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.     

The role of final year extramural placements in the undergraduate veterinary curriculum

OBJECTIVE: To examine the role of a final year program of extramural placements in the undergraduate veterinary curriculum. DESIGN: An online questionnaire was made available to all students who completed the first lecture free final year of clinical placements offered by the Faculty of Veterinary Science, University of Sydney in 2004. The questionnaire collected information regarding the effectiveness of preparation for veterinary practice through: rating the usefulness of tasks and processes in achieving final year learning outcomes; collecting students' opinions on attributes vital to success as a veterinary practitioner and the value of extramural placements in developing these attributes; and rating the value of extramural placements in preparing students for veterinary practice. RESULTS: The most useful tasks or processes as evidenced by the percentage of students rating these tasks or processes as either very useful or useful were receiving feedback (80%) and completing case logs (78%). The main attribute considered vital to success as a veterinarian was communication skills and extramural placements were generally rated as very valuable in developing this competency. This program was considered to be particularly successful in facilitating the link between theory and practice, enabling the recognition and treatment of a range of diseases and developing interpersonal skills. CONCLUSION: The model for extramural placements implemented was generally regarded by students to be valuable in preparing them for veterinary practice.     

Effect of different methods of selection on the background, attitudes and career plans of first year veterinary students

OBJECTIVES: To compare the family, educational and animal-related backgrounds and career aspirations of students who were selected on the basis of academic criteria with those selected using additional criteria. METHODS: Questionnaires were completed during class time in the first few weeks of enrolment by incoming veterinary students at the University of Sydney, who had been selected on the basis of academic background, and at Charles Sturt University, selected using more broadly-based criteria. The data were transferred to an Excel spreadsheet, and frequency distributions and chi2 statistics estimated using the SAS System for Windows 8. RESULTS: Students selected principally on academic criteria alone had higher average UAI scores, were more likely to have completed high school in a capital city, and to have parents with higher education levels than those selected using additional criteria. Both groups indicated that their choice of veterinary science was based largely on their affinity for animals and keenness to work in a veterinary practice. However, those at CSU placed much greater importance than those at Sydney on a desire to live and work in a rural area, and a desire to help farmers. The broad-based selection methods were the main reasons for students applying to CSU whereas the reputation of the university was the main attraction for Sydney students. Two-thirds of CSU students, but one-third of Sydney students, planned to enter rural mixed practice when they graduated, and most planned to stay for at least 10 years. Conversely, no CSU students, but 42% of those at Sydney, planned to enter small animal practice initially. The percentage planning to work full-time in the first, fifth and tenth year after graduation was not significantly different between the two groups. CONCLUSIONS: Criteria which included actual experience with farm animals have resulted in the selection of more students who plan to enter and remain in rural mixed practice. Further studies over the longer term will be necessary to assess the extent to which these plans are realized.     

Veterinary students and their reported academic and personal experiences during the first year of veterinary school

Veterinary students completed an online survey regarding personal and academic concerns they experienced during their first year of veterinary school. Quantitative results showed a high degree of stress and anxiety among the study participants as well as concerns about time management and study skills. Quantitative analysis using chi-square tests revealed significant associations between concerns about study skills and the independent variables of relationship status and time since obtaining an undergraduate degree. Results of a thematic analysis undertaken with the qualitative data provide further insight into first-year experiences, indicating concerns about the intensity of the program and especially about time commitment, the amount of information students were expected to learn, and the amount of material they were expected to memorize. Another theme revealed that students did not feel academically prepared for some of their first-year courses, which led to their not liking those courses for which they lacked appropriate groundwork. Other themes highlighted the students' desire for more clinically relevant experiences during their first year as well as surprises regarding the maturity level of classmates and the level of support offered by professors. Given the results of this study, suggestions for counselors and others who work with veterinary students are provided.     

The European system of veterinary specialization

Veterinary specialist diplomas were available in many European countries during the second half of the 20th century. However, such an early recognition of the importance of veterinary specialization actually delayed the concept of the European veterinary specialist in Europe, compared with the United States, where the first specialist colleges were established in the 1960s, because it was felt that the national system was functioning properly and there was therefore no need for a new structure in the European countries. The European Board of Veterinary Specialisation (EBVS) was established in 1996, and currently there are 23 specialist colleges with more than 2,600 veterinarians officially listed in the EBVS register as European specialists. The Advisory Committee on Veterinary Training (ACVT) approved the establishment of EBVS but never implemented a supervising body (with ACVT representation). Such a body, the European Coordinating Committee on Veterinary Training, was later implemented by the profession itself, although it still lacked a political component. Each college depends on the EBVS, which has the function to define standards and criteria for monitoring the quality of college diplomates. To become a European Diplomate, veterinarians must have gone through an intensive period of training supervised by a diplomate, after which candidates must pass an examination. Although the term European veterinary specialist still does not have any legal recognition, national specialist qualifications are being phased out in many countries because of the inherent higher quality of EBVS specialist qualifications.     

Assessment of clinical reasoning skills in veterinary students prior to and after the clinical year of training

OBJECTIVE: To examine the effect of various clinical tracks within the veterinary medical clinical curriculum at Texas A&M University on clinical diagnostic proficiency as determined by pre- and post-training assessment. We expected that the clinical track chosen by the student would impact their measured outcome with bias toward higher scores in their chosen field. DESIGN: Prospective cohort study. STUDY POPULATION: 32 students from the College of Veterinary Medicine and Biomedical Sciences at Texas A&M University. PROCEDURES: By use of standardized, written case scenarios, clinical reasoning was assessed twice: once prior to the clinical (fourth) year of the curriculum and again at completion of the clinical year. Students demonstrated their abilities to collect and organize appropriate clinical data (history, physical examination, and laboratory findings), determine clinical diagnoses, and formulate and implement acceptable treatment modalities. Data from clinical assessments were compared for a given cohort and correlated with other measures (eg, grades, standardized test scores, and species-specific curricular track). RESULTS: Differences were detected in clinical diagnostic proficiency among students in different clinical tracks and for different species groups in the case scenarios. Tracking by species group in the clinical veterinary curriculum appeared to affect development of clinical reasoning and resulted in differential proficiency among cases for differing species groups. CONCLUSIONS AND CLINICAL RELEVANCE: Differences in clinical experiences between small animal tracks and all other track opportunities (large animal, mixed animal, and alternative) influenced the development of clinical proficiency in fourth-year veterinary students during their clinical training period.     

Outbreak of cryptosporidiosis among veterinary students

In January 2007, six veterinary students became infected with Cryptosporidium species, and records indicated that another student had been diagnosed in November 2006. It was established that the seven students had worked with cattle from the same farm. Microbiological tests indicated that they were infected with Cryptosporidium parvum. Subtyping by sequence analysis indicated a common source of infection for five of the students, but there was insufficient material to type the other two samples. Investigations indicated that the outbreak was caused by a lapse in hygiene, particularly handwashing, on a farm with enzootic C parvum in calves.     

Study of the influence of veterinary medical education on the moral development of veterinary students

Although veterinary medicine endorses high moral character and adherence to a code of ethics, to our knowledge, virtually no studies have examined the influence of veterinary medical education on the moral development of its students. Using the Kohlberg standard moral judgment interview, this study examined that relationship in a sample of 20 veterinary medical students (16.0% of the veterinary college's student body). The students were tested at the beginning and at the end of their veterinary medical education to determine whether their moral reasoning scores had increased to the same extent as those of other postgraduate students. It was found that normally expected increases in moral reasoning did not occur over the four years of veterinary medical education for these students, suggesting that their veterinary medical educational experience somehow inhibited their moral reasoning ability rather than facilitated it. With a range of moral reasoning scores between 313 and 436, the mean increase from first year to fourth year of 12.5 points was not statistically significant. Statistical analysis revealed no significant correlations between the moral reasoning scores on age or gender, although there were significant correlations with Medical College Admissions Test scores and grade point average scores.