Pet insurance--essential option?

As Hawn (2) says, "insurance is about risk and peace of mind." She reports that the American Humane Society supports pet insurance because companion animals are able to be treated for disease or accidents that are life-threatening where, otherwise, they would have been euthanized. For veterinarians, she suggests that pet insurance allows them to practice veterinary medicine "as if it were free." It is inevitable that pet insurance will grow as a recourse for veterinary fees. This may be a savior to some families whose budget is stretched to the limit at a critical moment in the health care of their cherished pet. We in the veterinary profession have an advantage over other professions. We have seen the good, the bad, and the ugly of insurance, as it applies to human health and dental care. If we work hand-in-hand with our own industries, collectively we may be able to develop a system that wins for everyone, with fees that allow practice to thrive and growth strategies that accommodate new treatment and diagnostic modalities, as well as consistent and exemplary customer service. The path ahead is always fraught with bumps and potholes. We can be a passive passenger and become a victim of the times or an active driver to steer the profession to a clearer route. Pet insurance is but one of the solutions for the profession; the others are a careful assessment of our fees--charging what we are worth, not what we think the client will pay; business management; customer service; leadership of our health care team; lifelong learning; and more efficient delivery systems. Let us stop being a victim, stop shooting ourselves in the professional foot, and seize the day!     

Personal and professional development in undergraduate health sciences education

During the last decade, 'medical professionalism' has been scrutinized as a consequence of pressures from within and outside the health sciences professions. In response, professional organizations have reviewed ethical principles and developed explicit guidelines for the behavior of their members. Medical educators have revised undergraduate curricula with a view to supporting the development and maintenance of these essential professional behaviors. This article outlines perspectives on professionalism before describing the evolution of personal and professional development curricula in undergraduate health science education. While the bulk of data on personal and professional development in the health sciences has come from human medicine, the principles are being recognized as applying to the breadth of the health professions. In the veterinary profession, the dyad of the physician-patient relationship of human medicine is expanded to the triad of the veterinarian-patient-client relationship, and this brings with it an added set of professional relationships and responsibilities. In order to be faithful to the primary literature and not expand beyond the various authors' data and conclusions, this article is presented principally in the terms of human medical education. For those in veterinary education, it is hoped that the inferences and applications will be readily apparent. In this article, challenges associated with defining content and educational methods are outlined, as well as selection criteria for medical school and promoting the value of PPD to students. Approaches to assessment, implementation, and evaluation of PPD curricula are also discussed. Two case studies are presented. The article concludes with suggestions for curriculum development.     

Demographic profile of the veterinary profession in New Zealand, 1985

The demographic characteristics of the veterinary profession in New Zealand are examined using information supplied by registered veterinarians to the Veterinary Surgeons Board in their applications for annual practising certificates in 1985. Comparisons are made with the veterinary professions in other similar countries, and with the medical and paramedical professions in New Zealand. In 1985 1308 registered veterinarians were working in New Zealand and 304 were overseas, whereas in 1976 the equivalent figures were 748 and 182. This represents an increase of 73% in the number of registered veterinarians in the last 10 years. Eighteen percent of veterinarians were female. The mean age of veterinarians was 38 years, but females in the profession were on average much younger (32 years) than males (42 years). Clinical practice provides employment for 70% of veterinarians: of these 59% work principally with farm animals and 41% with non-farm animals. The remaining veterinarians are employed by Government (22%), University (5%) and Industry (3%). The current demographic structure of the profession has been markedly influenced by the opening of New Zealand's only veterinary school at Massey University in 1963. Differences from other medical professional populations in New Zealand and overseas principally reflect the marked change in the number and sex ratio of graduates entering the veterinary profession since that time. It will take about another twenty years before the population reaches a stable age and sex structure, assuming that current graduation patterns persist throughout that period. Because the structure of the population is changing, considerable caution is needed in predicting future employment trends from data for a single year.     

Demographic profile of the veterinary profession in New Zealand, 1985

The demographic characteristics of the veterinary profession in New Zealand are examined using information supplied by registered veterinarians to the Veterinary Surgeons Board in their applications for annual practising certificates in 1985. Comparisons are made with the veterinary professions in other similar countries, and with the medical and paramedical professions in New Zealand. In 1985 1308 registered veterinarians were working in New Zealand and 304 were overseas, whereas in 1976 the equivalent figures were 748 and 182. This represents an increase of 73% in the number of registered veterinarians in the last 10 years. Eighteen percent of veterinarians were female. The mean age of veterinarians was 38 years, but females in the profession were on average much younger (32 years) than males (42 years). Clinical practice provides employment for 70% of veterinarians: of these 59% work principally with farm animals and 41% with non-farm animals. The remaining veterinarians are employed by Government (22%), University (5%) and Industry (3%). The current demographic structure of the profession has been markedly influenced by the opening of New Zealand's only veterinary school at Massey University in 1963. Differences from other medical professional populations in New Zealand and overseas principally reflect the marked change in the number and sex ratio of graduates entering the veterinary profession since that time. It will take about another twenty years before the population reaches a stable age and sex structure, assuming that current graduation patterns persist throughout that period. Because the structure of the population is changing, considerable caution is needed in predicting future employment trends from data for a single year.     

Turbulence and change--the veterinary profession in a competitive environment

This paper examines the views of members of the veterinary profession towards the change in orientation of professional practice that is occurring. It contrasts the values of veterinarians with those of doctors, dentists, lawyers and accountants. Particular attention is given to the areas of business efficiency, competition and advertising. Data was derived from self-completion questionnaires containing 40 Likert scales which were mailed to 300 members of each of the five professions.     

Turbulence and change - the veterinary profession in a competitive environment

This paper examines the views of members of the veterinary profession towards the change in orientation of professional practice that is occurring. It contrasts the values of veterinarians with those of doctors, dentists, lawyers and accountants. Particular attention is given to the areas of business efficiency, competition and advertising.

Data was derived from self-completion questionnaires containing 40 Likert scales which were mailed to 300 members of each of the five professions.     

Global perspectives of veterinary education: reflections from the 27th World Veterinary Congress

All who work in veterinary education must recognize the breadth of their responsibilities. We are at a time in veterinary history where the profession must look how to meet a global standard for veterinary education and the global recognition of our basic qualification. There is a societal expectation that a professional approach is being taken to managing food security and food safety, as well as the environment and biodiversity. Within our profession, we need to recognize our obligation to fulfill this role. Society and regulators will seek those who have the capacity to provide for society's needs. It is no longer a case of relying on the reputation of our profession alone. There is a significant disparity in universal recognition of the veterinary qualification between the major blocs of the developed world and the developing world. Graduates from developing countries are not widely recognized, and they and their countries may therefore be at a significant disadvantage. There will be significant costs involved in raising the standards of veterinary education. A lead must be taken by a global body such as the World Veterinary Association to develop a long-term strategy toward global recognition of the veterinary qualification.     

Veterinary practice, competition and advertising: 1985-1994

In 1985, members of the veterinary profession and four other professional groups in New Zealand were surveyed to establish their attitudes towards the developing commercialisation of their professions, and particularly towards advertising. This survey was repeated in 1988, and again in 1994. The results of the three surveys are presented in this paper. There was a sharp movement towards acceptance of advertising, and toward a competitive orientation in general, between 1985 and 1988, with a consolidation of these changes during the following 6 years. The acceptance of the idea of an openly competitive profession now has widespread support among veterinarians. Similarly, there is general support for the use of most kinds of informative advertising, with many practitioners viewing advertising as a business building tool, but with the advertising of fees remaining an area over which there is still considerable caution. Although clients are seen as more demanding than in the past, the client-practitioner relationship is still expected to be an enduring one. We suggest that, in view of the relaxed attitudes towards advertising that now exists among members of the veterinary profession, control of advertising should cease to be a concern to the profession.     

Veterinary practice,competition and advertising: 1985–1994

In 1985, members of the veterinary profession and four other professional groups in New Zealand were surveyed to establish their attitudes towards the developing commercialisation of their professions, and particularly towards advertising. This survey was repeated in 1988, and again in 1994. The results of the three surveys are presented in this paper.

There was a sharp movement towards acceptance of advertising, and toward a competitive orientation in general, between 1985 and 1988, with a consolidation of these changes during the following 6 years. The acceptance of the idea of an openly competitive profession now has widespread support among veterinarians. Similarly, there is general support for the use of most kinds of “informative” advertising, with many practitioners viewing advertising as a business building tool, but with the advertising of fees remaining an area over which there is still considerable caution. Although clients are seen as more demanding than in the past, the client-practitioner relationship is still expected to be an enduring one. We suggest that, in view of the relaxed attitudes towards advertising that now exists among members of the veterinary profession, control of advertising should cease to be a concern to the profession.     

Veterinary medicine of the GDR in strained relations between technical instructions and political guidelines

The development of Veterinary Medicine in the Soviet Occupation Zone in Germany and the former German Democratic Republic (GDR) is sketched in highlights. After the collectivization of agriculture (1960) a centralistically controlled national veterinary system was established. It was suited to the requirements of the industrially organized animal production. The successive classification of socialistic veterinary administration was associated with the following matters: the extension of veterinary subject matters, a vertical division of work with the aid of newly created technical veterinary professions, and a penetration of the profession with political guidelines. As the professional level of the veterinary system in the GDR was relatively high the reflection in retrospective needs to be evaluated in a differentiated way considering the textual and social conditions. In spite of centralism and indoctrination the veterinary system remained professionally autonomous with islands of political independence, which sustained the identity of this profession. The latter formed the base for self renewal of the East German veterinary system at the end of the socialistic area 1989/1990.     

Intramedullary fixation of fractures

Extract

Mr. President, I would like to take this opportunity of thanking you for inviting me to address your Association this morning. Before commencing on my subject, I wish to pay tribute to your profession. The pathways of our professions have met on many occasions during the centuries we have practised our respective arts and sciences. Both professions have contributed in no mean way to the advancement of the other, and symbiotically we have advanced to the greater benefit of mankind as a whole.     

The scientific component of residency training

This article focuses on the role of veterinary teaching hospitals (VTHs) at public and private colleges and universities in the growth and nurturing of today's veterinary clinician scientists, who will assume the ranks of tomorrow's veterinary academic faculty. Virtually all residency programs offer some level of scientific education and training concurrently or sequentially with professional clinical training; approximately half (51%) include, or at least offer, the opportunity to obtain advanced scientific degrees (MS/MSc and/or PhD). If veterinary schools and colleges are the gatekeepers for the veterinary profession, then VTHs are the gatekeepers for the profession's scientific development, defining the future role of veterinary medicine in society. Although struggling to find their place in a financially challenging and competitive environment fueled by the demand for more and better clinical services, VTHs are in a potentially strong position to capitalize on the uniqueness of their faculty and academic resources and thus make an unparalleled contribution to the scientific evolution of the veterinary profession.     

Continuing Education for Veterinarians “Education is a life-long process” Plato

Extract

Veterinary continuing education can be simply thought of as those activities veterinarians pursue throughout their careers in order to maintain their professional competence in a changing environment. This life-long learning process is essential for the maintenance of professional standards if they are to keep up with the pace of change in today's world. The pace is such that if the profession is to fulfil its responsibilities to help provide food, fibre, animal companionship and human health care, all veterinarians must be free to participate in continuing education. In New Zealand it is the clinical practitioners who must struggle most to maintain their knowledge. Yet this group, because of its size and activities, forms the main interface between the profession and the public. Thus it must be of concern to the whole profession that all members and in particular the practitioners have an equal and ample opportunity to participate in continuing education.     

The critical need for federal legislation to provide for the expansion of the veterinary workforce

American veterinary medical education stands at a crucial point. To maintain the status quo and to meet ever-increasing societal needs within the United States and globally, it is essential that the veterinary medical profession expand its horizons and capabilities. If it does not, it will lose its current status. The profession faces a crucial shortage in the workforce it needs both to continue to perform its current functions and, more importantly, to meet its growing responsibilities. This is not a new situation, and the profession can learn from its past successes and failures. Action is necessary. The profession has the capability and expertise to meet these challenges, but it must activate these skills in order to succeed.     

A longitudinal study of veterinary students and recent graduates 4. Gender issues

Objective To study differences in experiences, attitudes and opinions between female and male veterinary students and recent graduates.
Design Longitudinal study.
Population Students – 77 males and 77 females – who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results Females decided to study veterinary science at a younger age than males and were more influenced by 'a love of animals', the image of veterinarians as portrayed on television, an interest in living things and in the scientific study of disease. Males were more influenced than females in aspects of the workplace: bosses and money. There were no gender differences in their background in relation to farms, or to animals, or in their career plans. However females when in first year expected a lower initial income than males; an expectation that was realised in the first year after graduation. As first year students and also as veterinarians, females had stronger views than males on animal welfare issues, and also felt that the veterinary profession had a lower status relative to other professions.
Conclusions Significant differences in attitudes and experiences exist between males and females entering the veterinary profession. The situation of females in relation to income and status is consistent with that in other professions, where females have been disadvantaged compared with males.     

Professionalism in the health sciences: lessons learned from its definition, evaluation, and teaching in a medical school

For the past 15 years, the medical profession has been concerned about the professionalism, or lack thereof, exhibited by many physicians, and similar concerns are evident for the broad scope of health professions. This article summarizes the efforts of one school of medicine to define the problem, embark on a program to improve the situation, and evaluate its progress. Because the author's experience is within the realm of human medicine and the education of medical students, the article has been written from this perspective, but it is hoped that readers in the other health professions will find this account of benefit. While the vignettes presented here are taken from human medicine, readers in other health professions should be readily able to translate them into their own spheres of interest.     

Preparing the veterinary profession for corporate and trade issues in the Americas: proceedings of a conference on synergism and globalization, Santiago, Chile, May 6-8, 2001

The complex and rapid-paced development of international trade, coupled with increasing societal demands for the production not only of abundant and inexpensive food, but also of food that is safe and has been raised in a humane and environmentally friendly manner, demands immediate attention from the veterinary community. The new culture of global trade agreements, spurred by the development of the WTO, dictates massive changes and increasing integration of public and private sectors. This is a huge growth area for our profession and will require individuals with a skill set we do not yet provide in our educational framework. In North America, veterinary education is parochial and focused on specialization. This strong orientation toward companion animals fails to provide adequate training for those interested in acquiring the necessary skills for the emerging area of globalization and trade. In South America, curricula are less harmonized with one another and there is tremendous variation in degree programs, rendering it difficult to ascertain whether veterinarians are prepared to assume decision-making responsibilities regarding international transport of food. If we do not begin to prepare our graduates adequately for this emerging market demand, the positions will be filled by other professions. These other professions lack broad-based scientific knowledge about animal physiology and disease causation. Decisions made without adequate background could have devastating consequences for society, including incursions of unwelcome diseases, food safety problems, and public health issues. To prepare our new veterinary graduates for the future and this emerging market, it is important to nurture a global mindset within our academic communities and to promote communications, languages, and an interdependent team mentality. Areas of technical expertise that need a place, perhaps a parallel track, in the curriculum include production medicine, public health, food safety, and international veterinary medicine. The major trade corridors of the future regarding animal-based protein flow between North and South America. It is absolutely essential that we find areas of consensus and deficiencies so that we can harmonize our trade agreements and ensure adequate flow of safe food products from one continent to the other.     

Feminization of veterinary medicine in the Netherlands 1925-2000

The feminisation of veterinary medicine occurred in The Netherlands, as elsewhere in the world, in the course of the twentieth century. In 1930, Jeannette Voet (1907-1979) was the first female veterinarian graduate of the Faculty of Veterinary Medicine of Utrecht University. In contrast with the first Dutch female physician who graduated in 1878, Jeannette Voet was not an active feminist. Instead, she concentrated on the development of various fields of veterinary medicine during her career. Nevertheless, she played an important role in the acceptance of women in Dutch veterinary medicine. The integration of women into all areas of the veterinary profession was a gradual process. Meat inspection, in particular, proved to be rather conservative in its acceptance of female veterinarians. The number of women veterinarians in the profession increased only gradually throughout the twentieth century. In 1970, women represented not more than 5 % of all veterinarians in The Netherlands. A significant increase in female students was first observed in the 1980s. The large influx of city girls who are primarily interested in companion animal and horse medicine is still quite remarkable. The average percentage of female first-year students between 1988 and 1992 was 60; over the last 5 years, this increased to 70%. Between 1988 and 1999, the average percentage of female graduates grew from 35 to 60%. Consequently, the proportion of Dutch female veterinarians increased from 5 to 25% between 1970 and 2000. In spite of this development, the representation of women veterinarians among policymaking officials, leading veterinary authorities and academic staff (particularly at the professor level) is still quite low. From this point of view, veterinary medicine could still be considered as 'a man's job'. Feminisation of veterinary medicine is often explained by an increase in the numbers of companion animals and horses and part-time jobs or by a different, gender-based attitude towards animals. Another, simpler, explanation is that fewer male students are attracted to veterinary medicine because they can make more money in other professions. More historical sociological research, including a comparison with feminisation in other sciences and broader society, is necessary to obtain a deeper insight into this phenomenon. Regardless, feminisation is likely to further change the veterinary profession in the near future.     

How to respond to adverse drug reactions.

Adverse drug reactions (ADRs) are part of the risks, professional responsibilities, and liabilities inherent to veterinary medicine. The incidence of proven ADRs is not known, but veterinarians should anticipate, plan, and practice a response for patients that experience adverse reactions. The attending veterinarian should work closely with professional services personnel at pharmaceutical manufacturers to provide care for those patients, to investigate causes of ADRs, and to factually improve reports of ADRs that can be of considerable medicolegal benefit to the client and the profession.     

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.