The Clinician Investigator program in companion animal internal medicine at north Carolina State University

A retrospective study was conducted to describe the development and evolution of the combined internal medicine/PhD program, the Clinician Investigator (CI) Program, at North Carolina State University. Separate survey instruments were developed for individuals who had committed to completing both the residency and PhD components and for graduate advisors of individuals who were granted the PhD degree. Results are summarized here. Most CIs reported believing that each component of the program (clinical training and research training) provided mutual benefits and that their teaching skills were enhanced, particularly as a result of instructing students in the Veterinary Teaching Hospital. Opinions among both the CIs and the graduate advisors were divided about the benefits of a combined program compared with a sequential program; however, all but one of 11 CIs who completed the survey would enroll in the combined program again. The graduate advisors were overwhelming positive about the CIs they had advised and indicated that they would welcome a CI as a PhD student in their laboratory again. Suggested areas for improvement included guaranteed salary/stipend support for the average time to completion (six years) instead of for five years, as well as more emphasis on and guidance in identifying a graduate advisor earlier in the CI program so as to smooth the transition between the clinical and research training components of the program. It is hoped that other training programs will benefit from the summary of our experience with this program.     

Animal welfare training at the Ontario Veterinary College

The University of Guelph is internationally recognized as a leader in animal welfare and is home to the Colonel K.L. Campbell Centre for the Study of Animal Welfare and to numerous faculty with expertise in the discipline. However, while animal welfare receives significant attention within the agricultural college, its didactic teaching within the veterinary curriculum has been limited. Veterinary students receive four hours of instruction in animal ethics and apply their knowledge within the communication lectures and laboratories, totaling 11-15 hrs. Compulsory coursework explicitly addressing factual components of animal welfare science, welfare assessment, and associated animal-related policy constitute only 12 hrs throughout the four-year Doctor of Veterinary Medicine curriculum. However, an elective final-year clinical rotation and a graduate course specific to animal welfare were offered for the first time in 2004/2005. Student interest in animal welfare is evident through their participation in summer research projects in animal welfare, an animal welfare mentor group, and a student-run animal welfare club that organizes an Animal Welfare Forum each October. Veterinarians have important contributions to make in decision making about animal welfare issues, at clinician and policy levels. Although motivated individuals can seek out opportunities to expand their knowledge of animal welfare, a compulsory senior-level course in animal welfare is needed to develop the necessary depth of understanding of this discipline if veterinarians, as a profession, are to meet society's expectations about animal welfare.     

Mentoring within the veterinary medical profession: veterinarians' experiences as proteges in mentoring relationships

Veterinary medicine professionals have recognized the importance of enhancing mentoring of students, as recruitment and retention of students have become prominent concerns. The purpose of the present study was to examine the form and degree of mentoring experienced by practicing veterinarians, as well as to seek to understand the factors that influence effective mentoring relationships. Data concerning their own experiences with mentoring relationships were gathered from practicing veterinarians. Results suggest that most practicing veterinarians had mentors and that the most frequent and effective mentors were initial employers, followed by teachers and advisors. Behaviors aimed at career development and socio-emotional support correlated highly with the perceived effectiveness of the relationship. Perceived similarity between the protege and the mentor also predicted effectiveness. These results are discussed as they relate to veterinary education.     

Implementing a simulated client program: bridging the gap between theory and practice

INTRODUCTION: This paper outlines the design and implementation of an innovative communication skills training program at the Ontario Veterinary College (OVC). Based upon the body of research in human medical education reporting effective results through the use of standardized patients (SPs) for this type of training, an experiential learning laboratory using simulated clients (SCs) and patients was introduced to first-year veterinary students. METHOD: One hundred and four first-year students were assigned to 12 groups of eight or nine students plus a facilitator. Each student interacted with a simulated client and a patient while being observed by peers and a facilitator. The Calgary-Cambridge Observation Guide (CCOG) was used to guide students and facilitators with performance standards and feedback. Assessment strategies were utilized. RESULTS: Implementation of this program required extensive resources, including funding, expertise, facilitator training, time allotment in an already overburdened curriculum, and administrative and faculty support. Preliminary assessment revealed high student and facilitator satisfaction. The potential of this program for student education and assessment was recognized, and it will be expanded in years 2 and 3 of the DVM (Doctor of Veterinary Medicine) curriculum. CONCLUSIONS: Medical educators have created resources, including skills checklists and experiential learning modalities, that are highly applicable to veterinary medical education. Ongoing evaluation of the program is essential to determine whether we are meeting expectations for communication competency in veterinary medicine.     

Influence of alumni careers and students' educational pathways on animal science undergraduate teaching programs

In an attempt to aid the planning of courses and curricula in animal science, a survey instrument concerning careers, opinions and suggestions regarding education received was sent to 1,398 alumni who had graduated during the years 1956 to 1987. Longitudinal studies of 1972-82 entering animal science students, and a telephone survey of students who entered as freshmen in 1985-86, provided information concerning student profiles and educational interests. Fifty-two percent of alumni were women, 61% had obtained advanced degrees, about 50% were veterinarians, laboratory or medical scientists, business owners or managers, only 8% were ranch owners or managers, and the rest were engaged in a multiplicity of careers. Undergraduate experiences judged most important by alumni were obtaining academic skills, followed by advanced biology courses, animal science courses, work experience and developing the ability to continue learning. Alumni suggestions for change gave priority to offering more practical subject matter and business and economics in the animal science program, followed by more general education, research, science and theory, or no change. Approximately 30% of entering freshmen students graduated in the animal science major. Fifteen percent expressed interest in livestock, 23% in horses, 29% in companion animals, and the rest in a wide variety of animals.     

Veterinary school consortia as a means of promoting the food-supply veterinary medicine pipeline

Ideas about centers of emphasis and veterinary medical teaching consortia have resurfaced to attract students into food-supply veterinary medicine (FSVM). From 1988 to 2000 a multiple veterinary school consortium approach to food-animal production medicine (FAPM) teaching was conducted to handle regional differences in case load, faculty strengths, and student interests. Six universities developed a memorandum of understanding to provide a wide variety of in-depth, species-specific clinical experiences in FAPM to balance their individual strengths and weakness in addressing food-animal agriculture, to provide for student exchange and faculty development, and to conduct research in food safety. Changes in leadership, redirection of funds, failure to publicize the program to faculty and students, and a focus on research as opposed to teaching led to dissolution of the consortium. However, this approach could work to improve recruitment and retention of students in FSVM if it focused on student exchange, fostered a more integrated curriculum across schools, encouraged faculty involvement, garnered institutional support, and used modern technology in teaching. Private veterinary practices as well as public/corporate practices could be integrated into a broader food-animal curriculum directed at building competency among FSVM students by providing the in-depth training they require. Requirements for the success of this type of program will include funding, marketing, leadership, communication, coordination, integration, and dedicated people with the time to make it work.     

The Cornell Leadership Program for Veterinary Students

Cornell University hosts a summer program for veterinary students who aspire to research careers. The program features independent, faculty-guided research; vocational counseling; and professional enrichment activities that seek to build teamwork skills and to foster critical thinking and effective communication. A total of 255 students from 49 veterinary colleges worldwide have taken part in the program since 1990. Among those who have completed their veterinary education, approximately half have followed career trajectories of the kind envisioned by the program. While this outcome is gratifying, it was also learned that some program graduates subsequently withdrew from a research-oriented academic track after many years of graduate study. That disquieting outcome underscores the need to inform aspiring veterinary scientists about the realities of a research career; to structure their graduate studies in a manner that will maximize their prospects of success; to provide them with ongoing guidance and assistance; and to reward them at a level that will ensure that they remain in training for a period sufficient to realize their career expectations.     

盛彤笙院士的草业情缘--“盛彤笙草业科学奖学金”揭牌仪式发言稿

主席,各位老师,各位同学,各位来宾:首先,我衷心祝贺“南京农业大学盛彤笙草业科学奖学金”的设立。我因健康原因不能到会,深感歉疚。1981年我曾发起组建“盛彤笙兽医科学基金”,得到大家热烈赞助。此次又倡议设立“盛彤笙草业科学奖学金”,可能有些费解,请允许我略作说明。新中国成立前,盛彤笙先生任中央大学兽医微生物学教授。     

Practice-based education at Michigan State University

Practice-based large animal education at Michigan State University (MSU) was initiated in 1995. Urbanization of the area surrounding MSU and the declining number of livestock and farms to provide clinical experience under field conditions were the major reasons for adopting this educational model. Veterinary students, as a requirement for graduation from the professional program, must successfully complete a three-week clerkship in a private practice that has either a food animal or an equine emphasis. The objective of the practice-based program is to provide students with introductory on-the-farm experience, with emphasis on examination, diagnosis, treatment, and prevention of common medical and surgical conditions of horses and/or food animals. Participating practices must be located in Michigan, have a sufficient case load, be interested in teaching senior veterinary students, and be willing to interact with the program coordinator and attend annual meetings. Sixty-nine practices are currently participating. The program coordinator matches students to practices based on the students' species interest and background, the personalities of the student and practitioner, and any special concerns or needs of the students (health conditions, child care). Assessment of students includes a practitioner's performance evaluation and review of written assignments (case log, clinical case reports, and a practice management assessment report) by campus faculty. A pass/no pass grading system is used. Overall, the Practice-Based Ambulatory Program represents a successful model for meeting the clerkship objectives. Additionally, exposing students to a high volume of commonly encountered conditions in a private business setting complements the referral cases seen in our large animal teaching hospital.     

Promoting science-based careers through student-directed learning

Student-directed learning has been featured in a program aimed at promoting the entry of veterinary students into science-based careers. Pursuant to that objective, students participated in workshops and role-playing exercises calculated to enhance self-confidence and the development of leadership, teamwork, and communication skills. Insights into research careers and the optimal sequencing of graduate training were also gained through self-study and simulated interviews for research or service positions in industry. The modules were well received by students, who found them enjoyable and relevant to their career aspirations.     

Towards a humane veterinary education

There is a vast array of learning tools and approaches to veterinary education, many tried and true, many innovative and with potential. Such new methods have come about partly from an increasing demand from both students and teachers to avoid methods of teaching and training that harm animals. The aim is to create the best quality education, ideally supported by validation of the efficacy of particular educational tools and approaches, while ensuring that animals are not used harmfully and that respect for animal life is engendered within the student. In this paper, we review tools and approaches that can be used in the teaching of veterinary students, tools and approaches that ensure the dignity and humane treatment of animals that all teachers and students must observe as the very ethos of the veterinary profession that they serve. Veterinary education has not always met, and still often does not meet, this essential criterion.     

Externship program for large animal clinical education at the University of Minnesota: description and evaluation.

In 1970, the College of Veterinary Medicine at the University of Minnesota started an externship program as part of their large animal clinical education program. The basic idea was to work in cooperation with practitioners, using their practice world as a teaching resource. During the 1973-1974 school year, this program was evaluated by the University of Minnesota Measurement Services Center. In this externship program, senior year students spend 1 or 2 weeks in practice that closely matches each student's career interest, eg, cow-calf, dairy, swine, or zoo. The participating veterinarians are charged with the responsibility of performing as teachers during the field experience and of assisting the student in preparing a seminar topic. This seminar topic is presented in a discussion format during the spring quarter to other externship students, faculty, and attending practitioners. Since 1970, a total of 176 students have taken externships, and every year 15 to 20 group practices have participated. The principal evaluation results were based on questionnaire responses from 36 students and 20 practices during the 1973-1974 academic year. Students and practitioners indicated that the externship had been a beneficial experience for them. Many felt that the period of externship should have been longer. In general, practitioners agreed that students were able to manage most diagnostic situations and manipulative procedures that occurred during the externship. The seminar was judged by students and practitioners to be a valuable part of the program, and faculty who participated in the seminar believed that it made them more aware of field situations facing practicing veterinarians.     

An alumni survey to assess self-reported career preparation attained at a US veterinary school

The American Veterinary Medical Association (AVMA) Council on Education (COE) has challenged veterinary schools to improve self-assessment of curricular outcomes. One way to assess the quality of education is to gather feedback from alumni. To successfully gather feedback using a questionnaire, questions must be pertinent to veterinary education and include quantifiable responses. Several principles must be applied in questionnaire development to ensure that the questions address the intended issues, that questions are interpreted correctly and consistently, and that responses are quantifiable. The objectives of the questionnaire for alumni of Mississippi State University's College of Veterinary Medicine (MSU-CVM) were twofold: (1) to determine whether graduates were comparable to their US peers in terms of work opportunities and salary, and (2) to evaluate how well the CVM curriculum prepared students to begin their veterinary careers. Demographic categories used by the AVMA and published knowledge, skills, attitudes, and aptitudes of veterinary graduates were used in developing the questions. College-specific questions, such as those relating to student activities and impressions of college resources, were also incorporated. Questionnaires were mailed to participants, who could respond via the World Wide Web. Questionnaire results allowed leaders within the college to determine which aspects of alumni's experiences were exceptionally positive, which needed immediate response, and which might require further study. This article describes the application of principles in developing, administering, and analyzing responses to a questionnaire regarding veterinary education.     

Purdue University graduate certificate program in Veterinary Homeland Security

Our nation lacks a critical mass of professionals trained to prevent and respond to food- and animal-related emergencies. Training veterinarians provides an immediate means of addressing this shortage of experts. Achievement of critical mass to effectively address animal-related emergencies is expedited by concurrent training of professionals and graduate students in related areas. Purdue University offers a Web-based Graduate Certificate in Veterinary Homeland Security to address this special area of need. The program is a collaborative effort among the Purdue University School of Veterinary Medicine, the Purdue Homeland Security Institute, the Indiana State Board of Animal Health, the Indiana State Police, and others with the overall goal of increasing capacity and preparedness to manage animal-related emergencies. Individuals with expertise in veterinary medicine, public health, animal science, or homeland security are encouraged to participate. The Web-based system allows courses to be delivered efficiently and effectively around the world and allows participants to continue their graduate education while maintaining full-time jobs. Participants enhance their understanding of natural and intentional threats to animal health, strengthen their skills in managing animal-health emergencies, and develop problem-solving expertise to become effective members of animal emergency response teams and of their communities. Students receive graduate credit from Purdue University that can be used toward the certificate and toward an advanced graduate degree. Currently, 70 participants from 28 states; Washington, DC; Singapore; and Bermuda are enrolled.     

Assessing the statistical training in animal science graduate programs in the United States: survey on statistical training

Statistical analysis of data and understanding of experimental design are critical skills needed by animal science graduate students (ASGS). These skills are even more valuable with the increased development of high-throughput technologies. The objective of this study was to evaluate the perceived statistical training of U.S. ASGS. A survey with 38 questions was shared across U.S. universities, and 416 eligible ASGS from 43 universities participated in this study. The survey included questions on the demographics and overall training, graduate education on statistics, and self-assessment on statistics and career path of ASGS. Several analyses were performed: relationship between perceived received education (PRE; i.e., how ASGS evaluated their graduate education in statistics) and perceived knowledge (PK; i.e., how ASGS evaluated their knowledge in statistics from their education); ranking of statistical topics based on PRE, PK, and confidence in performing statistical analyses (CPSA); cluster analysis of statistical topics for PRE, PK, and CPSA; and factors (demographic, overall training, interest in statistics, and field of study) associated with the overall scores (OS) for PRE, PK, and CPSA. Students had greater (P < 0.05) PRE than PK for most of the statistical topics included in this study. The moderate to high repeatability of answers within statistical topics indicates substantial correlations in ASGS answers between PRE and PK. The cluster analysis resulted in distinct groups of “Traditional” and “Nontraditional” statistical topics. ASGS showed lower (P < 0.05) scores of PRE, PK, and CPSA in “Nontraditional” compared with “Traditional” statistical methods. Several factors were associated (P < 0.05) with the OS of PRE, PK, and CSPA. In general, factors related to greater training and interest in statistics of ASGS were associated with greater OS, such as taking more credits in statistics courses, having additional training in statistics outside the classroom, knowing more than one statistics software, and more. This study provided comprehensive information on the perceived level of education, knowledge, and confidence in statistics in ASGS in the United States. Although objective measurements of their training in statistics are needed, the current study suggests that ASGS have limited statistical training on topics of major importance for the current and future trends of data-driven research in animal sciences.     

畜牧领域专业学位研究生“双导师三段制”培养模式探索与思考:以兰州大学为例

畜牧领域专业学位研究生是为畜牧业输送人才的重要途径,进一步完善该领域研究生的培养模式对满足产业人才需求和研究生的职业选择具有重要意义。现行的畜牧领域专业研究生培养过程存在培养方式和产业需求不太匹配、导师队伍实践能力弱和“双导师三段制”培养模式缺少标准等问题。本文从提升导师专业实践能力、系统设计“双导师三段制”培养模式和培养研究生创新创业能力等角度探索和尝试,为提升畜牧领域专业学位研究生理论、实践和创新创业能力提供参考。     

What are animal science departments doing to address contemporary issues?

Animal science departments are principle progenitors and disseminators of scientific information relating to the production of agricultural animals and their food products. The Land-Grant university missions of teaching, research, and extension are conduits designed to advance and enhance scientific knowledge within agriculture and to make this knowledge available to the public. I conducted an electronic survey to determine whether animal science departments are addressing contemporary issues through the traditional missions of the Land-Grant university system, which issues they are addressing, and how they are addressing these issues. Sixty-three animal science department administrative heads (AH) were contacted through an E-mail listserve maintained through Michigan State University. An introductory letter described the goals of the survey and asked the AH to submit contact information for faculty coordinators of teaching, research, and extension within their departments. Forty-nine percent of the administrative heads responded and submitted contact information for 72 faculty members. Survey questions were sent to the identified faculty. The total survey return was 38.9%, 37.7% of the respondents answered questions for teaching, 31.1% for research, and 31.1% for extension. Animal waste, animal welfare, and food safety are examples of issues where all three missions have concentrated efforts. However, graduate student education on issues was identified as lacking emphasis. Animal science departments are responding to contemporary issues in all three of the Land-Grant mission components.     

生态学知识在大学生日常管理中的应用

随着独生子女大学生数量的不断增加，高校学生管理工作的难度越来越大。生态学是研究生物与其环境之间关系的学科，其许多内容可以应用到学生管理工作中。从适应性、竞争、合作以及牺牲精神等方面，结合生态学知识与学生教育管理进行论述，以期为高等教育中的学生管理工作提供参考。     

Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.     

Mainstreaming alternatives in veterinary medical education: resource development and curricular reform

Veterinary medical educators are charged with preparing students to enter practice in veterinary medicine during a four-year, intensive, professional education program. This requires giving students in laboratory training that involves dead, anesthetized, or conscious animals, so that they become proficient in the expected range of veterinary knowledge, skills, and abilities. Undeniably, experience with animals is essential to prepare students for a profession in which animals comprise the total domain. However, the consumptive use of animals for teaching students, especially in laboratories, is increasingly subject to regulatory requirements, while also being scrutinized by animal protection groups, and has become a common focus of contention among veterinary students. Not surprisingly, the use of animals in teaching has sharply declined over the past few decades, as new teaching resources and methods, involving less consumptive use of animals, have been incorporated. This change in veterinary medical education has occurred on such a wide scale, in almost all veterinary schools and colleges, that the educational approach can serve as a model for further developments within the veterinary educational community and, indeed, for animal-related material in secondary schools and undergraduate higher education. This article highlights examples of the leadership provided by veterinary educators in developing alternative teaching resources and methods, while maintaining the high level of proficiency expected from traditional educational approaches.