Perceptions of fourth-year veterinary students about the human-animal bond in veterinary practice and in veterinary college curricula

OBJECTIVE: To assess veterinary students' perceptions regarding the importance of addressing the human-animal bond in veterinary practice and their perceptions about the adequacy of curricula on the human-animal bond as presented in US veterinary colleges. DESIGN: Survey. PROCEDURE: Data were collected via a brief questionnaire mailed during the summer of 1996. Questionnaires were returned by 552 senior veterinary students representing 21 of 27 veterinary colleges in the United States. RESULTS: Senior veterinary students believed that the human-animal bond should be a concern of practicing veterinarians, but most did not believe they were receiving adequate instruction about the human-animal bond in their veterinary colleges. Gender was significantly related to differences in perceptions; female students appeared to have more interest in addressing the human-animal bond than male students. Students in small animal programs viewed the human-animal bond differently than those in large animal programs. Finally, students attending schools with extensive human-animal bond or human relations curricula were more likely to believe they were receiving adequate instruction in this area than students in other schools. CONCLUSIONS AND CLINICAL IMPLICATIONS: Curricula addressing the human-animal bond need to be developed and implemented in veterinary colleges in the United States.     

Current and future trends in demographics of veterinary medicine in California

OBJECTIVE: To evaluate the present and future supply of veterinarians in California, in light of changing trends in animal ownership. DESIGN: Database analysis. SAMPLE POPULATION: Human and animal populations, including populations of veterinarians, throughout the United States. PROCEDURES: Data on animal and human populations were compiled from a number of sources, including the US Census Bureau, American Veterinary Medical Association, State of California Department of Finance, and State of California Veterinary Medical Board. The distribution of veterinarians in California was contrasted with other health professionals in California and with that of veterinarians in other states. Recent changes in veterinary medical demographics in California were quantified and used to develop in-state projections about the supply of veterinarians for the next 20 years. RESULTS: Although California is the most populous of the 50 states, only 7 states had fewer veterinarians per capita. Furthermore, California ranked next to last among states in increase of number of veterinarians between 1990 and 1995. Los Angeles County had the smallest per-capita number of veterinarians among 9 populous California counties. During that period, California had a net gain of only 6 veterinarians who were exclusively or predominantly large-animal or mixed-animal practitioners. CONCLUSIONS AND CLINICAL RELEVANCE: If current trends continue, the per-capita number of veterinarians will continue to decrease in California. To maintain the current ratio of 17.8 veterinarians/100,000 people in California in the future, we estimate that an additional 50 veterinarians above the currently predicted increase will be required annually.     

Current economic trends affecting the veterinary medical profession.

This article explores the economic trends affecting the future of the veterinary medical profession. Key aspects of demand and supply are considered, as are several broad-based institutional factors. Demand for veterinarians and veterinary medical services is demonstrating a definitive upward trend across the profession, led by a remarkable in-crease in consumers' willingness to spend on animal health care.Supply is also expanding through increased enrollments at colleges and schools of veterinary medicine and increased productivity and efficiency in private practice. Veterinarians' incomes are increasing, and some sectors of the profession offer outstanding financial opportunities.Provided that critical needs are met for 1) increased diversity and 2) continued improvement in the nontechnical capabilites of veterinarians, the outlook for the economic future of the veterinary medical profession is strong.     

A historical overview of African American veterinarians in the United States, 1889- 2000

The annals of veterinary medical history rarely mention the presence of African American veterinarians and other minorities. Between 1889 and 1948, records show, a meager 70 African Americans graduated from veterinary schools in the United States and Canada. It was not until the veterinary school at Tuskegee (Institute) University was established in 1945 that a significant increase in the number of African American veterinarians occurred in the United States, and over the ensuing years their participation in every facet of the profession has been striking. Their employment in various areas of the profession and their successful performance in the workforce have done much to dispel stereotypical perceptions about minorities. Despite demographic data indicating that the United States is moving rapidly toward a multicultural society, recruitment programs to increase the number of African American students and faculty at the 27 US veterinary colleges have not kept pace with the declared goals of ethnic diversity. If the needs of a changing culture are to be met, veterinary medical education must look toward more ethnic inclusion in the student body and faculty. To that end, the Iverson C. Bell Symposium has consistently advocated the adoption of new and creative methods for increasing minority student enrollment and expanding faculty opportunities in the nation's veterinary colleges.     

Global veterinary leadership.

The public needs no reminder that deadly infectious diseases such as FMD could emerge in any country at any moment, or that national food security could be compromised by Salmonella or Listeria infections. Protections against these risks include the knowledge that appropriate and equivalent veterinary education will enable detection and characterization of emerging disease agents, as well as an appropriate response, wherever they occur. Global veterinary leadership is needed to reduce the global threat of infectious diseases of major food animal and public health importance. We believe that the co-curriculum is an excellent way to prepare and train veterinarians and future leaders who understand and can deal with global issues. The key to the success of the program is the veterinarian's understanding that there is a cultural basis to the practice of veterinary medicine in any country. The result will be a cadre of veterinarians, faculty, and other professionals who are better able (language and culture) to understand the effects of change brought about by free trade and the importance of interdisciplinary and institutional relationships to deal effectively with national and regional issues of food safety and security. New global veterinary leadership programs will build on interests, experience, ideas, and ambitions. A college that wishes to take advantage of this diversity must offer opportunities that interest veterinarians throughout their careers and that preferably connect academic study with intensive experiential training in another country. At its best, the global veterinary leadership program would include a partnership between veterinarians and several international learning centers, a responsiveness to the identified international outreach needs of the profession, and attention to critical thinking and reflection. The global veterinary leadership program we have described is intended to be a set of ideas meant to promote collaboration, coalitions, and discussion among veterinarians and veterinary educators who may be intrigued by the concept. The impact of the program can be summarized as follows: Outreach Programs: The global veterinary leadership program will establish new partnerships between veterinarians and veterinary college faculty as they supervise the international internships and see a relationship between their goals and the value of food safety to this country. Strategic Opportunity: The program will build on the critical role that US veterinarians and veterinary colleges already play in strengthening the safety of free trade in this hemisphere. Diversity in an Age of Specialization: The program will combine a global orientation, language ability, and access to comprehensive, research- and economic-related work/study opportunities to expose veterinarians to the expanding world market for veterinary expertise. New Linkages Through Corporate Partners: Through the success and high visibility of current research and education programs, most veterinary colleges are well positioned to engage industry, government, and university leaders in ways to use the proposed program to increase the flow of new ideas and talent into the world food enterprise. International Funding: A new partnership among veterinarians, industry, government, and university leaders can coordinate strong multilateral requests for funding from national and international sources. An Interdisciplinary Strategy that Benefits Veterinary Medicine: The program will combine the diverse veterinary research and education system with our strong national and international network of collaborators to provide globally competent veterinarians who will be needed for the corporate and public opportunities of the future.     

Survey of veterinary extension in the United States

OBJECTIVE: To assess veterinary extension in the United States as perceived by veterinary extension personnel. DESIGN: Cross-sectional survey. SAMPLE POPULATION: Extension veterinarians in the United States. PROCEDURE: 2 surveys were designed and mailed to extension veterinarians listed by the USDA and the American Association of Extension Veterinarians. RESULTS: 34 states had > or = 1 extension veterinarian. The majority (> 60%) of extension veterinarians did not commit time to resident education and were not involved in research activities. Paradoxically, 23% of responding extension veterinarians did not report extension work. Programs for food animal producers, horse owners, and companion animal owners were provided by 100, 63, and 37% of states, respectively. Continuing education (CE) programs were provided for food animal veterinarians, equine veterinarians, and companion animal veterinarians by 96, 63, and 52% of states, respectively. Challenges facing veterinary extension included limited recognition of veterinary extension activities by universities, lack of university personnel to support CE programs, and decreased support for companion animal extension programs. CONCLUSIONS AND CLINICAL RELEVANCE: Extension veterinarians need to identify and clearly articulate the mission of veterinary extension, develop more collaborative programs across regions, and continue to serve as catalysts to bring diverse constituents together. Extension veterinarians must distinguish their mission not solely as information transfer, which can be accomplished in a variety of ways outside of extension, but as a coherent and consistent program of education and policy developed on a national level and distributed locally.     

Training the veterinary public health workforce: a review of educational opportunities in US veterinary schools

This article presents the results of an Internet-based review conducted in January and February 2003 to assess the educational opportunities available in veterinary public health, epidemiology, and preventive medicine at the 27 veterinary schools in the United States. Most professional veterinary curricula are designed to train students for careers as highly qualified private practitioners, although there is an increased need for veterinary perspectives and contributions in the public health sector. The future of veterinary public health relies on the opportunities available in education to teach and encourage students to pursue a career of public service. The results of this review indicate the availability of a wide variety of required courses, electives, and post-graduate training programs to veterinary students in the United States. Veterinary students are exposed to a median of 60 hours of public health, epidemiology, and preventive medicine in required stand-alone courses in these areas. Four veterinary schools also have required rotations for senior students in public health, preventive medicine, or population medicine. Contact time for required public health, epidemiology, and preventive medicine courses ranges from 30 to 150 contact hours. Advanced training was available in these subjects at 79% of the 27 schools. Greater collaboration between veterinary schools, schools of public health, and the professional public health community will increase exposure to and opportunities in public health to all future veterinarians.     

Two differentiated programs of veterinary medical education at the university of veterinary and pharmaceutical sciences in the Czech Republic

This article describes the two separate programs of veterinary education offered at the University of Veterinary and Pharmaceutical Sciences in Brno, Czech Republic, which are directed to clinical veterinary medicine and to veterinary food safety, hygiene, and ecology, respectively. Both programs provide a level of training such that all graduates are competent for veterinary practice in any area of veterinary medicine; however, each offers an extended and deepened emphasis of training in clinical medicine, on the one hand, and food safety, on the other. A key feature is that the cohort of students for each program enters having pre-selected a career in one of these two areas. One of the important end results of this structure is that it fulfills the growing and important mission of providing a critical number of veterinarians in food safety and all of its allied fields.     

Student perceptions of an animal-welfare and ethics course taught early in the veterinary curriculum

Animal welfare and veterinary ethics are two subjects that have been acknowledged as necessary for inclusion in the veterinary curriculum. In fact, the American Veterinary Medical Association (AVMA) Council on Education has mandated that veterinary ethics be taught to all students in US veterinary colleges. Animal welfare was recently included in the US veterinarian's oath, and AVMA established a committee to create a model curriculum on the subject. At US veterinary colleges, the number of animal-welfare courses has more than doubled from five in 2004 to more than 10 in 2011. How and what is taught with regard to these two subjects may be as important as whether they are taught at all, and a variety of approaches and varying amounts and types of content are currently being offered on them. At Michigan State University's College of Veterinary Medicine, students were introduced to animal welfare and veterinary ethics during their first semester in a mandatory two-credit course. To assess their perception of the course, students completed an online evaluation at the end of the semester. Most students found the course to be challenging and effective and felt that they improved their ability to identify and discuss ethical dilemmas.     

The teaching of dermatology in veterinary education in North America (2002)

The purpose of this study was to collect and report the current quantity and content of dermatology taught in the nonclinical and clinical curricula of North American veterinary colleges. This is the first published record of this information and was gathered from 29/30 colleges. Half of the respondents of the questionnaire thought that veterinary students currently receive sufficient didactic dermatology course work. A separate didactic dermatology course is required at 16/29 colleges, which provides a mean of 31.31 instructional units. Twenty-four of 29 veterinary colleges offer a separate clinical dermatology rotation. Thirteen schools report that students who desire a clinical rotation through dermatology usually attain it. However, it is only required for graduation in seven colleges. This report serves as a tool for veterinary schools assessing their existing curriculum and allows them to compare the education they provide in this specialty with that of other colleges.     

A model for teaching raptor medicine in the veterinary curriculum

Injured or sick wild avian species, especially raptors (birds of prey, including hawks, owls, falcons, and eagles), can present different challenges to veterinary students and veterinarians who are trained in companion avian medicine (e.g., parrot medicine). Proper capture and restraint, feeding, housing, and certain diagnostic and treatment techniques involving raptors require different skills, knowledge, and resources than working with parrots. We developed an innovative raptor medicine program that enables students to acquire proficiency in safe capture, restraint, and examination techniques and in common diagnostic and treatment procedures. A self-assessment survey was developed to determine students' confidence and proficiency in 10 procedures taught in the lab. Groups were compared by class status (Year 1 vs. Year 2 and 3) and level of prior raptor experience (non-experienced or experienced). In surveys conducted before and after teaching two sets of raptor training labs, students rated themselves significantly more proficient in all 10 diagnostic and treatment procedures after completing the two raptor laboratories. The greatest improvements were observed in technical skill procedures such as fluid administration, intramuscular injections, cloacal swabs, venipuncture, and bandaging. Our approach to incorporating elective wildlife learning experiences into the veterinary curriculum may be replicable in other veterinary schools, with or without a wildlife rehabilitation program.     

Personal and family backgrounds of first-year veterinary science students at The University of Queensland

Objective To provide information on changes in the social and educational backgrounds of veterinary students over a 10 year period in an effort to determine the extent to which they are representative of the community.
Methods Questionnaires were completed by first-year veterinary students at The University of Queensland in 1985 and 1986 (152 students), and 1995 and 1996 (154), and the data were analysed using the SAS System for Windows.
Results The gender ratio of first-year veterinary students was 50:50 (male:female) in 1985 and 1986 but 10 years later it had changed to 38:62. In 1985 and 1986 77% had come directly from school, with 43% of the total coming from government schools, 17% from Catholic schools and 34% from other private (Independent) schools. A decade later the percentage coming directly from school had decreased to 40%, that from Independent schools increased to 45% and that from cities increased from 53% to 64%. The educational backgrounds of parents varied widely though a high percentage had university degrees; mothers had received less formal education than fathers, and the educational attainments of both parents were higher at the beginning than at the end of the study. More than half (57% initially; 67% 10 years later) the fathers were in professional or managerial occupations, and a similar number (50% initially; 48% 10 years later) of mothers were teachers, nurses or clerks. The number of males from country areas decreased from 26 to 16 over this period.
Conclusion These veterinary students differed from the community generally in that progressively more were female, more were from Independent schools, their parents had more formal education and more of their parents were in professional, managerial or clerical occupations.     

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.     

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.     

Experiences and difficulties encountered during a course on veterinary public health with students of different nationalities

Veterinary public health (VPH) issues have received increased attention over the last few years as a result of the rising threat of emerging zoonoses (i.e., those due to globalized trade in animal and animal products and to changes in livestock production systems and the environment). The international dimension of VPH is gradually becoming recognized, and there is a growing need for veterinarians with experience in this field. In order to familiarize (future) veterinarians with the international dimension of VPH, the Department of Public Health and Food Safety of the Faculty of Veterinary Medicine, Utrecht University, has been organizing a course in Veterinary Public Health and Animal Production for over the last 10 years. This course has been intended for Dutch as well as foreign final-year veterinary students and recent veterinary graduates. By bringing together participants from different countries, the course reinforces the international dimension of the issues addressed through the exchange of experiences by the participants themselves. The present article provides information about this course on Veterinary Public Health (VPH): it discusses logistics, didactical approaches, the course program, and the use of information and communication technology (ICT). Special attention is given to the intercultural aspects of higher education, all of which play an important role in the efficient exchange of knowledge between lecturers and students. International courses are an important tool to enable participants to interact in a multicultural environment and address issues that demand international cooperation and a global public health focus.     

Feminization of veterinary medicine in the Netherlands 1925-2000

The feminisation of veterinary medicine occurred in The Netherlands, as elsewhere in the world, in the course of the twentieth century. In 1930, Jeannette Voet (1907-1979) was the first female veterinarian graduate of the Faculty of Veterinary Medicine of Utrecht University. In contrast with the first Dutch female physician who graduated in 1878, Jeannette Voet was not an active feminist. Instead, she concentrated on the development of various fields of veterinary medicine during her career. Nevertheless, she played an important role in the acceptance of women in Dutch veterinary medicine. The integration of women into all areas of the veterinary profession was a gradual process. Meat inspection, in particular, proved to be rather conservative in its acceptance of female veterinarians. The number of women veterinarians in the profession increased only gradually throughout the twentieth century. In 1970, women represented not more than 5 % of all veterinarians in The Netherlands. A significant increase in female students was first observed in the 1980s. The large influx of city girls who are primarily interested in companion animal and horse medicine is still quite remarkable. The average percentage of female first-year students between 1988 and 1992 was 60; over the last 5 years, this increased to 70%. Between 1988 and 1999, the average percentage of female graduates grew from 35 to 60%. Consequently, the proportion of Dutch female veterinarians increased from 5 to 25% between 1970 and 2000. In spite of this development, the representation of women veterinarians among policymaking officials, leading veterinary authorities and academic staff (particularly at the professor level) is still quite low. From this point of view, veterinary medicine could still be considered as 'a man's job'. Feminisation of veterinary medicine is often explained by an increase in the numbers of companion animals and horses and part-time jobs or by a different, gender-based attitude towards animals. Another, simpler, explanation is that fewer male students are attracted to veterinary medicine because they can make more money in other professions. More historical sociological research, including a comparison with feminisation in other sciences and broader society, is necessary to obtain a deeper insight into this phenomenon. Regardless, feminisation is likely to further change the veterinary profession in the near future.