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.     

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 new model for companion-animal primary health care education

The majority of graduates from veterinary schools in the United States and Canada join companion-animal practices. In most schools, their clinical learning and client interaction experiences occurred primarily in referral teaching hospitals. These specialty hospitals play an essential role in the veterinary care continuum by providing advanced training, clinically-based research, and sophisticated diagnostics and procedures. However, they are not ideal as the principal setting for preparing veterinarians to bring value to the primary health care practices that they join. A new model for companion-animal primary health care education and service delivery has been developed at the Ontario Veterinary College, University of Guelph. The nine integrated programs, which have defined learning objectives and outcome assessments, include communication, nutrition, rehabilitation, behavior, welfare, One Health (ecosystem approach to health), preventive and general medicine, good citizenship, and research. The learning experience begins with first-year student veterinarians and takes place in a practice setting with paying clients from the community. Significantly, the students are learning in an environment that emphasizes the importance of the client experience, teamwork, and practice management while ensuring quality health care for patients. The future of companion-animal primary health care and the optimal preparation of veterinarians are critical issues for the veterinary colleges and profession. Enhanced research into new models for primary health care education and service delivery is urgently needed.     

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.     

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.     

Is evidence-based medicine so evident in veterinary research and practice? History,obstacles and perspectives

Evidence-based medicine (EBM) refers to the conscientious, explicit and judicious use of current best evidence from research for the care of an individual patient. The concept of EBM was first described in human medicine in the early 1990s and was introduced to veterinary medicine 10 years later. However, it is not clear that the EBM approach promulgated in human medicine can be applied to the same extent to veterinary medicine. EBM has the potential to help veterinarians to make more informed decisions, but obstacles to the implementation of EBM include a lack of high quality patient-centred research, the need for basic understanding of clinical epidemiology by veterinarians, the absence of adequate searching techniques and accessibility to scientific data bases and the inadequacy of EBM tools that can be applied to the busy daily practise of veterinarians. This review describes the development of EBM in the veterinary profession, identifies its advantages and disadvantages and discusses whether and how veterinary surgeons should further adopt the EBM approach of human medicine.     

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.     

Evaluation of veterinary public practice education programs

OBJECTIVE: To describe the number and types of veterinary professional degree and certificate programs providing education in the area of public practice to veterinarians and determine the availability of these programs via distance learning. PROCEDURES: Web-based internet searches were performed for programs for veterinary public practice or public health, population medicine, or Master's degree in Epidemiology. The information reviewed was derived from individual school and program Web sites and from personal e-mail correspondence with school administrators. RESULTS: 17 professional degree and 4 certificate programs were available to provide education and training in the areas of public practice and population medicine to veterinarians. Twelve of these programs have begun since 1998. Of the 17 professional degree programs, 7 are located in the United States and 10 are located in other countries. Nine of the professional degree programs provide education through traditional teaching methods, and 8 provide education and training through distance learning. CONCLUSIONS: During the preceding 5 years, the number of programs available to educate and train veterinarians in the areas of public practice and population medicine has increased. Distance learning is being used to increase capacity and reach a broader audience of veterinarians. With the increase in programs has come an increase in capacity to educate and train veterinarians in the fields of population medicine and public practice. The impact and sustainability of this increased capacity have not been evaluated.     

Food animal veterinary medicine: leading a changing profession

The veterinary profession has gone through periods of profound change in response to economic and social changes. We are currently in another such period: profound change is required in order for the profession to remain relevant in a marketplace where a rapidly expanding knowledge base and new technologies demand an ever-increasing level of expertise in a greater variety of areas. However, the veterinary profession is perceived both internally and by the public as possessing a narrow set of skills that supports a narrow group of careers focused on salvaging ill or injured companion animals. It will be necessary to dramatically change the way veterinary students are recruited and trained, as well as how graduate veterinarians are licensed and provided continuing education, in order for the veterinary profession to capitalize on our historical strengths and provide service and leadership in a greater diversity of career paths. Even though the number of veterinarians needed to provide primary care for livestock is decreasing, both the level of expertise demanded by livestock owners and the value of veterinary involvement on livestock farms are increasing. Colleges of veterinary medicine appear challenged to meet the changing needs for veterinary services in animal agriculture because of the declining percentage of veterinary students interested in food animal careers. Fortunately for animal agriculture, the skill set needed by food animal veterinarians is also needed by several emerging segments of the veterinary profession that have tremendous potential for rapid growth, including employment in all segments of food production systems, environmental monitoring and management, bio-security and disease eradication, laboratory diagnostics, and federal regulatory and bio-defense roles. Like previous periods of profound change, this moment in history will require creative thought, open discussion, and a willingness to step into the unknown.     

Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States

The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.     

The essential ingredients of successful strategic planning and its implementation

The strategic planning process initiated by the Pew Foundation through the Pritchard Report became a major preoccupation of all of the 31 faculties of veterinary medicine in the United States and Canada. It is proposed that, in order to be successful in the strategic planning process, three determinants related to perception, to personality, and to psychosocial behavior are necessary ingredients. First, the professional program should evolve in a team-spirited milieu which can inspire future veterinarians to work in teams. Second, all channels of communication should be kept open. Third, passion and enthusiasm should be the prevailing and all-encompassing characteristics of faculty endeavors. Team-spirit, communication and enthusiasm are the essential ingredients which will be needed to confront the challenges facing the profession, to look towards the future with tremendous hope, and to embrace the 21st century with eagerness.     

Defining and using behavioral competencies to manage performance and careers: potential applications and implications for veterinary medicine

Recent studies have highlighted concerns regarding the skills, career prospects, and economic prosperity of veterinarians. Human resource departments in a wide variety of organizations and industries have adopted a competency-based approach to managing the selection, training, placement, and ongoing development of their staff. This paper defines competencies, characterizes their typical use in industry, and examines the potential applications of a competency-based approach for veterinary medicine. It is argued that the competency-based approaches honed in the private sector promise to assist veterinary colleges, employers of veterinarians, and professional societies in influencing the state of the profession through the selection, education, and development of veterinarians.     

Survey of academic veterinarians' clinical practice in cardiopulmonary–cerebral resuscitation

Objective: To document the clinical practice of cardiopulmonary–cerebral resuscitation (CPCR) among academic veterinarians. Design: Survey. Setting: Eight colleges of veterinary medicine in the United States. Subjects: Two hundred and one academic veterinarians. Interventions: The survey was distributed by hand by the authors into the mailboxes of small animal faculty, residents, and interns. Demographic variables, questions regarding number of cardiopulmonary arrests (CPA) supervised and number successful, do not attempt resuscitation discussions, and Likert‐style questions about client presence during CPCR, appropriateness of CPCR, and CPCR decision‐making were included. Multiple linear regression models were constructed to determine the effect of multiple questions on different target variables of interest. Measurements and main results: Numerous differences were noted based on institution, gender, specialty, and position. Most institutions did not have a standard resuscitation consent form. Most respondents believed the client, house officer, and senior clinician should determine whether to perform resuscitation or not. Quality of life was the most significant determinant of whether to resuscitate or not, followed by long‐term prognosis, then short‐term prognosis. Conclusions: Veterinarians differ in many aspects of their approach to CPA and resuscitation. Creating consensus within the veterinary profession would benefit client service and patient care.     

Evidence-based veterinary medicine: evolution, revolution, or repackaging of veterinary practice?

Over time, evidence-based veterinary medicine (EBVM) should integrate with normal clinical practice. Also, clinical knowledge increases with EBVM, reducing the need for information in one area and allowing veterinarians to explore new areas of specialty or cutting-edge advances in the profession. Textbooks, journals, veterinary conferences, and web sites provide nearly unlimited information about EBVM for the practicing veterinarian to help with the transition to EBVM use in daily practice life. EBVM should continue to change and improve how we, as veterinarians, provide the best available care to our clients and patients.     

Pharmacists in veterinary education: bridging the gap

Veterinary patients stand to benefit greatly from the collaboration of pharmacy and veterinary medicine, and there are many ways pharmacy and veterinary medicine can work in concert. The best efforts to revise and remodel veterinary and pharmacy education to fit an evolving world of clinical practice are grounded in an understanding of each profession. Veterinary education should impart to its students and residents the skills necessary to critically evaluate drug therapy, select therapies based on facts from drug information sources, and operate a veterinary practice that abides by the legal, regulatory, and operational requirements necessary to maintain and dispense drugs. The academic training environment of each profession must include information on the other, in order to better prepare professionals for a realistic practice environment. When armed with an understanding of what pharmacists can provide their patients, veterinarians can demand these skills where appropriate. With the ultimate goal of producing an optimal learning environment, veterinary curricula should allow both pharmacy and veterinary medicine to work together to build a path to quality patient care and educational superiority.     

Veterinary medical manpower: supply-demand projections to 2020.

A supply projection model to estimate the number of veterinarians available through the year 2020 was developed. When projected available manpower was compared with the need for veterinary medical services, as estimated in a National Academy of Science study, a net shortage was indicated in each year between 1976 and 2020. The manpower supply available if 3 additional veterinary colleges were developed in the United States was also estimated. It was concluded that, even with the additional output of these colleges, the supply of veterinarians will not keep pace with future needs for veterinary services.     

Interfacing professional training in health maintenance and preventive medicine.

Because of emerging economic realities of the latter half of this century, the practice of preventive medicine, as opposed to curative medicine, is becoming essential in developed and developing countries. This holds true in veterinary medicine as well as in human medicine, and as we become increasingly aware of this fact, we also recognize the increasing interdependence of both fields. To determine the extent to which veterinarians are prepared to deal with this change in emphasis, two surveys have been prepared; one directed to various specialty groups within the profession and the other directed to schools of veterinary medicine. The first survey was designed to identify areas in which veterinarians felt their training had been deficient relative to decision making in applied preventive medicine. The second survey queried the schools to determine what changes had been made in their curricula to remedy these inadequacies.     

The US Army Veterinary Corps: a model for professional career development with a public health and global perspective

The US Army Veterinary Corps is composed of approximately 420 active-duty and 200 reserve-component veterinary officers, with 40 to 45 new veterinarians joining the active ranks each year. This article briefly summarizes the training that members of the veterinary corps receive in preparation for their diverse range of duties in service to the United States.     

Emerging challenges in public health protection, food safety and security: veterinary needs in the USDA's Food Safety and Inspection Service

Meeting the needs of public service practice is a responsibility of the veterinary profession. The United States Department of Agriculture (USDA) Food Safety and Inspection Service (FSIS) has undergone significant change since 1996, when the final rule on Pathogen Reduction and Hazard Analysis and Critical Control Point (HACCP) Systems and its regulations were published in response to food-borne illnesses and deaths due to E. coli 0157:H7 in undercooked hamburgers. As a result, the role of the veterinarian is changing from a focus on carcass inspection (reactive) to scientific-based systems analysis and enforcement (preventive). With a large pool of veterinarians eligible to retire, a critical shortage of field veterinarians is predicted. The purpose of this article is to raise educators' awareness of this need, of the competencies required, and of the challenges and opportunities for veterinarians in the new public health-focused FSIS. An invitation to collaborate with the agency is offered to help meet emerging workforce requirements in public health practice.     

Integrating molecular biology into the veterinary curriculum

The modern discipline of molecular biology is gaining increasing relevance in the field of veterinary medicine. This trend must be reflected in the curriculum if veterinarians are to capitalize on opportunities arising from this field and direct its development toward their own goals as a profession. This review outlines current applications of molecular-based technologies that are relevant to the veterinary profession. In addition, the current techniques and technologies employed within the field of molecular biology are discussed. Difficulties associated with teaching a subject such as molecular biology within a veterinary curriculum can be alleviated by effectively integrating molecular topics throughout the curriculum, pitching the subject at an appropriate depth, and employing varied teaching methods throughout.