Criteria used by employers to select new graduate employees

OBJECTIVE: To find out what criteria and methods are used by Australian employers to select new graduates to work in their practices. DESIGN: Questionnaires were completed by 258 employers and the responses were analysed using the SAS system. RESULTS: During selection, employers placed most reliance on formal interviews or visits to the practice. These occasions were used to assess the applicant's personal qualities including their ability to interact effectively with clients and colleagues. Employers used resumes mainly in selection of applicants to interview and many discounted nominated referees as being insufficiently critical. Academic knowledge was regarded as less important than personal qualities and very few employers reported using gender as a basis for selection. CONCLUSIONS: Senior veterinary students need to be aware of the importance placed by employers on interpersonal skills and personal qualities and should make every effort to engage in practical work, paid work and other activities that will help develop these attributes. They should be conscious that practitioners with whom they work may be contacted by potential employers and they should learn to present themselves realistically in a resume.     

New developments in veterinary education in the republic of Azerbaijan

After the collapse of the Soviet Union in 1991, the agrarian sector in the former member states fell into a steep decline, and veterinary training and education came to a standstill. Before the collapse, veterinary care was free, but thereafter few could afford to pay for the services of a veterinarian. Veterinary science became an unpopular study and attracted less motivated students. However, some veterinarians started Private Veterinary Units (PVU) and became successful. It will take time for veterinary training and education to catch up with modern developments. In the meantime, the establishment of a Private Veterinary Unit connected to the Veterinary Faculty could play an important role in accelerating the availability of competent veterinarians.     

Meeting the expectations of referring veterinarians

Veterinary teaching hospitals (VTHs) have traditionally obtained most of their patient and client base through the referral process. This worked well until the recent explosive growth of specialty practices, which compete not only for patients but also for faculty and graduating residents. Veterinary schools have had to meet this challenge by increasing both efficiency and the quality of services provided to referring veterinarians. Practitioners refer mainly because of discomfort with a case and the belief that clients will get better treatment at a referral hospital than they themselves can provide. Practitioners choose not to refer because of geography, perceived cost, or lack of confidence in the services offered. Referring veterinarians expect regular communication about services offered, access to receiving clinicians for consultation, convenient scheduling, and efficient communication and follow-up from the receiving veterinarian. They also expect the relationship between them and their clients to be maintained and enhanced. Receiving veterinarians expect a summary letter and copies of all relevant records, including radiographs. They also expect the client to have been informed about the approximate costs of referral. VTHs can develop better relationships with referring veterinarians through education, newsletters, referral guides, practice visits, and Web sites. Inadequate communication and lack of involvement on the part of the referring veterinarian are the major impediments to efficient referrals and practice growth.     

The role of final year extramural placements in the undergraduate veterinary curriculum

OBJECTIVE: To examine the role of a final year program of extramural placements in the undergraduate veterinary curriculum. DESIGN: An online questionnaire was made available to all students who completed the first lecture free final year of clinical placements offered by the Faculty of Veterinary Science, University of Sydney in 2004. The questionnaire collected information regarding the effectiveness of preparation for veterinary practice through: rating the usefulness of tasks and processes in achieving final year learning outcomes; collecting students' opinions on attributes vital to success as a veterinary practitioner and the value of extramural placements in developing these attributes; and rating the value of extramural placements in preparing students for veterinary practice. RESULTS: The most useful tasks or processes as evidenced by the percentage of students rating these tasks or processes as either very useful or useful were receiving feedback (80%) and completing case logs (78%). The main attribute considered vital to success as a veterinarian was communication skills and extramural placements were generally rated as very valuable in developing this competency. This program was considered to be particularly successful in facilitating the link between theory and practice, enabling the recognition and treatment of a range of diseases and developing interpersonal skills. CONCLUSION: The model for extramural placements implemented was generally regarded by students to be valuable in preparing them for veterinary practice.     

Veterinary Anatomy Education in Korea

In Korea, there are 10 veterinary schools and about 500 new veterinarians are produced annually. Veterinary education is 6‐year‐system composed of pre‐veterinary (2 yrs) and veterinary course (4 yrs). Total of 28 to 33 subjects are taught in professional curriculum, including 21 of 23 subjects recommended by the World Veterinary Association (WVA) as minimum requirements for veterinary education. Only economics and botany are excluded. Currently, 6648 veterinarians are active in the profession in Korea; about 31% of these in clinical practice and 69% in non‐clinical areas. Korea has 3.5 million pets, 10.4 million livestocks, 105 million chickens, and 0.5 million other animals. In general, 630 livestock units (LU) are covered by each veterinarian. With improvement of economic status and life style change, the number and variety of species of companion animals are expanding, accordingly. Also the importance of molecular biology is recognized and included in the professional curriculum. In these changing times, it is believed that gross anatomy, histology and embryology are essential integral component of found in veterinary education. But the teaching hours of histology, embryology and gross anatomy have reduced 15% during last 5 years due to new subjects. Total teaching hours in professional curriculum is about 4100 hours (pre‐clinical 29%, paraclinical 32%, clinical course 38%). Average 200 hours are allocated for gross anatomy, histology and embryology lecture and average 250 hours for laboratory practice. The number of students per class ranges 40–80 depending on schools. The ratio of male and female students is 6–4, and the teaching faculty and students 1–22. The Korean Association of Veterinary Anatomists (KAVA) recommend one cow, five dogs, two pigs, five goats and 20 chickens per 20 students to be used for the dissection. The students are evaluated using various types of exam such as assignments, written and oral tests. Recently some schools are beginning to adopt block lectures and/or PBL.     

Employer and new graduate satisfaction with new graduate performance in the workplace within the first year following convocation from the Ontario Veterinary College

Mailed questionnaires administered to employers of graduates and to graduates of the Ontario Veterinary College in 2000 and 2001, 7 to 10 months after convocation, surveyed new graduate performance in the workplace. Proficiency at 9 species-specific (in 4 practice contexts) and 7 nonspecies-specific clinical activities were rated as "high," "some," or "low." Fifteen nonvocation-specific attributes, reflecting interpersonal, communication, and business skills, and the new graduate's competence to do his/her job were rated as "very good," "good," or "poor." Ninety or more percent of employers reported "high" to "some" proficiency in 8/9, 5/9, 3/9, and 1/9 activities relative to small animal, food animal, equine, and exotic animal practice, respectively, and in 5/7 nonspecies-specific clinical activities. Ninety or more percent of employers assessed workplace proficiency as "very good" to "good" in 13/15 nonvocation-specific work skills and overall competence to do the job for which the new graduate had been hired.     

R(X) for recruitment and retention of veterinarian scientists: money, marketing, mentoring

Veterinary medicine is failing both to sustain its academic base and to meet national needs for research in the fields of comparative medicine (translational research), public health, and food production. The basis for the shortage of veterinarians with research expertise is multi-factorial and related to the substantial commitment of time and money required to obtain both a DVM and advanced training, as well as the lack of motivation among veterinary students to engage in biomedical science. Effective strategies for increasing the number of veterinarian scientists must address these issues using a balanced combination of money, marketing, and mentoring. Success will require not only that we increase and improve opportunities for research training, but also that we create and sustain veterinary college environments that attract, foster, and reward dedication to research. The 'research pipeline' needs to be transformed into a 'research manifold' with multiple portals for entry and re-entry of trainees. Age-appropriate educational and mentoring programs should be implemented at K-14, baccalaureate, veterinary college, post-graduate, and junior faculty levels to promote recruitment, training, and retention of veterinarian scientists. New initiatives are especially needed to attract students with primary interests in science and biomedical research to the veterinary profession and to facilitate transition of motivated veterinary graduates from private practice to research careers. Specific examples of such programs are presented and future directions are discussed.     

Educating the exotic animal technician.

The thorough education of a skilled exotic animal technician is an ongoing process. Providing the educational tools is only the beginning. Building on the initial educational groundwork is required to excel. Veterinary technicians interested in exotic animal medicine must lobby to promote awareness of the demand for exotic pet care; be able to accept, adapt, and apply new data frequently; and receive constant support and encouragement from the exotic animal veterinarian.     

改革兽医药理学实验教学，培养实用型兽医专业人才

兽医药理学实验是一门实践性很强的实验课程,其教学效果直接影响该专业整体教学质量的高低。在药理学实验教学中,从丰富教学内容,提高教学质量;改善教学方法,提高授课水平;增加实践机会,提高实践技能三个方面对兽医药理学实验教学进行改革,为培养实用型兽医专业人才提供保证。     

Artis Veterinariae Prudens

Abstract— The recent publication of the book From Farriery to Veterinary Medicine, which deals with the plan of Vial de St. Bel, the French veterinarian, for the establishment of a veterinary teaching school in England has stimulated a closer examination of the roots of veterinary education in the British Isles. This book is reviewed and discussed in the light of the information available which led to the establishment of the London (later the Royal) Veterinary College.     

《兽医微生物学》实验课教学改革与实践

《兽医微生物学》是实践性和应用性都很强的一门学科,实验课教学是理论与实践相结合的纽带,是提高教学质量、实现素质教育和创新人才培养目标的重要教学环节。针对传统兽医微生物学实验教学中存在的问题,通过重视实验教学、提高教师素质、改变实验教学内容和方法、鼓励学生参加实验准备工作、倡导学生参与科研项目等一系列改革措施,极大地提高了学生的实验技能和学习兴趣,教学质量取得显著的效果。     

Communication in production animal medicine: modelling a complex interaction with the example of dairy herd health medicine

Background

The importance of communication skills in veterinary medicine is increasingly recognised. Appropriate communication skills towards the client are of utmost importance in both companion animal practice and production animal field and consultancy work. The need for building a relationship with the client, alongside developing a structure for the consultation is widely recognised and applies to both types of veterinary practice.

Results

Veterinary advisory practice in production animal medicine is, however, characterised by a more complex communication on different levels. While the person-orientated communication is a permanent process between veterinarian and client with a rather personal perspective and defines the roles of interaction, the problem-orientated communication deals with emerging difficulties; the objective is to solve an acute health problem. The solution - orientated communication is a form of communication in which both veterinarian and client address longstanding situations or problems with the objective to improve herd health and subsequently productivity performance. All three forms of communication overlap.

Conclusions

Based on this model, it appears useful for a veterinary practice to offer both a curative and an advisory service, but to keep these two separated when deemed appropriate. In veterinary education, the strategies and techniques necessary for solution orientated communication should be included in the teaching of communication skills.     

动物病理生理学教学实践中学生创新性思维能力的培养

为了探讨在动物病理生理学教学实践中学生创新性思维能力的培养。文章对作者在动物病理生理学长期教学实践中运用的科研式教学法、PBL教学法、网络教学、病例教学法、分层互动式教学、黑箱法、哲学思维教学、学导式教学等方法进行了总结。通过在动物病理生理学课堂教学和实验教学中以上几种教学方法的尝试,使动物医学专业学生尽早体验临床兽医师的角色,将基础兽医学所学理论知识与临床兽医学相结合,逐步使学生具有创新性思维能力,达到预期的教学效果。     

Leptospirosis in a Small Animal Veterinarian: Reminder to Follow Standardized Infection Control Procedures

A small animal veterinarian in Washington State developed leptospirosis after an occupational exposure. Approximately 10 days prior to the onset of illness, he examined a healthy appearing pet rat for fleas, which urinated on his un‐gloved hands. Although the veterinarian washed his hands after the examination, his hands had abrasions from gardening. The veterinarian was hospitalized for 12 days and was able to return to work part‐time 1 month following discharge. This illness may have been prevented if the veterinarian had been wearing gloves during the examination as recommended by the National Association of State Public Health Veterinarians (NASPHV), Veterinary Infection Control Committee, in its Compendium of Veterinary Standard Precautions for Zoonotic Disease Prevention in Veterinary Personnel (2008). This case alerts us to the need for small animal veterinarians to minimize their infection risk by practising recommended infection control procedures. Veterinarians should establish and follow a written infection control plan based on the standardized infection control approach adopted by the NASPHV to minimize their risk of occupational zoonotic infections.     

Results of an inquiry among veterinary assistants

Veterinary assistants being members of the Swiss Veterinary Association received a questionnaire in 1989. Informations concerning the search for employment, employment conditions, introduction into the job, working climate, field of activities, postgraduate education, professional aims and prospects for the future as well as the particular situation of women were collected. 2/3 of the assistants in practice and 4/5 of Faculty assistants found their jobs privately without any public advertisement. 3/5 of the assistants in a practice have been employed without a written contract. The mean working time without emergency calls and night work amounts to 45 hours a week in small animal practice and 50 hours in large animal practice. Salaries have been shown to be clearly higher in practice compared to universities. Postgraduate education, however, has obviously been missing in over 50% of assistants in practice but not at the Faculty. Most assistants in practice as well as at the universities strive for partnership practice, especially for both, small and large animals.     

高职《兽药制剂工艺》课程体系建设与教学实践初探

高职《兽药制剂工艺与质量检验》课程教学的目标是使学生掌握兽药制剂的基本理论和操作技能,初步具备兽药制剂制备和质量检验的实际工作能力。课程设计以兽药生产过程和工作任务为主线,突出技能培养,强化实践性教学,构建适宜于高职的兽药制剂工艺课程教学体系,探索和创新了一种全新的高职《兽药制剂工艺与质量检验》课程教学模式。     

Applicant expectations and decision factors for jobs and careers in food-supply veterinary medicine

This article examines the job expectations of applicants as reported by recruiters interviewing food-supply veterinary medicine (FSVM) candidates and the career-choice decision factors used by year 3 and 4 veterinary students pursuing careers in FSVM. The responses of 1,047 veterinary recruiters and 270 year 3 and 4 students with a food-supply focus from 32 colleges of veterinary medicine in the United States and Canada were examined. Recruiters were asked to report the two most important job factors applicants took into account when deciding to accept an offer; students were asked the two most important reasons for choosing a career in FSVM and the two most important benefits of working as a food-supply veterinarian. Recruiters reported that high salaries and good benefits are the two most important decision factors. Interest in the food-animal career area and a desire for a rural, outdoor lifestyle were the top reasons students gave for choosing an FSVM career. Students saw the enjoyment of working with and helping producers and food animals as the most important benefits of a career in FSVM.     

Meat inspection education in Finnish veterinary curriculum

This article describes the Finnish meat-inspection curriculum and presents an expert-panel evaluation of meat-inspection education. The work tasks of the meat-inspection veterinarian are challenging and include classical meat inspection, meat hygiene, hygiene control, and animal disease and welfare. The meat-inspection veterinarian is not only an inspector, which by itself is very demanding, but also an expert or "consultant" on food safety. The significant role of the meat-inspection veterinarian in society puts high demands on meat-inspection education, which should provide veterinary students with sufficient tools to perform meat inspection and hygiene control in slaughterhouses, cutting premises, and further processing plants. To be of high quality, such education must be evaluated from time to time. An expert panel evaluated Finnish undergraduate meat-inspection education and found that it provides veterinary students with good knowledge of meat inspection. The structure of the curriculum, with theoretical studies followed by four weeks of practice in a slaughterhouse, was considered vital for learning and for creating interest in meat inspection. The evaluation also revealed that certain subjects should receive greater emphasis and some new subjects should be introduced. Hygiene-control tasks, in particular, have increased and should receive more emphasis in education. Personnel management and interaction skills should be introduced into the curriculum as these skills influence all the duties of the meat-inspection veterinarian. This article outlines the subjects to be included in the modern, high-quality meat-inspection curriculum recommended by the expert panel.     

The Animal Health and Welfare Law: the veterinary statement as evidence and the role of veterinarians in legal procedures

Every veterinarian can be confronted with the request from a law enforcement agency to conduct a veterinary examination based on the Animal Health and Welfare Act and to produce a written report of that examination. This Veterinary Statement can be used in court. The Veterinary Statement is an important piece of evidence, so it should be formulated with care. The veterinarian in charge must be aware of the requirements that the Veterinary Statement must meet and the legal procedures that must be followed.