Availability of theriogenology training at North American and Caribbean veterinary colleges

A survey of the veterinary colleges in North America and the Caribbean was undertaken to determine the extent of availability of theriogenology training. Didactic training in at least one species was required at all schools that responded to the survey. Laboratory experience in at least one species was required by 75.0% and clinical theriogenology experience in at least one species by 72.7%. The mean number of board-certified or board-eligible theriogenology faculty did not vary between 1995 and 2005, but there was a decrease in the number of such faculty at 57.2% of the schools that responded to the survey.     

Internationalizing veterinary education in the 21st century

This paper presents the results of a survey conducted in the spring of 2001 to assess international activities at colleges of veterinary medicine in North America. A questionnaire was sent to all 31 colleges of veterinary medicine in the United States and Canada, of which 22 responded. Of those schools responding to the survey, 86% have International Veterinary Medicine (IVM) programs and most have faculty involved in internationally oriented research (95%), in teaching IVM (74%), in mentoring veterinary students in IVM (84%), and in international consultancies (84%). Funding sources for faculty international activities include foundations, intramural funds, curriculum development grants, endowment/development funds, and sabbaticals. Foreign animal diseases are the most commonly taught international topic. The increasing importance of international veterinary issues is leading to the internationalization of the veterinary education in North America. Most IVM programs include activities of both faculty and students. Greater collaboration between faculty and programs across schools would allow schools to benefit from each other's strengths in IVM education.     

Equine herpesvirus-1 myeloencephalopathy: a review of recent developments

Equine herpes myeloencephalopathy (EHM), although a relatively uncommon manifestation of equine herpesvirus-1 (EHV-1) infection, can cause devastating losses on individual farms or boarding stables. Although outbreaks of EHM have been recognized for centuries in domestic horse populations, many aspects of this disease remained poorly characterized. In recent years, an improved understanding of EHM has emerged from experimental studies and from data collected during field outbreaks at riding schools, racetracks and veterinary hospitals throughout North America and Europe. These outbreaks have highlighted the contagious nature of EHV-1 and have prompted a re-evaluation of diagnostic procedures, treatment modalities, preventative measures and biosecurity protocols for the disease. This review concentrates on these and other selected, clinically relevant aspects of EHM.     

Occurrence of mammary neoplasms in bitches in relation to breed, age, tumour type, and geographical region from which reported

Of 2075 mammary neoplasms in bitches reported by 14 veterinary schools in the United States and Canada, 1187 were histologically malignant, 557 were benign, and 331 were in the 'malignancy not determined' category. There were 12 breeds at significantly high risk for one or more of the major mammary tumour types; 7 of the 12 were hunting breeds. Mixed breeds were at low risk for all tumour types and categories, and collies were at low risk for benign neoplasms. Neutered bitches were only one-third as likely to have neoplasms as were entire bitches. There was no clear difference in distribution of the various tumour types in relation to age at first diagnosis. Among the four geographical regions studied separately, there were more similarities than differences in the rates of mammary neoplasms, especially when adenocarcinomas and malignant mixed mammary tumours were combined for analyses. There was, however, a marked excess of benign neoplasms in the south and west of North America.     

Part II: directions and objectives of curriculum structure at veterinary medical and other health professions schools

This article surveys reports on various models and methods of curriculum structure and directions of health professions schools in North America over the past 20 years, with particular emphasis on veterinary and allopathic medical schools. The importance of administrative and faculty leadership, a clear sense of vision, recognition that curricula must change to meet societal needs, and continual, extensive communication and collaboration are discussed as important keys to successfully navigating curriculum reform. The advantages of central versus departmental management of the curriculum are noted with respect to implementing curricular change. Investment in faculty development is essential to ensure sustained cultural and curricular change. As instructional methodology changes, new and better methods of assessing student performance must be developed, with timely and appropriate feedback. Barriers to curriculum change are inevitable; effective strategies must be designed and implemented to navigate these barriers. The future of education in the health professions is clearly in the hands of the educators who prepare future health professionals.     

Efficacy of training in theriogenology as determined by a survey of veterinarians

OBJECTIVE: To determine whether veterinarians perceive that theriogenology training at veterinary medical schools in North America and the Caribbean is adequate for achievement of theriogenology skills commonly used in private practice. PROCEDURES: A survey was mailed to members of the veterinary medical associations of Alabama, Kansas, Pennsylvania, and Washington. With regard to reproductive procedures in bovine, equine, porcine, small ruminant, camelid, and small animal species, veterinarians (predominantly practitioners) were asked to rate the importance of that procedure in their job and to assess their own degree of competency in that procedure at the time of their graduation from veterinary school. RESULTS: Procedures considered most valuable in practice were those that represent basic theriogenology education and training, such as transrectal palpation of cows and mares and interpretation of vaginal cytologic specimens in bitches. Dystocia management was a high priority in all species. Correlations between rankings for value in practice and competency at graduation were good, varying from 0.75 in cattle and 0.78 in horses to 0.98 in dogs and 1.0 in cats, small ruminants, and pigs. CONCLUSIONS: Analysis of these data suggests that appropriate theriogenology procedures are being taught in veterinary medical schools but perhaps not to the extent required to achieve adequate competency immediately at graduation. Issues requiring further investigation include the effect of tracking in the veterinary curriculum on theriogenology training, methods by which more students could receive greater practical exposure during theriogenology training, and the apparent relative lack of theriogenology training (including contraception) in small animals and exotic animals.     

Results of a survey on educational and research programs in complementary and alternative veterinary medicine at veterinary medical schools in the United States

OBJECTIVE: To document educational and research programs in complementary and alternative veterinary medicine (CAVM) at US veterinary schools and to develop recommendations for additional curriculum development and research in these modalities. DESIGN: Mail questionnaire. SAMPLE POPULATION: Deans, curriculum committees, and interested faculty at US veterinary schools. PROCEDURES: Questionnaires were mailed to personnel at all 27 US veterinary schools. Nonrespondents received a follow-up letter and telephone contact. Information was used to establish the current status of CAVM. RESULTS: Responses were received for 41 of 120 (34%) questionnaires. Responses were received from 23 of 27 veterinary schools, but number of respondents varied at each institution (range, 1 to 4) and some surveys were not complete. Seven of 27 US veterinary schools had an educational program in CAVM. Thirty-six (87%) respondents believed that acupuncture, nutraceuticals, nutritional supplements, and physical therapy should be included in the curriculum, 25 (61%) indicated that botanical (herbal) medicine should be included, and 25 (61%) believed that chiropractic should be included. Only 17 (44%) respondents believed that homeopathy should be included. The majority of respondents believed that CAVM should be offered as elective courses. Research in CAVM has been conducted at 6 responding schools. CONCLUSIONS: Currently, few veterinary schools offer educational or research programs in CAVM. Veterinary schools are aware of the interest in CAVM and acknowledge a lack of educational and research programs in these areas. More veterinary schools are in the process of developing educational and research programs in various aspects of CAVM.     

Future directions in training zoological medicine veterinarians

The American College of Zoological Medicine (ACZM) is dedicated to excellence in furthering the health and well-being of both captive and free-ranging wild animals. Currently there are 14 ACZM-approved residency programs in zoological medicine. In addition, eight non-approved residencies and 15 internships in North America provide training opportunities in this field. This article outlines some of the training opportunities for both veterinary students and graduate veterinarians that would best position them for entry into a zoological medicine training program. Although there is a growing number of opportunities for individuals to serve in captive and free-ranging wildlife health positions, existing training programs are inadequate to meet these needs. It is also acknowledged that there is an increasing number of veterinary students entering veterinary schools with an interest in zoological medicine and that the job market is still limited. However, positions and opportunities in zoological medicine are available for those individuals with the drive, dedication, and passion to succeed.     

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.     

Veterinarians teaching at schools of agriculture in Germany (up to 1950)--their contribution to animal nutrition

During the 19th century in Germany mainly veterinarians working at agricultural schools or appointed to veterinary schools from there (for example HAUBNER, ROLOFF, DAMMANN, ALBRECHT, KRONACHER) made considerable contributions to the development of animal nutrition. They disseminated knowledge of feedstuffs and feeding techniques to the interested public at large by books concerning animal husbandry and especially "Gesundheitspflege" (health regimen; Tab. 1). Their experimental work (Tab. 2) extended from digestibility of feedstuffs, Ca-, P- and rumen metabolism (NPN), respectively, to feed intoxications. The interest in preventive measures being stronger at school of agriculture than at veterinary schools probably stimulated this development.     

Concepts of disease, medical research and the challenges to the schools of the healing professions

The study of disease is a significant part of the pattern of funding for medical research in North America and elsewhere. Also, the existence of disease and its importance in all branches of the healing professions is the major justification for separate professional schools of medicine. These considerations should encourage a vigorous exploration and development of concepts of disease as an important part of any medical education. Based on much of the current research activities, concepts of disease, especially chronic disease, seem largely outdated and not intimately reflecting the realization that the development of disease is often a physiological response to perturbations in the internal or external environment and not abnormal or pathological in the etymological sense. The importance of viewing cancer and other chronic diseases from this physiological point of view and not from the point of view of end-stage disease is emphasized by the use of one example, the development of cancer with chemicals. The challenge to the healing professions to develop more modern programs for educating the prospective research worker for the study of disease is discussed briefly.     

Recommendations on vaccination for Latin American small animal practitioners: a report of the WSAVA Vaccination Guidelines Group

The World Small Animal Veterinary Association Vaccination Guidelines Group has produced global guidelines for small companion animal practitioners on best practice in canine and feline vaccination. Recognising that there are unique aspects of veterinary practice in certain geographical regions of the world, the Vaccination Guidelines Group undertook a regional project in Latin America between 2016 and 2019, culminating in the present document. The Vaccination Guidelines Group gathered scientific and demographic data during visits to Argentina, Brazil and Mexico, by discussion with national key opinion leaders, visiting veterinary practices and review of the scientific literature. A questionnaire survey was completed by 1390 veterinarians in five Latin American countries and the Vaccination Guidelines Group delivered continuing education at seven events attended by over 3500 veterinarians. The Vaccination Guidelines Group recognised numerous challenges in Latin America, for example: (1) lack of national oversight of the veterinary profession, (2) extraordinary growth in private veterinary schools of undetermined quality, (3) socioeconomic constraints on client engagement with preventive health care, (4) high regional prevalence of some key infectious diseases (e.g. feline leukaemia virus infection, canine visceral leishmaniosis), (5) almost complete lack of minimal antigen vaccine products as available in other markets, (6) relative lack of vaccine products with extended duration of immunity as available in other markets, (7) availability of vaccine products withdrawn from other markets (e.g. Giardia vaccine) or unique to Latin America (e.g. some Leishmania vaccines), (8) accessibility of vaccines directly by pet owners or breeders such that vaccination is not delivered under veterinary supervision, (9) limited availability of continuing education in veterinary vaccinology and lack of compulsion for continuing professional development and (10) limited peer-reviewed published scientific data on small companion animal infectious diseases (with the exception of leishmaniosis) and lack of support for such academic research. In this document, the Vaccination Guidelines Group summarises the findings of this project and assesses in evidence-based fashion the scientific literature pertaining to companion animal vaccine-preventable diseases in Latin America. The Vaccination Guidelines Group makes some recommendations on undergraduate and postgraduate education and academic research. Recognising that current product availability in Latin America does not permit veterinarians in these countries to vaccinate according to the global World Small Animal Veterinary Association guidelines, the Vaccination Guidelines Group makes a series of “pragmatic” recommendations as to what might be currently achievable, and a series of “aspirational” recommendations as to what might be desirable for the future. The concept of “vaccine husbandry” is addressed via some simple guidelines for the management of vaccine products in the practice. Finally, the Vaccination Guidelines Group emphasises the global trend towards delivery of vaccination as one part of an “annual health check” or “health care plan” that reviews holistically the preventive health care needs of the individual pet animal. Latin American practitioners should transition towards these important new practices that are now well embedded in more developed veterinary markets. The document also includes 70 frequently asked questions and their answers; these were posed to the Vaccination Guidelines Group during our continuing education events and small group discussions and should address many of the issues surrounding delivery of vaccination in the Latin American countries. Spanish and Portuguese translations of this document will be made freely available from the on-line resource pages of the Vaccination Guidelines Group.     

Animals in veterinary medical teaching: compliance and regulatory issues, the US perspective

Veterinary schools in the United States are regulated as research facilities under the federal Animal Welfare Act by Animal Care (AC), a division of the USDA's Animal and Plant Health Inspection Service (APHIS). The schools are inspected at least annually by AC inspectors, who are all veterinarians. In a recent poll, these inspectors identified several areas that have caused compliance problems for veterinary schools. In addition, several emerging issues also appear to be posing potential regulatory problems as societal expectations and ethical considerations change.     

Behavioral medicine opportunities in North American colleges of veterinary medicine: A status report

In 1999, 8 of 27 (29.6%) US veterinary schools had a full-time behaviorist. A survey was conducted in the summer of 2007 to obtain information about the availability of behavioral medicine educational opportunities in colleges of veterinary medicine in North America. Twelve of 32 (37.5%) veterinary colleges have a veterinary behaviorist on staff, and 9 (28.13%) support residency programs. Fourteen (43.75%) have a normal animal behavior course, 12 (37.5%) an abnormal/clinical behavior course. Nine universities (28.13%) have a combined normal/abnormal animal behavior course in lieu of separate normal and abnormal behavior courses. Seven have officially recognized student chapters of the American Veterinary Society of Animal Behavior. Four have no behavioral medicine presence in the form of faculty, behavior courses, interested staff, or a student club. Inclusion of behavioral medicine into the curricula of North American colleges of veterinary medicine has been slow in the 14 years since the recognition of the specialty by the AVMA's American Board of Veterinary Specialties. Each year, behavior problems account for a large number of deaths, by euthanasia, of otherwise healthy pets. Increasing opportunities in behavioral medicine at the university level would have a considerable trickle-down effect by affecting the perception by owners and the comfort level of practitioners in identifying, managing and treating behavior problems in pets.     

A brief review of infectious and parasitic diseases of wapiti, with emphasis on western Canada and the northwestern United States

In this paper I review diseases reported in both captive and free-ranging wapiti in western North America, with some reference to diseases in captive red deer in Great Britain, Europe, New Zealand, and eastern North America.

With the exception of coronavirus in neonates, few viral agents are reported to cause serious disease losses in wapiti in North America at this time. Bacterial diseases of current significance include brucellosis (focus in Wyoming), clostridial diseases, coliform enteritis of neonates, pasteurellosis, and necrobacillosis. The endoparasites most likely to be seen causing lesions in wapiti of western North America are lungworm (Dictyocaulus viviparus), arterial worm (Elaeophora schneideri), and, possibly, liver fluke (Fascioloides magna). Ectoparasites of importance to wapiti are Psoroptes cervinus and Dermacentor albipictus. Nutritional diseases are not covered in this review.

     

Demographic studies on final year veterinary students of nine European schools

In 1975 a survey of some aspects of veterinary student selection, background and education as well as intended employment after qualification was conducted in the veterinary schools at Bristol, Glasgow, Liverpool, Helsinki, Stockholm, Hannover, Ghent, Toulouse and Vienna. In all schools student selection was primarily based on academic ability. A numerus clausus existed in six of the nine schools. No sex discrimination in student selection was practised in seven of the nine schools. The proportion of male students in the final year of 1975 ranged from 57 per cent in Glasgow to 97 per cent in Ghent. The parents of the students were predominantly of socioeconomic classes 1 (28 per cent), 2 (38 per cent) or 3 non manual (20 per cent), and no significant differences were found between the UK and the continental schools. Six per cent of the parents were veterinarians while 15 per cent were farmers. The financing by students of their veterinary studies varied markedly between schools. Over 80 per cent of the students wished to go first into general practice, with little tendency, except among UK students, to go into employment abroad first.     

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.     

Factors related to in-house agricultural animal caseloads in US veterinary teaching hospitals

A retrospective observational study was conducted to determine whether agricultural animal caseloads at veterinary teaching hospitals declined between 1995 and 1998. Thereafter, the effect of organizational and demographic factors on 1998 in-house agricultural animal caseloads was examined. Caseload data were obtained from the American Association of Veterinary Medical Colleges. Demographic and organizational data were obtained by surveys, telephone interviews, and web-based resources. Complete data were available from 25 veterinary colleges, and data from these schools were used in subsequent analyses. In 1998, in-house food animal caseload decreased relative to 1995 in 17 schools and increased relative to 1995 in 8 schools. This trend was not significant (P = .053); however, the power of the test was limited (.50). Mean 1998 caseload was 886 +/- 504. Among schools with a discipline-based organizational structure, annual mean caseload was 464 +/- 220. Among schools with a species-based organizational structure, mean caseload was 1,167 +/- 463. The regression model that best predicted caseload was a forward-stepping model that included only organizational structure as an independent variable. No additional independent variable was significantly associated with caseload.