质量管理在兽药企业GMP实施中的运用

在兽药企业GMP体系管理工作中落实ISO9000标准的八项质量管理原则，会更加充实兽药企业GMP管理体系的基础，使实施GMP的成果得到巩固，并有所创新。     

Importance-performance analysis of food-supply veterinary medicine career commitment

This study presents the results of an analysis that identifies factors important to veterinary students in making a lifetime commitment to a particular career area. Using an importance-performance framework, the study evaluated 28 veterinary career attributes. Results indicate that to develop greater lifetime commitment among students, careers in food-supply veterinary medicine need to improve in the areas of health care and retirement benefits, free time available for family, opportunities to become authorities in the field, opportunities for advancement, and more contact with peer veterinarians.     

About veterinary education in Iraq

The cons and pros of veterinary education in Iraq are described. Started as a small institution, with few students and with foreign staffs, then expanded to enroll more than hundred students each year, with all Iraqi staff. The graduates of the Veterinary College played an important role in monitoring animal health, supervising research projects involving animal welfare, some served as educators of various veterinary science specializations, others worked as private practitioners or recruited in the army. Veterinary education was very vital, as other sciences for progress of the country.     

200 years of education in veterinary medicine and veterinary activity in Czechoslovakia

The development of veterinary medicine in the Czechoslovak Socialist Republic is evaluated on the occasion of the 200th anniversary of the first lectures on veterinary science at Charles University in Prague (1784). Efforts to found a special veterinary school in Prague date back to the beginning of the 19th century; more than 20 petitions and interpellations concerning the establishment of such a school had been presented to the Bohemian Diet and the Imperial Parliament since 1841. The efforts for the establishment of this school were gradually conjoined with the national-revivalist and national-liberation movement. However, the veterinary university was established only in 1918, in Brno, when Czechoslovakia won independence. The development of veterinary medicine in the territory of today's Czechoslovakia is appreciated positively, mainly in the last 100 years. However, it was only after 1948--in the process of the transition from small-scale farming to large-scale socialist agricultural production--that all the needed practical and economic conditions were created for the development of veterinary medicine. The veterinary service was nationalized in 1951 and adequate material and technical backgrounds were built. Another veterinary university schools was introduced, and post-graduate studies and veterinary extension activities were started.(ABSTRACT TRUNCATED AT 250 WORDS)     

Piloting interprofessional education interventions with veterinary and veterinary nursing students

Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE. Based on stakeholder consultations, two teaching interventions were modified or developed for use with veterinary and veterinary nursing students: Talking Walls, which aimed to increase individuals' understanding of each other's roles, and an Emergency-Case Role-Play Scenario, which aimed to improve teamwork. These interventions were piloted with volunteer veterinary and veterinary nursing students who were recruited through convenience sampling. A questionnaire (the Readiness for Interprofessional Learning Scale [RIPLS]) was modified for use in veterinary education and used to investigate changes in attitudes toward IPE over time (pre-intervention, immediately post-intervention, and four to five months afterward). The results showed an immediate and significant positive change in attitude after the intervention, highlighting the students' willingness to learn collaboratively, their ability to recognize the benefits of IPE, a decreased sense of professional isolation, and reduced hierarchical views. Although nearly half of the students felt concerned about learning with students from another profession before the intervention, the majority (97%) enjoyed learning together. However, the positive change in attitude was not evident four to five months after the intervention, though attitudes remained above pre-intervention levels. The results of the pilot study were encouraging and emphasize the relevance and importance of veterinary IPE as well as the need for further investigation to explore methods of sustaining a change in attitude over time.     

Computer applications in veterinary medical education

This is a review of the various computer applications used in veterinary medical education. The various applications include drill-and-practice, tutorial, problem-solving, testing, educational management programs, educational games, word processing, educational utilities, authoring programs, and simulations.     

Outcomes assessment in veterinary medical education

The Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM) agreed to perform outcomes assessment (OA) as part of the accreditation review process for the American Veterinary Medical Association (AVMA). Nine OA instruments were developed and validated by a 20-member accreditation committee. The instruments were also pre-tested by a subset of the target population. The instruments were for alumni one to five years post-graduate, alumni 6-15 years post-graduate, faculty, staff, DVM students, employers of veterinarians, referring veterinarians using the Blacksburg campus, and referring veterinarians using the Leesburg campus. In addition, data were used from OA surveys previously done for the Office of Research and Graduate Studies. Data from the surveys were incorporated into each of the 11 Essentials for Accreditation required by the AVMA. The process of OA provided a comprehensive assessment of the many aspects of the operation of the college. An important follow-up to the OA process is use of data to enhance and/or re-prioritize existing programs.