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.     

Veterinary medicine in New York State: overview of distribution patterns.

An understanding of the distributional patterns of Veterinary practitioners in New York State can assist in optimizing veterinary services and opportunities. Veterinarians have been arrayed by type of practice and location within counties and major land form regions. Relationships between the number of practitioners and human and animal populations have been examined in these areas and show the inadequacy of basing veterinary needs on human population data. In contrast, large animal numbers show a much closer correspondence to veterinary practitioners, with ranges of 3341 to 6561 animals being serviced per veterinarian in the large and mixed service fields (98% of these totals are food animals). Data on age composition and degree institution (in-state versus out-of-state) provide indications of the length of service, turnover rate and retention rate for practitioners trained in New York State. At present 60 percent of New York State practitioners received their education at Cornell and more than three quarters of the active total completed their education since 1950.     

Trends in gender, employment, salary, and debt of graduates of US veterinary medical schools and colleges

Objective-To characterize trends in gender, employment, starting salaries, and educational debt of graduates of US veterinary medical schools and colleges from 1988 to 2007. Design-Meta-analysis. Sample Population-Veterinary medical graduates from 26 or 27 of 27 US veterinary schools and colleges from 1988 through 2007. Procedures-Data were obtained from surveys published in the JAVMA. A chi(2) test for trend was used to analyze trends in choices of employment and educational indebtedness for the veterinary graduate populations over time. Results-The greatest changes in employment occurred in predominantly large animal practice, which attracted 10.7% of new graduates in 1989 but only 2.2% in 2007, and in advanced study, which attracted 15.2% of new graduates in 1989 and 36.8% in 2007. In 2007, 75% of graduates were women, but this gender shift was not associated with the decline in the percentage of graduates entering rural practice. From 1989 through 2007, starting salaries in private practice increased at a rate of 4.60%/y. During the same period, educational debt increased at an annual rate of 7.36%, or 60% higher than the rate of increases for starting salaries. As a result, debt at graduation increased from 1.1 times the starting salary in 1989 to 2.0 times the starting salary in 2007. Conclusions and Clinical Relevance-Veterinary students are now more in debt than they have ever been. This trend together with a substantial increase in the rate of interest charged for government-backed education loans create conditions for new graduates that appear unsustainable.     

Defining the attributes expected of graduating veterinary medical students, part 2: external evaluation and outcomes assessment

We have previously defined a set of 62 attributes-12 in the area of professional characteristics, 28 addressing knowledge and understanding, and 22 delineating skills-that veterinary students should be expected to have demonstrated by the time of their graduation (Walsh DA, Osburn BI, Christopher MM. Defining the attributes expected of graduating veterinary medical students. J Am Vet Med Assoc 219:1358-1365, 2001). We have used this set of attributes as the basis of an outcomes assessment completed by California practitioners to determine whether graduates from the University of California School of Veterinary Medicine are meeting these expectations. Based upon this assessment, these 62 defined attributes appear to reflect very well practicing veterinarians' views and expectations of DVM graduates. The survey results also indicate that, overall, the recent University of California graduates are meeting these set of expectations. Simultaneously, the outcomes assessment focused attention on several areas, including private practice management, work expectations for successful practice, and surgical capabilities. For each, California practitioners recommended that the definition of the expectation be expanded and that the level of achievement by graduates be improved. Defining a set of attributes expected of veterinary graduates is a key step in obtaining an effective outcomes assessment of a professional educational program.     

Final-year student and employer views of essential personal, interpersonal and professional attributes for new veterinary science graduates

Objective To describe the perceptions of final‐year veterinary science students regarding the importance of a variety of personal, interpersonal and professional attributes for new graduates, and to compare these with the views held by employers of new veterinary science graduates. Design Final‐year veterinary science students at The University of Queensland and a sample of employers of new graduates from The University of Queensland were surveyed using a written questionnaire. Results The distributions of responses given by students and employers did not differ significantly for 44 of 54 attributes listed. Communication skills, teamwork, respect for co‐workers, honesty and an awareness of personal limitations were valued highly by students and employers. Conclusion Final‐year students and employers of new graduates from The University of Queensland ascribe similar importance to a variety of personal, interpersonal and professional attributes for new veterinary science graduates.     

The future of training for aquatic animal health veterinarians

This article describes educational approaches for training veterinary students, veterinary graduates, and practicing veterinarians in the area of aquatic animal health and lists a range of general research, training, internship/residency, and continuing-education resources.     

Work conditions, job preparation, and placement strategies for food-animal veterinarians

This study examines the responses of 1,047 human-resources personnel who recruit veterinarians for positions in their organizations. Work conditions in the organization, lifestyle and time-management issues, job benefits, job expectations, supervisor relations, and the physical demands of veterinary work are studied. Comparisons are made between four different occupational areas: food animals, mixed animals, companion animals, and industry positions in veterinary medicine. The findings portray a career in food animal medicine as very positive. Recruiters also make recommendations to colleges of veterinary medicine for strategies to improve the preparation and placement of their graduates.     

R(X) for recruitment and retention of veterinarian scientists: money, marketing, mentoring

Veterinary medicine is failing both to sustain its academic base and to meet national needs for research in the fields of comparative medicine (translational research), public health, and food production. The basis for the shortage of veterinarians with research expertise is multi-factorial and related to the substantial commitment of time and money required to obtain both a DVM and advanced training, as well as the lack of motivation among veterinary students to engage in biomedical science. Effective strategies for increasing the number of veterinarian scientists must address these issues using a balanced combination of money, marketing, and mentoring. Success will require not only that we increase and improve opportunities for research training, but also that we create and sustain veterinary college environments that attract, foster, and reward dedication to research. The 'research pipeline' needs to be transformed into a 'research manifold' with multiple portals for entry and re-entry of trainees. Age-appropriate educational and mentoring programs should be implemented at K-14, baccalaureate, veterinary college, post-graduate, and junior faculty levels to promote recruitment, training, and retention of veterinarian scientists. New initiatives are especially needed to attract students with primary interests in science and biomedical research to the veterinary profession and to facilitate transition of motivated veterinary graduates from private practice to research careers. Specific examples of such programs are presented and future directions are discussed.     

Factors influencing veterinary students career choices and attitudes to animals

The purpose of the study was to investigate the influence of demographic and experiential factors on first-year veterinary students career choices and attitudes to animal welfare/rights. The study surveyed 329 first-year veterinary students to determine the influence of demographic factors, farm experience, and developmental exposure to different categories of animals on their career preferences and on their attitudes to specific areas of animal welfare and/or rights. A significant male gender bias toward food-animal practice was found, and prior experience with particular types of animals--companion animals, equines, food animals--tended to predict career preferences. Female veterinary students displayed greater concern for possible instances of animal suffering than males, and prior experience with different animals, as well as rural background and farm experience, were also associated with attitude differences. Seventy-two percent of students also reported that their interactions with animals (especially pets) had strongly influenced the development of their values. Animals ranked second in importance after parents in this respect. The present findings illustrate the importance to issues of animal welfare of the cultural context of past experience and influences on attitude development. The results also suggest that previous interactions with animals play a critical role in guiding veterinary students into their chosen career, as well as in helping to determine their specific employment preferences within the veterinary profession. From an animal welfare perspective, the dearth of women choosing careers in food-animal practice is a source of concern.     

The University of California Veterinary Student Leadership Program: comparison of a five-day with a three-day course

Leadership skills can be learned and leadership activities can be stimulated with an effective educational program. The University of California, Davis, School of Veterinary Medicine has demonstrated and previously reported on the enthusiasm for and outcomes of their five-day leadership program for incoming veterinary students. The course was altered and again offered as a five-day program to the next veterinary class but, because of timing and limited resources, was reduced to three days the following year. Thirty students were accepted each year on a first-come first-served basis. This article compares the five-day and three-day program curricula and post-program evaluations. Although the students decided whether or not to participate, short-term effects of the programs were the introduction of a new vocabulary, improved confidence to become leaders, and stimulation of student participation in veterinary student leadership roles. A course like this can get students off to a good start, but it is very likely that to achieve a long-term effect, continued exposure throughout the veterinary curriculum is needed.     

Evaluating the curriculum of the veterinary school of Firat University, Turkey, in terms of professional and technical skills

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.     

Public health education at Michigan State University

Many reports have highlighted the need for the veterinary profession to fill critical shortages of veterinarians in public health and food safety. Michigan State University's College of Veterinary Medicine offers educational programs within the professional veterinary curriculum, as well as graduate degree programs, to meet these societal needs. Within the scope of the professional veterinary curriculum, educational opportunities in public health include clerkships in veterinary public health and an innovative Web-based curriculum on judicious use of antimicrobials. For graduate degree programs, Michigan State University has a memorandum of understanding with the University of Minnesota for the Master of Public Health degree and an innovative Online Professional Master of Science in Food Safety degree program. A new option available is the opportunity for veterinary students to pursue the Master of Science in Food Safety concurrently with the DVM (DVM/MS in Food Safety). These educational programs will prepare graduates to meet societal needs in public health and food safety.     

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.     

Evaluation of the expectations, learning and competencies of surgical skills by undergraduate veterinary students performing canine ovariohysterectomies

Objectives : To investigate the development of surgical skills of veterinary undergraduates and determine the number of canine ovariohysterectomies required to achieve competency and reduce levels of student concern. This was compared to student expectations and that of employers regarding surgical ability and provision of support to new graduates. Methods : A questionnaire regarding surgical concerns was sent to final year veterinary students enrolled within the University of Bristol, UK. A questionnaire was also sent to 200 UK veterinary practices regarding their impressions of surgical competence of new graduates and their provision of supervision. The responses were compared. Eleven additional final year students performed five canine ovariohysterectomies and graded their concerns. The number of supervised canine ovariohysterectomies required until competency was determined. Results : 80·4% of final year veterinary undergraduates replied that the surgical procedure which they were most concerned about their ability to perform was canine ovariohysterectomy. Students and veterinary practitioners differed in their opinions regarding whether they considered canine ovariohysterectomy to be a “day one skill” and what were desirable levels of supervision. Completing a minimum of four canine ovariohysterectomies led to 81·8% of students being assessed as competent. Clinical Significance : An unrealistically high expectation of competency by students may be a source of stress and concern. Employers should aim to provide hands‐on support whilst new graduates complete at least four canine ovariohysterectomies. Postoperative haemorrhage is uncommon but is the main concern for students.     

The attitudes of minority junior high and high school students toward veterinary medicine

There is a documented lack of racial diversity in veterinary medicine. It has been suggested that lack of animal ownership by minorities, cultural and ethnic biases relating to animals, and a lack of role models of color within the veterinary profession are reasons for the lack of racial diversity in veterinary medicine. The purpose of this study was to survey the attitudes of minority junior high and high school students toward veterinary medicine. It was hypothesized that African American and Latino students in New York City (NYC) would have limited experience with veterinary medicine and would not have a favorable attitude toward the profession. In fact, the survey, which was sent to several NYC schools, found that minority students have a positive view of animals and of veterinary medicine. The survey also showed that a deficiency of minority role models for students, a lack of interest in and enjoyment of veterinary medicine on the part of students, a perception on the part of students that veterinary medicine does not provide a satisfying lifestyle, and inadequate student exposure to the profession are key factors in the lack of racial diversity in veterinary medicine.     

Complications of Elective Ovariohysterectomies in the Dog and Cat at a Teaching Institution: Clinical Review of 853 Cases

DURING 1975–1978, 853 dogs and cats were presented to the New York State College of Veterinary Medicine (NYSCVM) at Cornell University for elective ovariohysterectomy (OVH). These cases did not include any surgery performed for pathologic reasons (such as pyometra or uterine injury). All the procedures were performed by fourth-year veterinary students under the direct supervision of attending interns or residents.     

Undergraduate veterinary education at University College Dublin: a time of change

The final-year Bachelor of Veterinary Medicine (MVB) class of 2005 were the first cohort of students to complete the new curriculum at the Faculty of Veterinary Medicine, University College Dublin (UCD). The new curriculum is a fundamental departure from the traditional curriculum that had served the veterinary profession in Ireland over many years. The change was not a precipitate action but the outcome of a prolonged and thorough examination of the realities of veterinary medicine, its science and its art, in the first decade of a new millennium. Over recent decades, rapid and fundamental changes have been witnessed in the economic, cultural, and ethical environment in which the veterinary profession operates, and these changes, coupled with the "information explosion," dictated an examination of the educational paradigm. The new curriculum exposes the first-year class to veterinary information technology and problem-based learning (PBL). In the second year, students are instructed in clinical examination, history taking, and client communication skills, in addition to further exposure to PBL. The third and fourth years are now systems-based, with coordinated input from microbiologists, parasitologists, pathologists, and clinicians in teaching each body system. The first lecture-free final year in the 104-year history of veterinary education in Ireland consists of clinical rotations and a four-week elective pursued within the faculty or at other recognized institutions. Students must also complete a minimum of 24 weeks' extramural studies (EMS). Critically, the development and assessment of all courses in the new undergraduate degree program has been driven by carefully thought out learning outcomes. The new curriculum will provide graduates with the essential knowledge and skills required for entry into the veterinary profession. Society expects these qualities from veterinarians in the interests of the communities they serve during their professional careers. In addition, the curriculum should foster the ability to adapt to changing circumstances, instill the desire and ability to work in teams, and develop life skills. It is hoped that the academic innovations will arouse the intellectual curiosity and commitment to lifelong learning that future graduates will require if they are to retain the confidence of the society in which they work in the future.