SPIKE and D-PIKE: innovative experiences that engage students early and position them to succeed in food-supply veterinary medicine

Recent trends in urbanization of the population, increased need for bio-security on large farms, and more food-animal or mixed-animal practitioners approaching retirement age are forcing a renewed focus on recruiting and training veterinary students with an interest in production-animal medicine. The increasing number of veterinary students coming from urban backgrounds has led to a need to expose these students to standard animal-production practices and to interest them in a career involving food animals. This article describes one such program developed at Iowa State University, in which 14 students obtained hands-on experience in all aspects of swine and dairy production across a wide sampling of herd size, housing style, bio-security levels, and production phases. The participating students, ranging from senior undergraduates to third-year veterinary students, gained valuable insight not only into daily farming practices but also the knowledge and skills necessary to provide quality veterinary care to these clients. The first year of this program has yielded positive feedback from all participants, including the veterinary practices, private producers, corporate sponsors, and students. Current applicants cite positive comments from past participants as motivating their interest in the program. This program has the potential to expand as an opportunity to educate selected students in the field of food-supply veterinary medicine and to help fill the anticipated void in this area.     

Building on existing models from human medical education to develop a communication curriculum in veterinary medicine

Communication is a core clinical skill of veterinary medicine and one that needs to be taught and learned to the same degree as other clinical skills. To provide this education and essential expertise, veterinary schools in many countries, especially including North America, the United Kingdom, and Australia, have begun to develop programs and communication curricula. Human medical education, however, has 30 years' experience in developing communication curricula, and is thus an excellent resource upon which veterinary educators can build and shape their own communication programs. This article describes a skills-based communication course that has been successfully implemented for veterinary medical education at Ontario Veterinary College (OVC) and was based on the University of Calgary Faculty of Medicine's well-established program. The Calgary-Cambridge Guides and supporting textbooks provide the scaffolding for teaching, learning, and evaluation in both programs. Resources such as space and materials to support the OVC program were also patterned after Calgary's program. Communication skills, and the methods for teaching and learning them, are equally applicable for the needs of both human medicine and veterinary medicine. The research evidence from human medicine is also very applicable for veterinary medicine and provides it the leverage it needs to move forward. With this extensive base available, veterinary medicine is in a position to move communication skills training forward rapidly.     

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.     

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.     

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.     

Effects of a veterinary student leadership program on measures of stress and academic performance

Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.     

Infection and blood transfusion: a guide to donor screening

In recent years, blood-component therapy has become more accessible in veterinary practice. As with human medicine, care must be taken to minimize the risk of disease transmission from donor to recipient. Determining the appropriate diseases to screen for is complicated by regional variations in disease incidence, the existence of chronic carrier states for some diseases, the difficulty in screening-test selection, and testing cost. The feline diseases considered include retroviral infections, feline coronaviruses, ehrlichiosis (Ehrlichia canis-like), anaplasmosis (Anaplasma phagocytophilum), neorickettsiosis (Neorickettsia risticii), hemoplasmosis (Mycoplasma hemofelis and M. hemominutum, previously feline hemobartonellosis), and cytauxzoonosis (Cytauxzoon felis). The canine diseases considered in this paper include babesiosis (Babesia canis and B. gibsonii,) ehrlichiosis (E. canis and E. ewingii), anaplasmosis (A. phagocytophilum), neorickettsiosis (N. risticii var. atypicalis), leishmaniasis (Leishmania donovani complex), brucellosis (Brucella canis), hemoplasmosis (M. hemocanis, previously canine hemobartonellosis), and bartonellosis (Bartonella vinsonii).     

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.     

AVMA guide for veterinary medical waste management

Lawmakers have enacted a variety of laws and regulations to ensure proper disposal of certain potentially infectious or otherwise objectionable waste. The veterinary medical profession supports scientifically based regulations that benefit public health. In 1988, Congress passed the Medical Waste Tracking Act, a federal program that mandates tracking certain regulated waste. Several types of waste generated in the typical clinical veterinary medical practice are considered regulated veterinary medical waste. Discarded needles, syringes, and other sharps; vaccines and vials that contained certain live or attenuated vaccines; cultures and stocks of infectious agents and culture plates; research animals that were exposed to agents that are infectious to human beings and their associated waste; and other animal waste that is known to be potentially harmful to human beings should be handled as regulated veterinary medical waste. Regulated veterinary medical waste should be handled with care. It should be decontaminated prior to disposal. The most popular, effective methods of decontamination are steam sterilization (autoclaving) and incineration. Chemical decontamination is appropriate for certain liquid waste. Waste should be packaged so that it does not spill. Sharps require rigid puncture- and leak-resistant containers that can be permanently sealed. Regulated veterinary medical waste that has not been decontaminated should be labeled with the universal biohazard symbol. Generators retain liability for waste throughout the entire disposal process. Therefore, it is essential to ensure that waste transporters and disposal facilities comply with state and federal requirements. Veterinary practices should maintain a written waste management program and accurate records of regulated veterinary medical waste disposal. Contingency planning and staff training are other important elements of a veterinary medical waste management program. The guide includes a model veterinary medical waste management program; however, it does not address all the variations in state and local regulations. Veterinarians should obtain copies of state and local laws and regulations and modify AVMA's model plan to create an individualized practice plan that complies with federal, state, and local laws and regulations. State and local veterinary medical organizations should monitor state and local regulation to influence decisions that affect veterinarians and to keep their members informed of changing requirements. Veterinarians and veterinary medical organizations must stay involved so that regulations do not unfairly burden the veterinary medical profession.     

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.     

Factors that influence the decision to pursue an internship: the importance of mentoring

The purpose of the present study was (1) to determine if students from one veterinary school who participated in a mentoring/employment program with clinical faculty were more likely to pursue internship training than their peers and (2) to determine factors via survey that were influential to veterinary interns in making their decision to pursue post-graduate clinical training. Our hypothesis was that a mentoring relationship with clinical faculty was an important influence on the decision to participate in an internship. From 2006 to 2010, graduating students who participated in a mentoring/employment program with a clinical faculty member were 6.3 times more likely than non-participating students to pursue an internship. The majority of the participating students (90%) were initially hired/mentored as first- or second-year veterinary students. In the survey, interns ranked clinical faculty as having a greater influence than basic science faculty, private practice veterinarians, or house officers on their decision to pursue an internship; 82.8% reported that clinical faculty were most responsible for encouraging them to apply for an internship. Employment by their veterinary teaching hospital (41.5%) or directly by clinical faculty (26.2%) was commonly reported. Most interns (37%) decided to pursue an internship during their fourth year of veterinary school, 29.2% decided during their first year, and 15.3% decided in their second year. These results suggest that clinical faculty play a key role in a student's decision to pursue an internship and that it might be valuable to inform students about internships early in the veterinary curriculum.     

INVITED REVIEW—IMAGE REGISTRATION IN VETERINARY RADIATION ONCOLOGY: INDICATIONS,IMPLICATIONS, AND FUTURE ADVANCES

The field of veterinary radiation therapy (RT) has gained substantial momentum in recent decades with significant advances in conformal treatment planning, image‐guided radiation therapy (IGRT), and intensity‐modulated (IMRT) techniques. At the root of these advancements lie improvements in tumor imaging, image alignment (registration), target volume delineation, and identification of critical structures. Image registration has been widely used to combine information from multimodality images such as computerized tomography (CT), magnetic resonance imaging (MRI), and positron emission tomography (PET) to improve the accuracy of radiation delivery and reliably identify tumor‐bearing areas. Many different techniques have been applied in image registration. This review provides an overview of medical image registration in RT and its applications in veterinary oncology. A summary of the most commonly used approaches in human and veterinary medicine is presented along with their current use in IGRT and adaptive radiation therapy (ART). It is important to realize that registration does not guarantee that target volumes, such as the gross tumor volume (GTV), are correctly identified on the image being registered, as limitations unique to registration algorithms exist. Research involving novel registration frameworks for automatic segmentation of tumor volumes is ongoing and comparative oncology programs offer a unique opportunity to test the efficacy of proposed algorithms.     

Twenty Years of Experience with Dairy Herd Health in Ontario

This article expresses observations on planned herd health for dairy cattle, based on experience gained in the Ambulatory Clinic practice of the Ontario Veterinary College. The author and his colleagues, especially Dr. R.A. Curtis, have initiated and delivered a preventive medicine approach to veterinary practice in the teaching program and teaching practice for the past 20 years. In addition, herd health presentations have been made to veterinary associations in every province in Canada and to many breed associations and producer organizations. The Canadian food animal veterinarian and his clients have been informed at meetings and by the media of the need, objectives, methods and benefits of dairy herd health and many veterinary practices now offer programs to their clients. Herd health has become a household word in Canada's dairy practices and dairy farms.

A formal herd health program is an important step to achieving total health management; but maximum returns on investment can only be realized after three or four generations of cattle have been reared on the program.

In conclusion, herd health practice has been a very satisfying aspect of veterinary medicine and a profitable and valued service for our clients. Maintenance of health involves the application of all knowledge and procedures which veterinarians have to offer.

     

VMSTP Combined Degree Training (VMD/PhD): key features of the program at the University of Pennsylvania

The Veterinary Medical Scientist Training Program (VMSTP), a combined degree program at the University of Pennsylvania School of Veterinary Medicine (Penn), has been in existence for approximately 35 years and has an excellent track record of producing veterinary physician-scientists. There are a number of key features of the program that I believe have been crucial to its success. Many of these features relate to how the PhD training component of the combined degree program is accomplished. Rather that describing the veterinary training component of the program, I will describe the PhD training component and how this training intersects with the veterinary curriculum. The key features of the VMSTP program at Penn are (1) admitting the right candidates, (2) placing the PhD training component of the program in the hands of individual graduate groups, (3) being committed to PhD training of veterinary students that is not compromised in terms of quality or time, (4) devising mechanisms to interdigitate VMD and PhD training to generate synergy between the programs, (5) providing continual advice to students from numerous perspectives, and (6) providing the monetary and emotional support needed for the long-term commitment students must make in order to complete the program.     

The veterinary technician's role in laser surgery.

The use of surgical lasers in veterinary practice has grown significantly since 1996. Many veterinarians have studied and implemented the basic physics and tissue didactics required to successfully incorporate a surgical laser program into their practice. The support role of the veterinary technician is crucial to ensuring an efficient, safe, and successful outcome of any surgical laser procedure. The technician's role may include practice management duties, client communication, and laser safety officer duties. Although there are a variety of lasers, the most common types used in veterinary practice are carbon dioxide (CO2) and diode. This article presents an overview of the veterinary technician's role as a key support person in ensuring a safe and positive outcome in the implementation of CO2 and diode lasers in a veterinary practice.     

The veterinary pharmacovigilance program of the APVMA

This paper provides an overview of the Australian Pesticides and Veterinary Medicines Authority's (APVMA) Adverse Experience Reporting Program for veterinary medicines (AERP Vet). It outlines the history of the AERP Vet and how the program investigates adverse experience reports received from veterinarians, product registrants and members of the public. The benefits to veterinarians of such a program are highlighted and include the ability to trust in the safety, quality and efficacy of the veterinary drugs that they handle and administer daily.     

Parasitic zoonotic disease agents in human and animal drinking water

Human- and veterinary important parasites of the subkingdom of protozoans and helminths infect humans and animals by ingestion of parasites in contaminated water. The parasites are excreted from the body of infected humans, livestock, zoo animals, companion animals or wild animals in the feces. Recreational waters, agricultural practices and wild animals serve as vehicles of transmission of the parasites in the water supplies. The following topics are addressed: a) the life cycles of parasitic diseases-causing agents with proven or potential transmission via water b) the development and the current research status of the analytical techniques for the detection of parasitic diseases-causing agents from water c) the occurrence of Cryptosporidium and Giardia in surface water supplies and in treated water d) the possible water sources and transmission ways of the parasites into the water supplies e) the behaviour and the possibilities for the removal or elimination of the parasites by water treatment.     

Parrot psychology and behavior problems.

Behavior modification training, like veterinary medicine, is an exacting science, requiring a knowledge of not only wild avian behavior, but of child and adult human behavior as well. It is important to note that absolutely any changes in a bird's or its owner's environment may trigger a vast assortment undesirable behaviors. Some behavior problems are simple, but most have multiple causes and each of those causes must be determined and corrected before a high rate of success is evident. As in veterinary medicine, some birds respond to general "shotgun" techniques; however, parrots are intelligent and complex creatures. They consider themselves an integral part of their human "flock" and respond as such. Most commonly seen negative behaviors can be altered, at least to some extent, and, in most cases, they can be alleviated completely. Yelling at the bird, striking it, or any other type of confrontational behavior modification technique is virtually useless and can actually worsen most situations. A high percentage of success involves extensive history taking, an understanding of human and wild animal flock behavior, and the time to create a complete program for each individual and its owner.     

Introduction to interventional radiology for the criticalist

Objectives – To introduce the basic equipment necessary to perform interventional radiology (IR) techniques in the veterinary setting, particularly those procedures of interest to the criticalist. Data Sources – Veterinary and human literature as well as author's experience. Human Data Synthesis – Since the 1950s, diagnostic angiography has played an important role in human medicine. However, over the last 2–3 decades, this once purely diagnostic modality has become a subspecialty in human medicine with vast applications throughout the body. These techniques have replaced more invasive surgeries as the standard‐of‐care in many circumstances. Veterinary Data Synthesis – Although comparable data are not available in the veterinary literature, many IR and interventional endoscopy techniques are poised to replace more invasive procedures in veterinary medicine. In addition, these techniques have already been shown to offer treatment options for patients in whom more traditional therapies have failed, have been declined, or are not indicated due to comorbidities or substantial risk to patient health. Conclusions – Like our human medical counterparts, the use of IR techniques will likely play and increasingly important role in the care of veterinary patients. With this in mind, it is important to become familiar with both the equipment used in these techniques as well as their applications both currently in clinical cases and in the near future.