Dispensing law and sale of animal feed

For the veterinarian, drug sale is generally permitted by his licence of drug dispensing. According to the law on animal feed, feedstuffs are not regarded as drugs and thus they are not licensed to be sold by veterinarians. Drugs, however, may only be released for the treatment of individual animals, which are previously examined by the vet. The sale of animal feed is not regarded as part of veterinary practice. Only in case of a registered additional business, a veterinarian is allowed to sale feedstuffs. Dietetic animal feedstuffs are also regulated by the Animal Feed Act. Dietetic drugs, however, are regulated by the Drug Act and are strongly to be delineated from dietetic feed. Thus, the term "dietetic" alone does not automatically give any legitimatization for a sale of feedstuffs in veterinary practice.     

Internationalizing veterinary education in the 21st century

This paper presents the results of a survey conducted in the spring of 2001 to assess international activities at colleges of veterinary medicine in North America. A questionnaire was sent to all 31 colleges of veterinary medicine in the United States and Canada, of which 22 responded. Of those schools responding to the survey, 86% have International Veterinary Medicine (IVM) programs and most have faculty involved in internationally oriented research (95%), in teaching IVM (74%), in mentoring veterinary students in IVM (84%), and in international consultancies (84%). Funding sources for faculty international activities include foundations, intramural funds, curriculum development grants, endowment/development funds, and sabbaticals. Foreign animal diseases are the most commonly taught international topic. The increasing importance of international veterinary issues is leading to the internationalization of the veterinary education in North America. Most IVM programs include activities of both faculty and students. Greater collaboration between faculty and programs across schools would allow schools to benefit from each other's strengths in IVM education.     

Factors related to in-house agricultural animal caseloads in US veterinary teaching hospitals

A retrospective observational study was conducted to determine whether agricultural animal caseloads at veterinary teaching hospitals declined between 1995 and 1998. Thereafter, the effect of organizational and demographic factors on 1998 in-house agricultural animal caseloads was examined. Caseload data were obtained from the American Association of Veterinary Medical Colleges. Demographic and organizational data were obtained by surveys, telephone interviews, and web-based resources. Complete data were available from 25 veterinary colleges, and data from these schools were used in subsequent analyses. In 1998, in-house food animal caseload decreased relative to 1995 in 17 schools and increased relative to 1995 in 8 schools. This trend was not significant (P = .053); however, the power of the test was limited (.50). Mean 1998 caseload was 886 +/- 504. Among schools with a discipline-based organizational structure, annual mean caseload was 464 +/- 220. Among schools with a species-based organizational structure, mean caseload was 1,167 +/- 463. The regression model that best predicted caseload was a forward-stepping model that included only organizational structure as an independent variable. No additional independent variable was significantly associated with caseload.     

Results of a survey on educational and research programs in complementary and alternative veterinary medicine at veterinary medical schools in the United States

OBJECTIVE: To document educational and research programs in complementary and alternative veterinary medicine (CAVM) at US veterinary schools and to develop recommendations for additional curriculum development and research in these modalities. DESIGN: Mail questionnaire. SAMPLE POPULATION: Deans, curriculum committees, and interested faculty at US veterinary schools. PROCEDURES: Questionnaires were mailed to personnel at all 27 US veterinary schools. Nonrespondents received a follow-up letter and telephone contact. Information was used to establish the current status of CAVM. RESULTS: Responses were received for 41 of 120 (34%) questionnaires. Responses were received from 23 of 27 veterinary schools, but number of respondents varied at each institution (range, 1 to 4) and some surveys were not complete. Seven of 27 US veterinary schools had an educational program in CAVM. Thirty-six (87%) respondents believed that acupuncture, nutraceuticals, nutritional supplements, and physical therapy should be included in the curriculum, 25 (61%) indicated that botanical (herbal) medicine should be included, and 25 (61%) believed that chiropractic should be included. Only 17 (44%) respondents believed that homeopathy should be included. The majority of respondents believed that CAVM should be offered as elective courses. Research in CAVM has been conducted at 6 responding schools. CONCLUSIONS: Currently, few veterinary schools offer educational or research programs in CAVM. Veterinary schools are aware of the interest in CAVM and acknowledge a lack of educational and research programs in these areas. More veterinary schools are in the process of developing educational and research programs in various aspects of CAVM.     

硝基咪唑类药物检测技术研究进展

本文介绍了硝基咪唑类药物的理化性质、作用、应用现状及检测方法,重点论述了动物组织,产品及排泄物中药物残留和饲料中原药的检测技术。     

辽宁省基层畜牧兽医机构队伍改革情况调查

为了解基层畜牧兽医机构队伍改革情况,对2015—2020辽宁省畜牧兽医机构队伍建设情况进行了综合分析。辽宁省机构改革后,市、县、乡三级畜牧兽医机构以及工作人员、专业人员及村级动物防疫员等的数量均呈下降趋势,基层动物防疫体系和体制机制受到冲击。建议在深化兽医机构改革中坚持机构"瘦身与健身"相结合,体制创新与继承相结合,改革目标与实效相结合,以期为基层畜牧兽医机构队伍建设提供参考。     

中职畜牧兽医专业教学改革存在问题及对策

近年,教育改革的风潮全面席卷各层次的教育活动,要求教育教学从传统模式中摆脱出来,要结合时代新发展,从人才需求的变化发展切入,改革教学活动,培养出更加高水平的专业人才。中职畜牧兽医专业教学需展开反思,认识目前教学中的问题,然后通过合理的措施改革教学。该文针对中职畜牧兽医专业教学存在的一些常见问题进行论述,然后论述教学改革需要关注的一些要点原则,最后提出相应的教学改革对策。     

Extramural study experience and practical experience of final year veterinary students of nine European schools

Arrangements for extramural education including "seeing practice" experience in nine European veterinary schools (Bristol, Glasgow, Liverpool, Helsinki, Stockholm, Hannover, Ghent, Toulouse and Vienna) are described. Considerable differences existed between three UK schools, and between them and the Continental schools, where arrangements were usually voluntary. The amount of extramural experience in different types of work was quantified by student questionnaires. An average of 12 weeks' experience in farm practice was gained by 83 per cent of the 339 students, six weeks' small animal work by 48 per cent, four weeks in an abattoir by 43 per cent and other periods in specialised practices, laboratories and veterinary faculties. Practice abroad was experienced by 10 per cent. The total experience of different medical and surgical conditions varied considerably between schools as a result of disease eradication (eg, swine fever in UK), non-occurrence (canine leptospirosis in Sweden and Finland) or the availability of surgical or reproductive material, as well as on other factors.     

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 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.     

Animal feeding and feed legislation after the detection of the first indigenous BSE cases in Germany

In Great Britain, even the earliest tangible signs indicating the epidemiologic significance of meat and bone meal in the spreading of BSE soon gave rise to increasingly rigorous legislative measures regulating animal feedstuffs. In 1994 a ban on the feeding of animal proteins to ruminants was implemented throughout the entire EU. But until the first BSE cases were actually confirmed in locally raised cattle (November 2000), feeding practice and legislation more or less in Germany remained unaffected by the efforts undertaken in Great Britain. This situation was suddenly changed on 1 December, 2000, when the so-called "Verfütterungsverbot" was put into effect, a law which drastically extended bans regarding the feedstuffs (including fishmeal and animal fats) as well as the species concerned (all animals used in food production). In 2001 the "contamination" phenomenon (ingredients of animal origin were detected in mixed feeds) became a vital issue for the feed industry; through the media, the subject "feedstuff safety" gained a previously unseen level of public awareness. Those circles concerned with mixed feed production and animal husbandry were increasingly confronted with the consequences of the "Verfütterungsverbot" (availability and pricing of substitute ingredients; the demand for amino acids and inorganic sources of phosphorus; problems finding adequate substitutes for animal fats; poor digestibility of alternative components such as indigenous legumes or vegetable fats in calf diets; lower utilization rate of original phosphorus in mixed feeds with negative consequences for skeletal development). With the conditional approval of fishmeal (except in feeds for ruminants) the situation has eased again to a certain degree; on the EU level there are increasing signals pointing toward a political intention to reinstate the utilization of by-products of slaughtered animals qualified for human consumption (with the exception of fallen/dead animals and specific risk material) in poultry and swine feeding. In Germany, at least, the question of animal fat utilization for food-producing animals is still unsolved.     

Zoological medicine education in Canada: options and opportunities

Canada has four veterinary schools, from which approximately 325 veterinarians graduate each year. Curricular offerings in zoological medicine consist of limited core material and a variety of internal and external electives pursued by students with particular interests. Several electives are offered jointly by and rotate among the existing schools. All schools offer graduate programs that encompass some aspects of zoological medicine. A fifth veterinary school, expected to open in 2007, will have a stronger focus on ecosystem health and zoological medicine. In Canada, the most effective method of increasing educational opportunities in zoological medicine is likely through enhanced collaboration among the five schools. Employment opportunities exist in private veterinary practice and at universities, research establishments, provincial or federal governments, and zoological gardens and safari parks. Increasing recognition of the importance of ecosystem health and of the relevance of wildlife diseases to public and domestic animal health will likely result in additional opportunities for veterinarians with an interest in and knowledge of zoological medicine.     

Use of a non-traditional university ambulatory practice to teach large animal medicine

While many other veterinary schools have moved away from a traditional university-based ambulatory practice, the Ohio State University's Large Animal Practice has continued to provide a cost-effective and valuable method of preparing students for today's careers in veterinary medicine. The practice provides a full array of services to production, equine, and camelid clients, including herd health, individual animal medicine and surgery, and emergency services. Acquiring established practices from alumni has formed the client base. Four full-time veterinarians operate the clinic. While these same clinicians do some classroom teaching, their primary responsibility is devoted to the five to six fourth-year veterinary students who rotate through the clinic every two weeks. Teaching methods and objectives for these students include case discussions, homework, truck quiz books, and practice management issues. Financially, the clinic runs as a private practice, with minimal support from the college (201,000 US dollars per fiscal year) and a gross income of 676,000 US dollars per year. Thus, in a cost-effective manner, this required core ambulatory rotation provides students with a scientific learning experience that exposes them to all aspects of large animal production medicine in a real-world setting.     

Behavior and misbehavior of the horse.

For decades after the discipline of psychiatry had been established as an accepted specialty, many medical schools continued to fail to train their students in the fundamentals of this discipline. Medical students all have at least cursory exposure to psychiatric principles and basic psychology. Unfortunately, the veterinary profession has lagged behind human medicine in this regard. Until recently, veterinary students received no training in animal behavior, and there were no available residencies within our schools for developing board-certified behavioral specialists.     

Retrospective analysis of western Canada's veterinary profession for the period 1991 to 2007

Veterinary directories from Canada's 4 western provincial veterinary associations provided source data for compiling demographic profiles of the veterinary profession for the years 1991, 1996, 2001, and 2007. From 1991 to 2007 the number of veterinary practitioners in western Canada increased by 1197 (79%), for a net gain of 75 veterinarians/y. Of these, 786 (66%) were companion animal (CA) practitioners, 184 (15%) mixed animal (MA) practitioners, 96 (8%) food animal (FA) practitioners, and 131 (11%) were classified as "Other." The number of veterinary clinics also increased over this same period by 301 (38%), of which 266 (88%) were CA practices, 5 (2%) MA practices, and 31 (10%) FA practices. The majority of CA (75%), MA (68%), and FA (86%) practices had ≤ 2 veterinarians.     

Field disease investigation-A differentiating and integrative approach to problems in animal populations

The economically important diseases of agricultural animals are those that affect groups of animals to result in impaired productivity or mortality. Herd and flock disease result from complex interactions between inciting agents (or other etiologies), and factors such as management systems, nutrition, environment and other contributory causes. For these reasons herd and flock disease problems must be addressed, researched, and taught, in the areas where they occur-on the farm and in the field. For political and educational reasons this needs to be on farms throughout the state or region represented by a veterinary school. Like most studies, this type of study needs to have a multidisciplinary input but these inputs often involve disciplines that are different from those that address clinical disease in individual animals in the veterinary teaching hospital setting. Clinical departments in veterinary schools have not traditionally found funds to support this approach to agricultural animal disease. This talk will discuss the establishment of a conjoint program between the College of Veterinary Medicine and the College of Agriculture at Washington State University (Field Disease Investigation Unit) to address these requirements and its activities over the past 25 years.     

“十三五”国家重点研发计划中的畜牧兽医科技布局与评述

科技资源的布局和配置对于畜牧兽医领域科技创新和产业发展具有重要支撑作用。"十三五"科技计划改革组建了全新的国家重点研发计划,设置"畜禽重大疫病防控与高效安全养殖综合技术研发"等国家重点研发专项对畜牧兽医领域科技创新进行支持,在动物疫病防控、高效安全养殖、养殖环境处理、养殖装备等方面进行了布局,按照基础研究、重点关键技术研发、集成示范进行"全链条设计、一体化实施"。本文以该专项为主,介绍并分析"十三五"国家重点研发计划畜牧兽医类项目实施背景和立项情况,对我国畜牧兽医领域的科技布局进行阐述并提出评述与展望。     

"Blended" online technology: maximizing instructor reach

This article describes the development and implementation of a small animal nutrition course for veterinary technicians using 'blended' online technology and delivery at multiple sites. Student contact was accomplished through both synchronous and asynchronous Internet platforms. A summary of student evaluations is provided. Application of the process described here may be appropriate where specific content expertise is available in one location and desired in multiple locations. Unique features of the course include (a) course and instructor provided by industry partner, (b) synchronous and asynchronous blended online elements, and (c) multiple schools engaged in merged, simultaneous sessions.     

Efficacy of training in theriogenology as determined by a survey of veterinarians

OBJECTIVE: To determine whether veterinarians perceive that theriogenology training at veterinary medical schools in North America and the Caribbean is adequate for achievement of theriogenology skills commonly used in private practice. PROCEDURES: A survey was mailed to members of the veterinary medical associations of Alabama, Kansas, Pennsylvania, and Washington. With regard to reproductive procedures in bovine, equine, porcine, small ruminant, camelid, and small animal species, veterinarians (predominantly practitioners) were asked to rate the importance of that procedure in their job and to assess their own degree of competency in that procedure at the time of their graduation from veterinary school. RESULTS: Procedures considered most valuable in practice were those that represent basic theriogenology education and training, such as transrectal palpation of cows and mares and interpretation of vaginal cytologic specimens in bitches. Dystocia management was a high priority in all species. Correlations between rankings for value in practice and competency at graduation were good, varying from 0.75 in cattle and 0.78 in horses to 0.98 in dogs and 1.0 in cats, small ruminants, and pigs. CONCLUSIONS: Analysis of these data suggests that appropriate theriogenology procedures are being taught in veterinary medical schools but perhaps not to the extent required to achieve adequate competency immediately at graduation. Issues requiring further investigation include the effect of tracking in the veterinary curriculum on theriogenology training, methods by which more students could receive greater practical exposure during theriogenology training, and the apparent relative lack of theriogenology training (including contraception) in small animals and exotic animals.