP): the professional body for European veterinary pathologists

The European College of Veterinary Pathologists (ECVP) was established in 1995 with the aim of advancing veterinary pathology and promoting high standards within the specialty in Europe. The ECVP is one of 21 European colleges recognized by the European Board of Veterinary Specialisation (EBVS), which represents a quality-assurance system for European veterinary specialists. Until the ECVP was founded, there was no unified European system recognizing the specialty of pathology, and many European countries followed their own qualification systems, which varied in form and standard. The ECVP provides an annual certifying examination, the passing of which is required to gain membership (diplomate status) in the college. This qualification is now accepted on equal terms by the well-established American College of Veterinary Pathologists (ACVP). In line with EBVS requirements, the ECVP has also established a standard continuing professional development (CPD) and re-registration system for its membership. Furthermore, it has promoted and unified European post-graduate training in veterinary pathology by setting up requirements for residency training programs and making registration and monitoring of these programs by the ECVP a prerequisite for approval of an institution as a training facility. The concurrent establishment, together with the European Society of Veterinary Pathology, of an annual summer school that trains residents for the certifying examination has further fostered European post-graduate training. Within 10 years, the ECVP has succeeded in establishing common standards and a unified approach to veterinary pathology throughout Europe. This article describes the evolution and organization of the ECVP.     

Establishment of the European College of Veterinary Clinical Pathology (ECVCP) and the current status of veterinary clinical pathology in Europe

After 5 years of development, the European College of Veterinary Clinical Pathology (ECVCP) was formally recognized and approved on July 4, 2007 by the European Board of Veterinary Specialisation (EBVS), the European regulatory body that oversees specialization in veterinary medicine and which has approved 23 colleges. The objectives, committees, basis for membership, constitution, bylaws, information brochure and certifying examination of the ECVCP have remained unchanged during this time except as directed by EBVS. The ECVCP declared full functionality based on the following criteria: 1) a critical mass of 65 members: 15 original diplomates approved by the EBVS to establish the ECVCP, 37 de facto diplomates, 7 diplomates certified by examination, and 5 elected honorary members; 2) the development and certification of training programs, laboratories, and qualified supervisors for residents; currently there are 18 resident training programs in Europe; 3) administration of 3 annual board-certifying examinations thus far, with an overall pass rate of 70%; 4) European consensus criteria for assessing the continuing education of specialists every 5 years; 5) organization of 8 annual scientific congresses and a joint journal (with the American Society for Veterinary Clinical Pathology) for communication of scientific research and information; the College also maintains a website, a joint listserv, and a newsletter; 6) collaboration in training and continuing education with relevant colleges in medicine and pathology; 7) development and strict adherence to a constitution and bylaws compliant with the EBVS; and 8) demonstration of compelling rationale, supporting data, and the support of members and other colleges for independence as a specialty college. Formal EBVS recognition of ECVCP as the regulatory body for the science and practice of veterinary clinical pathology in Europe will facilitate growth and development of the discipline and compliance of academic, commercial diagnostic, and industry laboratories in veterinary clinical pathology. Future needs are in developing sponsorship for resident positions, increasing employment opportunities, increasing compliance with laboratory, training, and continuing education standards, and advancing relevant science and technology.     

History of the Australian college of veterinary scientists

The Australian College of Veterinary Scientists (ACVSc) has been promoting the advancement of the veterinary profession for 40 years through the provision of continuing education of Australian and New Zealand veterinarians. Formed in 1971 through the Australian Veterinary Association, after many years of debate over its role and necessity, the ACVSc became an independent entity in 1985. It currently provides examination-based qualifications of Membership and Fellowship of the College in 37 disciplines and has over 100 applicants every year. Highly valued as a mark of superior achievement in a veterinary field in Australia and New Zealand, the ACVSc is now working to have its Fellowship and Membership qualifications recognised in Europe and North America, thereby increasing the standing of Australian veterinarians around the world.     

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.     

The European College of Veterinary Surgeons 1991-2011: a 20-year success story

The first meeting leading to the formation of the European College of Veterinary Surgeons (ECVS) was held August 30/31, 1990 in Lenzburg, Switzerland. Specialists in small animal and large animal surgery from practice and academicians from many European countries were invited. The constitution was developed based on that of the American College of Veterinary Surgeons (ACVS). ECVS was founded during the ACVS European Surgical Forum in Nice in 1991. The provisional Board elected at this meeting stayed active during the initial 4 years to provide stability. For the 146 Charter Members to become a Diplomate, they had to pass an examination. Therefore, the ECVS is the only Specialty College that does not have a "Grand Father Clause." In 2000 ECVS, was the first College to acquire full recognition-status by the European Board of Specialization (EBVS), which underlines the leading role the surgeons play in the development of the European veterinary specialty colleges. Like its American Sister College, ECVS maintains high standards for surgical training programs for Residents and administers rigorous certifying examinations. It is appropriate to recall the facts that lead to foundation of ECVS on its 20-year anniversary.     

European veterinary education: a bridge to quality

The aim of this review is to provide an insight into the current state of, and future changes in, veterinary education within the European Community, as well as the role of the European Association of Establishments for Veterinary Education (EAEVE) in evaluating and raising standards of education and training. It also describes the role of EAEVE in developing strategies for changes in the future. Veterinary schools have traditionally aimed at producing the omnicompetent veterinarian at graduation. Many have questioned whether this is possible, and a recent European Commission (EC) funded market survey has confirmed that this is indeed an impossible task and has identified the requirements of society within the European Union (EU) for veterinary services in the future. There is however a need to change the current 1978 European Directive. The current mechanisms which have been used by EAEVE to evaluate over 100 veterinary schools in Europe and their relationship with other systems of appraisal are described. The future of veterinary education within the context of higher education in Europe as part of the Bologna process and in relation to standards of veterinary education worldwide are discussed. Whilst the merits of standardisation of educational quality so that there can be mutual recognition of qualifications are supported, the need to preserve the strengths associated with the diversity of approaches and teaching methods is strongly advocated.     

Toward harmonization of the European food hygiene/veterinary public health curriculum

Prompted by developments in the agri-food industry and associated recent changes in European legislation, the responsibilities of veterinarians professionally active in veterinary public health (VPH), and particularly in food hygiene (FH), have increasingly shifted from the traditional end-product control toward longitudinally integrated safety assurance. This necessitates the restructuring of university training programs to provide starting competence in this area for veterinary graduates or a sub-population of them. To date, there are substantial differences in Europe in the way in which graduate programs in FH/VPH are structured and in the time allocated to this important curricular group of subjects. Having recognized this, the European Association of Establishments for Veterinary Education (EAEVE) recently instituted a working group to analyze the current situation, with a view to produce standard operating procedures allowing fair and transparent evaluations of universities/faculties constituting its membership and in concurrence with explicit European legislation on the professional qualifications deemed necessary for this veterinary discipline. This article summarizes the main conclusions and recommendations of the working group and seeks to contribute to the international efforts to optimize veterinary training in FH/VPH.     

Providing high-quality research training for veterinary pathologists in Europe

Despite their key role in a wide range of fields relating to animal and public health, there is currently a lack of veterinary pathologists in Europe. In 1999, to help address the problem, the European College of Veterinary Pathologists (ECVP) and the European Society of Veterinary Pathology (ESVP) established a joint Education Committee. In this Special Article, Professor Anja Kipar and colleagues, all members of the committee, describe the ECVP/ESVP Summer Schools in Veterinary Pathology programme, which aims to provide high-quality research training for veterinary pathologists from all over Europe and beyond.     

Business education in veterinary schools: the potential role of the Veterinary Business Management Association

Studies have indicated the importance of business education in improving the income level attained by veterinarians and the quality of service they provide. The Veterinary Business Management Association (VBMA), a national organization of veterinary students, has the potential to augment veterinary curricula by providing additional education to help ensure professional success. Local chapters at 27 of the 28 veterinary colleges in the United States (as of 2007) supplement the curriculum by focusing on business topics. A national governing board oversees the chapters, helping to ensure that high-quality educational programs are conducted and providing a conduit for communication.     

The struggle toward a unified Europe in the area of veterinary medical education]

The recent years have been conspicuous by an unusually dynamic arrangement of political, social and economic relations among all European countries. Scientific community of nations on our continent concerns also our discipline-veterinary medicine-giving numerous examples of common aims, beginning from the 1st Veterinary Congress in 1863, Hamburg. The present changes occurring in Europe give priority to individual scientific, professional and productive integration also in our veterinary science and practice. It must be said, too, that international exchange of goods stimulates not only their standardization as for production conditions and assessment methods, but also the level of consciousness and objective knowledge of the parties warranting the quality of the product. This concerns particularly the food products as for which the parties interested take into account the technical and sanitary norms concerning the products at all stages of their production. Hence the tendency to unification of veterinary studies in all Europe has been approved by all four facilities in Poland. Accession of our faculties to the European Association of Veterinary Medicine Faculties direct by Prof. TOMA, as well as of Czechoslovak and Hungarian faculties, is a clear example of these countries being ready to integration. Similarly, the resolutions of the Association concerning standardization of diplomas and professional specializations of veterinary surgeons in European Community would inspire the veterinary education centres to comparing and following unified organization and programmes of studies.(ABSTRACT TRUNCATED AT 250 WORDS)     

Development and validation of a competency framework for veterinarians

Changing demands from society and the veterinary profession call for veterinary medical curricula that can deliver veterinarians who are able to integrate specific and generic competencies in their professional practice. This requires educational innovation directed by an integrative veterinary competency framework to guide curriculum development. Given the paucity of relevant information from the veterinary literature, a qualitative multi-method study was conducted to develop and validate such a framework. A competency framework was developed based on the analysis of focus group interviews with 54 recently graduated veterinarians and clients and subsequently validated in a Delphi procedure with a panel of 29 experts, representing the full range and diversity of the veterinary profession. The study resulted in an integrated competency framework for veterinary professionals, which consists of 16 competencies organized in seven domains: veterinary expertise, communication, collaboration, entrepreneurship, health and welfare, scholarship, and personal development. Training veterinarians who are able to use and integrate the seven domains in their professional practice is an important challenge for today's veterinary medical schools. The Veterinary Professional (VetPro) framework provides a sound empirical basis for the ongoing debate about the direction of veterinary education and curriculum development.     

Veterinarians and public practice at the Virginia-Maryland Regional College of Veterinary Medicine: building on a tradition of expertise and partnership

The Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM), a regional veterinary college for Maryland and Virginia, has a long and unique tradition of encouraging careers in public and corporate veterinary medicine. The VMRCVM is home to the Center for Public and Corporate Veterinary Medicine (CPCVM), and each year approximately 10% of the veterinary students choose the public/corporate veterinary medicine track. The faculty of the CPCVM, and their many partners from the veterinary public practice community, teach in the veterinary curriculum and provide opportunities for students locally, nationally, and internationally during summers and the final clinical year. Graduates of the program work for government organizations, including the US Department of Agriculture, the Food and Drug Administration, and the Centers for Disease Control and Prevention, as well as in research, in industry, and for non-governmental organizations. Recent activities include securing opportunities for students, providing career counseling for graduate veterinarians interested in making a career transition, delivering continuing education, and offering a preparatory course for veterinarians sitting the board examination for the American College of Veterinary Preventive Medicine. As the VMRCVM moves forward in recognition of the changing needs of the veterinary profession, it draws on its tradition of partnership and capitalizes on the excellence of its existing program. Future plans for the CPCVM include possible expansion in the fields of public health, public policy, international veterinary medicine, organizational leadership, and the One Health initiative. Quality assurance and evaluation of the program is ongoing, with recognition that novel evaluation approaches will be useful and informative.     

R(X) for recruitment and retention of veterinarian scientists: money, marketing, mentoring

Veterinary medicine is failing both to sustain its academic base and to meet national needs for research in the fields of comparative medicine (translational research), public health, and food production. The basis for the shortage of veterinarians with research expertise is multi-factorial and related to the substantial commitment of time and money required to obtain both a DVM and advanced training, as well as the lack of motivation among veterinary students to engage in biomedical science. Effective strategies for increasing the number of veterinarian scientists must address these issues using a balanced combination of money, marketing, and mentoring. Success will require not only that we increase and improve opportunities for research training, but also that we create and sustain veterinary college environments that attract, foster, and reward dedication to research. The 'research pipeline' needs to be transformed into a 'research manifold' with multiple portals for entry and re-entry of trainees. Age-appropriate educational and mentoring programs should be implemented at K-14, baccalaureate, veterinary college, post-graduate, and junior faculty levels to promote recruitment, training, and retention of veterinarian scientists. New initiatives are especially needed to attract students with primary interests in science and biomedical research to the veterinary profession and to facilitate transition of motivated veterinary graduates from private practice to research careers. Specific examples of such programs are presented and future directions are discussed.     

Disease control during the colonial period in Australia

The first permanent European settlers of Australia arrived in 1788 to establish a penal colony at Sydney, New South Wales (NSW). As the colony grew and wool production increased, more free settlers and emancipists developed farming in inland Australia. During the 1840s veterinarians commenced arriving in small numbers but they were not closely associated with the development and execution of disease control programs, which was left to lay inspectors of stock. The arrival of William Tyson Kendall and coordinated action with Graham Mitchell led to the establishment of a private veterinary college following the passage of veterinary surgeons legislation in Victoria. From this time, veterinarians came to be appointed to positions formerly occupied by lay inspectors and the veterinary profession was able to take up the role of planning and executing government-led disease control programs. From a colony relying on wool for export to the UK, technical advancements in meat freezing and pasture improvement widened the range and increased the quantity of exported products. Before the advent of veterinary advances, sheep scab was eradicated, a vaccine was developed for anthrax and glanders infection of horses was prevented entry to Australia. Graduates from the Melbourne Veterinary College spread across Australia and in this period a conservative quarantine policy was developed following inaction to control an outbreak of contagious bovine pleuropneumonia (CBPP) and the escape of rabbits to form a plague across the continent. Coordinated control of CBPP had to await the next century and advancement of technology increased our understanding of bacteriology and immunity of infectious diseases. Veterinary services were provided to the militia sent by the colonies to the Boer Wars in South Africa 1987-1901 and the veterinarians from Victoria were led by an Australian trained veterinarian.     

The accreditation system for colleges of veterinary medicine in Mexico and a comparison with the AVMA system

This article reviews the evolution of veterinary medicine in Mexico in order to explain the foundation of the National Council for Veterinary Medicine Education (CONEVET). This institution performs college accreditation and professional certification procedures in the country. The accreditation process for colleges of veterinary medicine in Mexico is described, and the results obtained to this point are presented. A comparative analysis of veterinary education in Mexico and the United States is also presented. The veterinary college accreditation processes of the two countries are compared and their differences analyzed.     

New developments in veterinary education in the republic of Azerbaijan

After the collapse of the Soviet Union in 1991, the agrarian sector in the former member states fell into a steep decline, and veterinary training and education came to a standstill. Before the collapse, veterinary care was free, but thereafter few could afford to pay for the services of a veterinarian. Veterinary science became an unpopular study and attracted less motivated students. However, some veterinarians started Private Veterinary Units (PVU) and became successful. It will take time for veterinary training and education to catch up with modern developments. In the meantime, the establishment of a Private Veterinary Unit connected to the Veterinary Faculty could play an important role in accelerating the availability of competent veterinarians.     

Quality assurance: the key for amendments of the EU-directive/s regulating veterinary training in Europe

The free movement of persons, goods and services within the European Union (EU) is one of the major principles established by the European treaties. This free movement shall now be reinforced through the full application of the new general system for the mutual recognition of professional qualifications, in which veterinary medicine is included. The success of this measure for internal market development imposes availability of professionals with the highest possible basic training and opportunities for continuing education and specialisation. Such benchmark definition requires the establishment of veterinary training throughout the EU to focus on the qualitative aspects of the basic training they impart. New production forms, new labour markets and a higher degree of consciousness of the producers and the consumers, together with an ever-increasing load of new information and knowledge in most veterinary fields had forced changes in veterinary education strategies. These changes have led to the adaptation of curricula and the application of new pedagogical concepts ultimately leading to the design of new, exciting programmes of veterinary training. Some of them use a combination of basic education and elective terms while others have focused training in species-oriented tracks already by the time students enter the clinical level. There is general consent that the quality of basal training must enable the student to achieve a level of confidence in life-long learning so he/she would be able to follow relevant CPD's and, eventually, pursue specialisation. At the same time, veterinary establishments are concerned with their ability to achieve these goals, mostly due to the usual high costs of veterinary training that constrain their chances to maintain equality of training levels through the EU. We need to find tools to harmonise veterinary training among the establishments of veterinary education in Europe, beyond the compulsory subject and training minimum requirements laid down by the Directive 78/1027. Harmonisation requires regulations but also awareness. Establishments of veterinary education must not only comply with regulations but also become aware of the advantages of quality assurance of their basic training. The present paper is a series of personal reflections by the author who ultimately addresses veterinary educators and interest organisations such as the European Association of Establishments for Veterinary Education (EAEVE) and the Federation of Veterinarians of Europe (FVE) to focus on strategies of quality assurance as the basis for claims of amendments of the EU-Directive/s regulating veterinary training in Europe.