Veterinary dairy herd health management in Europe: constraints and perspectives

The nature of veterinary work in dairy health management in Europe has changed over the past years and will change even more dramatically in the near future. The consumers and the media show increasing concern about animal welfare, safety of products of animal origin and traceability of animal products. Farmers in Europe have to produce under strict, often expensive and laborious regulations, while still commercially competing with farmers outside the EU and not subject to the same rules. Veterinarians should adapt their knowledge and skills to the new challenges and developments of the dairy sector. Dairy farmers nowadays ask for support in areas that go beyond clinical activities: environmental protection, welfare, nutrition, grassland management, economics and business management. Bovine practitioners should be able to advise in many different areas and subjects--that is the challenge to our profession. Veterinary education with regards to cattle health management should start with individual animal clinical work, which constitutes the basis of herd health advisory programmes. The bovine practitioner should then look beyond that and regard the herd as the unit. Each diseased cow or group of cows should be detected early enough to avoid financial losses or such losses should be prevented altogether by detecting and managing risk factors contributing to disease occurrence. Herd health and production management programmes represent the first level to optimise dairy farm performance. Expansions to that should further be considered, comprising both animal health and welfare issues, as well as food safety and public health issues. The latter could be addressed by quality risk management programmes following the HACCP-principles. Cattle veterinarians should follow recent developments and invest in new skills and knowledge in order to maintain their usefulness to the modern dairy farmer. Finally we are convinced that the cattle practitioner should evolve into this direction, otherwise the veterinarian as we know him will miss the train in the next years.     

Training health professions instructors for the twenty-first century: the Dundee experience

This article describes the award-bearing program of courses for instructors and trainers of health care professionals in medical education that is available through the Centre for Medical Education, University of Dundee, Scotland, UK. The program is designed for those who wish to enhance their teaching skills and acknowledges the different roles that a instructor must undertake. The program is open to health care professionals throughout the world. Participation from across the world has increased on a yearly basis; currently we have upwards of 1,000 health professionals studying with us. This article describes the educational philosophy underpinning the course structure. It looks at the special features of the course, such as the outcome-based approach and the linking of theory to practice. The course design, delivery, content, and assessment are explained, as well as some new developments and collaborative work. It is hoped that this article will be of interest to journal readers wishing to undertake a qualification in health professions education.     

Two students' reflections on their training in animal handling at the University of Sydney

Basic animal-handling skills are essential for any veterinary practitioner to work safely and confidently. This short article offers the reflections of two students who undertook training in basic animal-handling skills at the University of Sydney as part of the Veterinary Science degree program. Several students attending their final-year clinical rotation at the University of Sydney were asked to informally assess their own basic animal-handling skills at the beginning of the course and in their final year. These perceptions were matched to career choices and demonstrated the positive effect of skills training in career choice. As with any skills-based training program, limitations such as time and finances place restrictions on student learning, and there is a continual need to assess and, where possible, make improvements to the program.     

从现代法语教材《走遍法国Ⅰ》看非言语行为的交际功能

以现代法语教材《走遍法国Ⅰ》中大量非言语行为的运用为实例,结合当今副语言学、身势学、近体学等新兴学科理论,对非言语行为在日常生活中的交际功能进行分析和讨论,旨在帮助学生在外语学习过程中对这一现象的了解,对非言语交际功能的重视,从而提高自身综合交际能力,更好地掌握一门外语。     

Enhanced communication by developing a non-anxious presence: a key attribute for the successful veterinarian

In the recent past much has been written about non-technical skills in veterinary medical education. This dialogue has focused extensively on competence in behaviorally based communication skills for successful veterinary practice. Other relationship-based communication skills are also useful in communication, such as self-awareness, flexibility, non-judgment (compassion), and being present. All of these relationally based skills are present in the concept of non-anxious presence. This article will review the history of the term 'non-anxious presence' (NAP), discuss a proposed model of NAP for the veterinary medical environment, and review some methods useful in teaching NAP in veterinary medical education.     

Impacting policy through science and education

Scientists, researchers, and their findings are critical factors in helping to resolve contemporary societal problems. Because of the tremendous interconnectivity of our lives and the expanded scope and scale of the medical and health problems we face, the research community needs to be both more involved and more competent in the development of public policy and to become more effective participants in the political and media activities in which their work is firmly embedded. This article suggests that researchers and scientists will be more relevant, have more impact, and be more productive if they can blend outstanding science with new non-cognitive skills that can reinforce the important social context of their work.     

Meat inspection in New Zealand: prospects for change

Regulatory authorities are facing increasing challenges with respect to the newly-recognised public health risks associated with meat products. Meat inspection resources should be allocated according to their maximum ability to reduce food-borne hazards, rather than according to the classical rules of meat inspection. Scientific evaluation of routine post-mortem inspection procedures for each class of livestock, introduction of the Hazard Analysis Critical Control Point approach to process control, on-line testing for microbiological hazards and residues, and effective management of production, processing and inspection data are central to this process. The meat inspection system that has evolved in New Zealand reflects a response to non-scientific forces such as market requirements and industrial practices rather than scientific discipline. In the future, the daily routine of meat inspectors will be extended well beyond their current slaughterfloor responsibilities, and veterinarians will require specialist skills. Science should be the basis for international food regulation and policy concepts such as equivalence or mutual acceptance are achievable on this basis.     

Residency selection perceptions held by diplomates of the American College of Veterinary Ophthalmologists and veterinary ophthalmology residency applicant data

Diplomates from the American College of Veterinary Ophthalmologists (DACVOs) who do not select residents concur with DACVOs involved in the selection of residents that it is a subjective process. Both groups believe that residents are selected on the basis of their perceived intelligence, hardworking attitude, and effective communication skills, along with the impression that the resident will fit well into a particular work environment. Survey data from successful veterinary ophthalmology resident applicants identify several helpful criteria. Applicants should have demonstrated academic achievement, including publication or presentation of information. Achievement of an advanced degree was helpful in obtaining a program. Although interviews may not be required for application to a program, they are extremely helpful in obtaining a position. Excellent communication skills are an asset.     

Work-related stress in the veterinary profession in New Zealand

AIM: To investigate sources of work-related stress in the veterinary profession in New Zealand, perceptions of levels of stress being experienced, and the social support that veterinarians are using to manage work-related stress. METHODS: A postal survey was distributed to 1,907 veterinarians registered with the Veterinary Council of New Zealand (VCNZ). The survey collected information on respondents' age, gender, type and number of people in the workplace, stress levels, depression, suicidal thoughts and attempts, causes of stress and sources of support. RESULTS: Nine hundred and twenty-seven (48.6%) veterinarians returned useable responses. Veterinarians who were retired, working overseas or did not provide information about their type of work were excluded from the analysis, leaving data from 849 (44.5%) veterinarians. Women experienced more work-related stress and depression than men, veterinarians in small animal/mixed practice reported more stress and depression than those in other types of work, and younger veterinarians experienced higher levels of stress than older veterinarians. The main sources of stress were hours worked, client expectations, and unexpected outcomes. Respondents were also stressed by the need to keep up their knowledge and technical skills, and by personal relationships, finances and their expectations of themselves. Most respondents reported that they had good networks of family and friends to help them deal with stress. In general, respondents tended to rely on informal networks such as family and friends, other veterinarians and workmates to provide support. The small proportion of respondents who reported clinical depression or suicidal thoughts or attempts were more likely than respondents in general to have used health professionals, counselling, pastoral/spiritual support and the Vets in Stress phone line, but less likely to have sought support from employers and workmates. CONCLUSIONS: There is a need for a wide range of strategies to manage work-related stress among veterinarians. Sources of stress in the workplace must be identified and strategies developed to control those which present a significant hazard. Strategies may include attention to workloads and working hours, design of work processes, and increasing social support. Training in work-related skills such as communication, conflict management and stress management may be helpful where lack of these skills is contributing to stress. Support services such as help lines and mentor schemes are also available and information about these needs to be more accessible.     

Enhancing clinical learning in the workplace: a qualitative study

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.     

美国高校社会服务工作对我国高校草坪科学学科建设的启示

除了教学和科研工作外,大部分美国高校对农业类学科包括草坪学科的专业师资在职责要求方面还有重要的一项-"Extension",即社会服务。社会服务的工作量因人而异,但总体来看基本都做到了"分配到人";除了专业教师,学校对于学生也要求或鼓励其参与各类校内外拓展活动。这与我国高校教师社会服务(或专业拓展)工作,以及基于此提出的"产学研"等类似的工作模式都有较大不同。草坪科学是一门新兴的学科,应用性较强,知识生产和知识创新都离不开实践。因此从学术驱动的内因和大学的价值来讲,大学的社会服务工作是极其重要的。本文简略介绍美国高校草坪科学教师的社会服务工作情况,希望能够对我国的草坪科学学科建设以及师资组建和培养提供参考。     

Veterinary practitioners in rural Australia: a national survey

OBJECTIVES: To assess the attitudes of Australian veterinarians to issues related to rural veterinary practice. METHODS: A questionnaire was completed by 1367 AVA members, and the data were analysed using the SAS System for Windows 7.0. RESULTS: The country lifestyle and the type of work were seen as major advantages for rural practitioners, and long working hours and after hours demands coupled with sexist attitudes in the case of women, were seen as the main disadvantages. Remuneration, the tiring and often dangerous nature of the work, and social and professional isolation were also seen as major disadvantages. Personal qualities, including the ability to relate to rural people and to fit into rural communities were seen as the most important qualities for a veterinarian in rural practice. The future of rural practitioners was seen to be closely linked to their ability to contribute to the financial viability of the whole animal enterprise and to the fortunes of the rural industries. Companion animals were also seen as a key part of the future work of rural practitioners. CONCLUSIONS: Rural practitioners are characterised by a strong commitment to rural life and work, and they will increasingly be required to contribute to the financial viability of the whole animal enterprise. The full range of professional skills required are likely to be beyond the scope of the undergraduate veterinary course, but the internet and other modern forms of distance education should help practitioners to acquire relevant skills.     

ASAS Centennial Paper: Future research in physiology and endocrinology

Over the next quarter century in North America, the following eventualities are likely for physiology and endocrinology research with agricultural animals. 1) Total funding adjusted for inflation will change little but will come less from public sources, and most of that will be in the context of human health. Much of the privately funded research will be herd specific and remain proprietary. 2) The numbers of MS, PhD, and postdoctoral students probably will decrease, but research in the context of credentialing will remain important. 3) Resources such as expanded databases in genomics and proteomics, and remarkable new tools such as small inhibitory RNA will continue to become available, likely at a faster rate than in the previous 25 yr. 4) The huge amounts of data from production agriculture will make agricultural animals ideal models for some kinds of basic research, such as studying fetal programming, resulting in synergy with more applied research. Most of these experimental animals will be in private production herds and flocks, even when work is publicly funded. 5) The trend toward more interdisciplinary research will continue, especially considering interactions among reproduction, health, nutrition, selective breeding, management factors, and societal concerns; reductionist research probing deeper into cellular and molecular mechanisms will remain important, as will whole-animal approaches. 6) Agricultural animals are a product of evolution plus selective breeding. Insights drawn from the former will aid progress in the latter. One focus of research in physiology and endocrinology will be understanding heterosis, inbreeding depression, and epigenetic effects as it becomes possible to manipulate and identify the allelic structure of individual animals. 7) Additional insightful concepts will evolve that will simplify thinking in some respects, such as the maternal to embryonic shift in transcribed RNA in early embryos; however, animal biology will turn out to be even more complex than most of us currently imagine.     

Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings

Communication is a critical clinical skill closely linked to clinical reasoning, medical problem solving, and significant outcomes of care such as accuracy, efficiency, supportiveness, adherence to treatment plans, and client and veterinarian satisfaction. More than 40 years of research on communication and communication education in human medicine and, more recently, in veterinary medicine provide a substantive rationale for formal communication teaching in veterinary education. As a result, veterinary schools are beginning to invest in communication training. However, if communication training is to result in development of veterinary communication skills to a professional level of competence, there must be follow-through with effective communication modeling and coaching in practice settings. The purpose of this article is to move the communication modeling and coaching done in the "real world" of clinical practice to the next level. The development of skills for communication coaching and feedback is demanding. We begin by comparing communication coaching with what is required for teaching other clinical skills in practice settings. Examining both, what it takes to teach others (whether DVM students or veterinarians in practice for several years) and what it takes to enhance one's own communication skills and capacities, we consider the why, what, and how of communication coaching. We describe the use of teaching instruments to structure this work and give particular attention to how to engage in feedback sessions, since these elements are so critical in communication teaching and learning. We consider the preconditions necessary to initiate and sustain communication skills training in practice, including the need for a safe and supportive environment within which to implement communication coaching and feedback. Finally we discuss the challenges and opportunities unique to coaching and to building and delivering communication skills training in practice settings.     

Oral biology and disorders of lagomorphs.

Rabbit medicine, and dentistry in particular, is still at an early stage of development. With an understanding of the underlying oral physiology it is possible to devise an appropriate treatment regime for most dental problems after the nature and extent of disease has been assessed. Although many of the dental problems that are seen in practice cannot be cured, most can be controlled or managed to allow the affected rabbit to maintain a good quality of life. The continuously growing nature of the teeth makes recurrence and progression of problems the norm, so owner education and ongoing monitoring of animals is essential. By assessing the effects, beneficial or otherwise, of out treatments and communicating this to others, we will develop our knowledge and skills. Several treatments that are suggested in this article must be considered as "experimental" because they have not been assessed in large numbers of animals. If they work for you, or more importantly, if you find unexpected complications with a treatment method (as has happened with the use of calcium hydroxide paste treatment of abscess cavities) then please publicize the fact so that others can avoid the problem. Until the message on prevention can be reliably transmitted to owners, we will continue to have oral and dental problems to manage. After confidence and experience has been gained in anesthetizing rabbits it is possible to refine one's dental skills to be able to rapidly perform a thorough examination and basic treatments. Major and complex treatments require careful consideration because they may add to the animal's problems, rather than improving the situation. The best method for learning rabbit dentistry is to routinely perform postmortem examinations following euthanasia of affected animals, and spend an hour or two practicing handling the instruments and performing procedures on a cadaver. If you are not confident in your ability or do not have the best equipment for the job, the client should be informed and offered the opportunity to be referral to a "specialist."     

Animal health surveillance applications: The interaction of science and management

Animal health surveillance is an ever-evolving activity, since health- and risk-related policy and management decisions need to be backed by the best available scientific evidence and methodology. International organizations, trade partners, politicians, media and the public expect fast, understandable, up-to-date presentation and valid interpretation of animal disease data to support and document proper animal health management - in crises as well as in routine control applications. The delivery and application of surveillance information need to be further developed and optimized, and epidemiologists, risk managers, administrators and policy makers need to work together in order to secure progress. Promising new developments in areas such as risk-based surveillance, spatial presentation and analysis, and genomic epidemiology will be mentioned. Limitations and areas in need of further progress will be underlined, such as the general lack of a wide and open exchange of international animal disease surveillance data. During my more than 30 year career as a professor of Veterinary Epidemiology I had the good fortune of working in challenging environments with different eminent colleagues in different countries on a variety of animal health surveillance issues. My career change from professor to Chief Veterinary Officer (CVO) - "from science to application" - was caused by my desire to see for myself if and how well epidemiology would actually work to solve real-life problems as I had been telling my students for years that it would. Fortunately it worked for me! The job of a CVO is not that different from that of a professor of Veterinary Epidemiology; the underlying professional principles are the same. Every day I had to work from science, and base decisions and discussions on documented evidence - although sometimes the evidence was incomplete or data were simply lacking. A basic understanding of surveillance methodology is very useful for a CVO, since it provides a sound working platform not only for dealing with immediate questions when new or emerging disease situations arise, but also for more long-term activities, such as policy development, contingency planning and trade negotiations. Animal health issues, which emerged during my eight years as a CVO in Denmark from 1999 to 2007, will be used as examples, including BSE, FMD, HPAI and Trichinella testing. Emphasis will be placed on how science-based surveillance methodology and tools were developed, applied and documented.     

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.     

From veterinarian to quality control manager. What is going to change in the Netherlands for the practicing large animal veterinarian under influence of the White Paper about food safety?

The work of farm animal practitioners will change in the coming years as a result of the White Paper on food safety. Both government and the Royal Veterinary Association of the Netherlands are working on an accreditation system for veterinarians. The veterinary practitioner is a link in the chain to achieve safe products. Where in the past emphasis was on the individual animal, it will now be on the herd or flock. The veterinarian will officially determine the health status of the farm, which in turn will play a role in the inspection procedures at the slaughterhouse. This form of farm management will become compulsory for all stockholders within the framework of the Veterinary Network for Supervision. In turn, these developments will affect the veterinary medicine curriculum. New subjects such as quality management will become increasingly important.     

Clinical skills and knowledge used by veterinary graduates during their first year in small animal practice

Objective To determine the clinical skills and areas of knowledge used by veterinarians in small animal practice during their first year after graduation and the degree of assistance and supervision they received while developing these skills. Design A postal survey was sent in December 1999 to 59 veterinarians who completed their training at Murdoch University in December 1998. Procedure The first part of the survey asked for information on veterinary work patterns since leaving university. The second part consisted of a list of diagnostic and therapeutic skills of varying complexity and the graduates were asked to indicate whether they had used these skills in practice and whether they had been assisted or supervised while doing them. The respondents were also asked if they had had the opportunity to practise these skills as undergraduates at university or during extramural experience. In the third part the areas of knowledge used in practice were assessed by analysis of a series of consecutive cases. Results Forty replies were received but since three graduates had done no small animal work the analysis of the skills section is based on 37 responses. Thirty graduates supplied information on 994 canine cases and 308 feline cases. The distribution of the mean work time was dogs and cats 69%, horses 13%, farm animals 11%, birds 3% and others 4%. Skills used by over 90% of graduates included general anaesthesia, examination of the tympanic membrane, taking and interpreting an abdominal radiograph, catheterising a male cat, fine needle aspiration of a mass, neutering dogs and cats, tooth scaling and extraction and treating an aural haematoma. The survey also identified the opportunities for undergraduates to practise some of these skills during extramural experience and the extent of assistance given to new graduates during their first year in practice. The areas of knowledge used in over 10% of the cases included vaccination, anaesthesia/sedation, skin/coat problems, general advice on pet health, neutering and musculoskeletal diseases. Conclusion Veterinarians, in their first year after graduation, use a wide range of complex diagnostic and therapeutic skills. Although many of these skills are acquired during the undergraduate training, a significant contribution is made by extramural practical work undertaken during the clinical years of the undergraduate course and in the first year following graduation. Practising veterinarians play an important role in providing opportunities and supervision for clinical training.