The European system of veterinary specialization

Veterinary specialist diplomas were available in many European countries during the second half of the 20th century. However, such an early recognition of the importance of veterinary specialization actually delayed the concept of the European veterinary specialist in Europe, compared with the United States, where the first specialist colleges were established in the 1960s, because it was felt that the national system was functioning properly and there was therefore no need for a new structure in the European countries. The European Board of Veterinary Specialisation (EBVS) was established in 1996, and currently there are 23 specialist colleges with more than 2,600 veterinarians officially listed in the EBVS register as European specialists. The Advisory Committee on Veterinary Training (ACVT) approved the establishment of EBVS but never implemented a supervising body (with ACVT representation). Such a body, the European Coordinating Committee on Veterinary Training, was later implemented by the profession itself, although it still lacked a political component. Each college depends on the EBVS, which has the function to define standards and criteria for monitoring the quality of college diplomates. To become a European Diplomate, veterinarians must have gone through an intensive period of training supervised by a diplomate, after which candidates must pass an examination. Although the term European veterinary specialist still does not have any legal recognition, national specialist qualifications are being phased out in many countries because of the inherent higher quality of EBVS specialist qualifications.     

The European College of Veterinary Pathologists (ECVP): the professional body for European veterinary pathologists

The European College of Veterinary Pathologists (ECVP) was established in 1995 with the aim of advancing veterinary pathology and promoting high standards within the specialty in Europe. The ECVP is one of 21 European colleges recognized by the European Board of Veterinary Specialisation (EBVS), which represents a quality-assurance system for European veterinary specialists. Until the ECVP was founded, there was no unified European system recognizing the specialty of pathology, and many European countries followed their own qualification systems, which varied in form and standard. The ECVP provides an annual certifying examination, the passing of which is required to gain membership (diplomate status) in the college. This qualification is now accepted on equal terms by the well-established American College of Veterinary Pathologists (ACVP). In line with EBVS requirements, the ECVP has also established a standard continuing professional development (CPD) and re-registration system for its membership. Furthermore, it has promoted and unified European post-graduate training in veterinary pathology by setting up requirements for residency training programs and making registration and monitoring of these programs by the ECVP a prerequisite for approval of an institution as a training facility. The concurrent establishment, together with the European Society of Veterinary Pathology, of an annual summer school that trains residents for the certifying examination has further fostered European post-graduate training. Within 10 years, the ECVP has succeeded in establishing common standards and a unified approach to veterinary pathology throughout Europe. This article describes the evolution and organization of the ECVP.     

Establishment of the European College of Veterinary Clinical Pathology (ECVCP) and the current status of veterinary clinical pathology in Europe

After 5 years of development, the European College of Veterinary Clinical Pathology (ECVCP) was formally recognized and approved on July 4, 2007 by the European Board of Veterinary Specialisation (EBVS), the European regulatory body that oversees specialization in veterinary medicine and which has approved 23 colleges. The objectives, committees, basis for membership, constitution, bylaws, information brochure and certifying examination of the ECVCP have remained unchanged during this time except as directed by EBVS. The ECVCP declared full functionality based on the following criteria: 1) a critical mass of 65 members: 15 original diplomates approved by the EBVS to establish the ECVCP, 37 de facto diplomates, 7 diplomates certified by examination, and 5 elected honorary members; 2) the development and certification of training programs, laboratories, and qualified supervisors for residents; currently there are 18 resident training programs in Europe; 3) administration of 3 annual board-certifying examinations thus far, with an overall pass rate of 70%; 4) European consensus criteria for assessing the continuing education of specialists every 5 years; 5) organization of 8 annual scientific congresses and a joint journal (with the American Society for Veterinary Clinical Pathology) for communication of scientific research and information; the College also maintains a website, a joint listserv, and a newsletter; 6) collaboration in training and continuing education with relevant colleges in medicine and pathology; 7) development and strict adherence to a constitution and bylaws compliant with the EBVS; and 8) demonstration of compelling rationale, supporting data, and the support of members and other colleges for independence as a specialty college. Formal EBVS recognition of ECVCP as the regulatory body for the science and practice of veterinary clinical pathology in Europe will facilitate growth and development of the discipline and compliance of academic, commercial diagnostic, and industry laboratories in veterinary clinical pathology. Future needs are in developing sponsorship for resident positions, increasing employment opportunities, increasing compliance with laboratory, training, and continuing education standards, and advancing relevant science and technology.     

Teaching veterinary clinical pathology to undergraduate students: an integrated European project

BACKGROUND: Veterinary clinical pathology is a relatively new and emerging discipline in Europe that has gained momentum with the recent establishment of a specialty college. In this situation, veterinary faculties may face challenges in understanding and defining what clinical pathology is and how it can best be integrated into existing curricula. In addition, many schools in Europe may not yet have available a critical mass of suitably qualified faculty capable of teaching in all areas of clinical pathology. OBJECTIVE: The main purpose of this report is to describe the goals, procedures adopted, teaching material produced, and proposed future activities of a major European initiative designed to develop a veterinary clinical pathology curriculum. METHODS: Four working subgroups were formed to establish a list of course objectives and topics and prepare a series of lectures. These contents were reviewed and discussed several times at a series of general meetings. RESULTS: An undergraduate course on veterinary clinical pathology was designed with course objectives, a list of topics and a CD-ROM consisting of 24 lectures. CONCLUSIONS: The results of this project could be useful in the establishment or improvement of training programs in veterinary clinical pathology at the undergraduate level in Europe and in other places around the world. The provision of teaching resources for faculty could help to instill in veterinary students a strong understanding of the discipline and promote development of advanced training programs and career opportunities in clinical pathology in Europe.     

Providing high-quality research training for veterinary pathologists in Europe

Despite their key role in a wide range of fields relating to animal and public health, there is currently a lack of veterinary pathologists in Europe. In 1999, to help address the problem, the European College of Veterinary Pathologists (ECVP) and the European Society of Veterinary Pathology (ESVP) established a joint Education Committee. In this Special Article, Professor Anja Kipar and colleagues, all members of the committee, describe the ECVP/ESVP Summer Schools in Veterinary Pathology programme, which aims to provide high-quality research training for veterinary pathologists from all over Europe and beyond.     

The European College of Veterinary Surgeons 1991-2011: a 20-year success story

The first meeting leading to the formation of the European College of Veterinary Surgeons (ECVS) was held August 30/31, 1990 in Lenzburg, Switzerland. Specialists in small animal and large animal surgery from practice and academicians from many European countries were invited. The constitution was developed based on that of the American College of Veterinary Surgeons (ACVS). ECVS was founded during the ACVS European Surgical Forum in Nice in 1991. The provisional Board elected at this meeting stayed active during the initial 4 years to provide stability. For the 146 Charter Members to become a Diplomate, they had to pass an examination. Therefore, the ECVS is the only Specialty College that does not have a "Grand Father Clause." In 2000 ECVS, was the first College to acquire full recognition-status by the European Board of Specialization (EBVS), which underlines the leading role the surgeons play in the development of the European veterinary specialty colleges. Like its American Sister College, ECVS maintains high standards for surgical training programs for Residents and administers rigorous certifying examinations. It is appropriate to recall the facts that lead to foundation of ECVS on its 20-year anniversary.     

Presurgical hand antisepsis: concepts and current habits of veterinary surgeons

Objective: To assess current habits for surgical hand preparation among veterinary surgical specialists and to compare data with current guidelines for hand asepsis techniques. Study design: Survey of veterinary surgical specialists. Sample Population: Diplomates of the American (ACVS) and European Colleges of Veterinary Surgeons (ECVS). Methods: An internet‐based survey of hand preparation methods before surgical procedures was conducted of 1300 listed ACVS and ECVS Diplomates. Results: A 42.6% response rate was obtained. Approximately, 80% of respondents use disinfecting soaps as a primary method for hand antisepsis. Of those, 81% use chlorhexidine‐based scrubs and 7% use a neutral soap followed by a hydroalcoholic solution. Conclusions: Contrary to current recommendations of the World Health Organization and scientific evidence supporting use of hydro‐alcoholic rubs for presurgical hand preparation, veterinary surgical specialists still use surgical scrub solutions containing disinfecting soaps.     

Toward harmonization of the European food hygiene/veterinary public health curriculum

Prompted by developments in the agri-food industry and associated recent changes in European legislation, the responsibilities of veterinarians professionally active in veterinary public health (VPH), and particularly in food hygiene (FH), have increasingly shifted from the traditional end-product control toward longitudinally integrated safety assurance. This necessitates the restructuring of university training programs to provide starting competence in this area for veterinary graduates or a sub-population of them. To date, there are substantial differences in Europe in the way in which graduate programs in FH/VPH are structured and in the time allocated to this important curricular group of subjects. Having recognized this, the European Association of Establishments for Veterinary Education (EAEVE) recently instituted a working group to analyze the current situation, with a view to produce standard operating procedures allowing fair and transparent evaluations of universities/faculties constituting its membership and in concurrence with explicit European legislation on the professional qualifications deemed necessary for this veterinary discipline. This article summarizes the main conclusions and recommendations of the working group and seeks to contribute to the international efforts to optimize veterinary training in FH/VPH.     

European veterinary education: a bridge to quality

The aim of this review is to provide an insight into the current state of, and future changes in, veterinary education within the European Community, as well as the role of the European Association of Establishments for Veterinary Education (EAEVE) in evaluating and raising standards of education and training. It also describes the role of EAEVE in developing strategies for changes in the future. Veterinary schools have traditionally aimed at producing the omnicompetent veterinarian at graduation. Many have questioned whether this is possible, and a recent European Commission (EC) funded market survey has confirmed that this is indeed an impossible task and has identified the requirements of society within the European Union (EU) for veterinary services in the future. There is however a need to change the current 1978 European Directive. The current mechanisms which have been used by EAEVE to evaluate over 100 veterinary schools in Europe and their relationship with other systems of appraisal are described. The future of veterinary education within the context of higher education in Europe as part of the Bologna process and in relation to standards of veterinary education worldwide are discussed. Whilst the merits of standardisation of educational quality so that there can be mutual recognition of qualifications are supported, the need to preserve the strengths associated with the diversity of approaches and teaching methods is strongly advocated.     

The ECVP/ESVP summer school in veterinary pathology: high-standard, structured training for young veterinary pathologists

This article describes the ECVP/ESVP Summer School in Veterinary Pathology, a new annual two-week European training facility established by the European College of Veterinary Pathologists (ECVP) in collaboration with the European Society of Veterinary Pathology (ESVP). The aim of the Summer Schools is to provide Europe-wide, harmonized, top-standard theoretical and practical post-graduate training for veterinarians specializing in veterinary pathology. In particular, it aims to support trainees in veterinary pathology in their individual preparation for the ECVP certifying examination. Ultimately, it aims to provide young pathologists with the skills and knowledge necessary to participate in international, high-quality research and the tools for applying international standards to their own research and for independent study for the ECVP certifying examination, even if they do not work in comparable academic environments and do not have the same level of local support and training. The ECVP/ESVP Summer Schools take place in European countries, with local organization from a university department of veterinary pathology. Each event comprises modules provided by internationally recognized specialists in their specific fields of expertise on different organ systems, diseases of specific species, specific techniques, and specific topics relevant to pathology, forming a cycle of four events to cover all major topics. Every two years a mock exam is organized as a tool to monitor individual progress in preparing for the ECVP certifying examination.     

The accreditation system for colleges of veterinary medicine in Mexico and a comparison with the AVMA system

This article reviews the evolution of veterinary medicine in Mexico in order to explain the foundation of the National Council for Veterinary Medicine Education (CONEVET). This institution performs college accreditation and professional certification procedures in the country. The accreditation process for colleges of veterinary medicine in Mexico is described, and the results obtained to this point are presented. A comparative analysis of veterinary education in Mexico and the United States is also presented. The veterinary college accreditation processes of the two countries are compared and their differences analyzed.     

Quality assurance: the key for amendments of the EU-directive/s regulating veterinary training in Europe

The free movement of persons, goods and services within the European Union (EU) is one of the major principles established by the European treaties. This free movement shall now be reinforced through the full application of the new general system for the mutual recognition of professional qualifications, in which veterinary medicine is included. The success of this measure for internal market development imposes availability of professionals with the highest possible basic training and opportunities for continuing education and specialisation. Such benchmark definition requires the establishment of veterinary training throughout the EU to focus on the qualitative aspects of the basic training they impart. New production forms, new labour markets and a higher degree of consciousness of the producers and the consumers, together with an ever-increasing load of new information and knowledge in most veterinary fields had forced changes in veterinary education strategies. These changes have led to the adaptation of curricula and the application of new pedagogical concepts ultimately leading to the design of new, exciting programmes of veterinary training. Some of them use a combination of basic education and elective terms while others have focused training in species-oriented tracks already by the time students enter the clinical level. There is general consent that the quality of basal training must enable the student to achieve a level of confidence in life-long learning so he/she would be able to follow relevant CPD's and, eventually, pursue specialisation. At the same time, veterinary establishments are concerned with their ability to achieve these goals, mostly due to the usual high costs of veterinary training that constrain their chances to maintain equality of training levels through the EU. We need to find tools to harmonise veterinary training among the establishments of veterinary education in Europe, beyond the compulsory subject and training minimum requirements laid down by the Directive 78/1027. Harmonisation requires regulations but also awareness. Establishments of veterinary education must not only comply with regulations but also become aware of the advantages of quality assurance of their basic training. The present paper is a series of personal reflections by the author who ultimately addresses veterinary educators and interest organisations such as the European Association of Establishments for Veterinary Education (EAEVE) and the Federation of Veterinarians of Europe (FVE) to focus on strategies of quality assurance as the basis for claims of amendments of the EU-Directive/s regulating veterinary training in Europe.     

Quality Assurance: The Key for Amendments of the EU-Directive/s Regulating Veterinary Training in Europe

The free movement of persons, goods and services within the European Union (EU) is one of the major principles established by the European treaties. This free movement shall now be reinforced through the full application of the new general system for the mutual recognition of professional qualifications, in which veterinary medicine is included. The success of this measure for internal market development imposes availability of professionals with the highest possible basic training and opportunities for continuing education and specialisation. Such benchmark definition requires the establishment of veterinary training throughout the EU to focus on the qualitative aspects of the basic training they impart. New production forms, new labour markets and a higher degree of consciousness of the producers and the consumers, together with an ever-increasing load of new information and knowledge in most veterinary fields had forced changes in veterinary education strategies. These changes have led to the adaptation of curricula and the application of new pedagogical concepts ultimately leading to the design of new, exciting programmes of veterinary training. Some of them use a combination of basic education and elective terms while others have focused training in species-oriented tracks already by the time students enter the clinical level. There is general consent that the quality of basal training must enable the student to achieve a level of confidence in life-long learning so he/she would be able to follow relevant CPD's and, eventually, pursue specialisation. At the same time, veterinary establishments are concerned with their ability to achieve these goals, mostly due to the usual high costs of veterinary training that constrain their chances to maintain equality of training levels through the EU. We need to find tools to harmonise veterinary training among the establishments of veterinary education in Europe, beyond the compulsory subject and training minimum requirements laid down by the Directive 78/1027. Harmonisation requires regulations but also awareness. Establishments of veterinary education must not only comply with regulations but also become aware of the advantages of quality assurance of their basic training. The present paper is a series of personal reflections by the author who ultimately addresses veterinary educators and interest organisations such as the European Association of Establishments for Veterinary Education (EAEVE) and the Federation of Veterinarians of Europe (FVE) to focus on strategies of quality assurance as the basis for claims of amendments of the EU-Directive/s regulating veterinary training in Europe.     

The struggle toward a unified Europe in the area of veterinary medical education]

The recent years have been conspicuous by an unusually dynamic arrangement of political, social and economic relations among all European countries. Scientific community of nations on our continent concerns also our discipline-veterinary medicine-giving numerous examples of common aims, beginning from the 1st Veterinary Congress in 1863, Hamburg. The present changes occurring in Europe give priority to individual scientific, professional and productive integration also in our veterinary science and practice. It must be said, too, that international exchange of goods stimulates not only their standardization as for production conditions and assessment methods, but also the level of consciousness and objective knowledge of the parties warranting the quality of the product. This concerns particularly the food products as for which the parties interested take into account the technical and sanitary norms concerning the products at all stages of their production. Hence the tendency to unification of veterinary studies in all Europe has been approved by all four facilities in Poland. Accession of our faculties to the European Association of Veterinary Medicine Faculties direct by Prof. TOMA, as well as of Czechoslovak and Hungarian faculties, is a clear example of these countries being ready to integration. Similarly, the resolutions of the Association concerning standardization of diplomas and professional specializations of veterinary surgeons in European Community would inspire the veterinary education centres to comparing and following unified organization and programmes of studies.(ABSTRACT TRUNCATED AT 250 WORDS)     

美国兽医学院联盟2016—2017年度报告教员数据解读

美国兽医学院联盟(AAVMC)对在美国、加拿大及隶属于其联盟的其他国家兽医学院的办学要求采取联合认证程序。通过解读AAVMC2016—2017年度报告中教员数据,包括行政人员、终身职位教员、非终身职位临床人员和非终身职位研究人员数量及比例,同时,解读上述教员类型中的性别比例及国籍比例,旨在为我国兽医(动物医学)教育与国际兽医教育的接轨,以及我国国家动物医学类办学标准中师资标准的制定提供参考。     

150th anniversary of veterinary education and the veterinary profession in North America

This article is the first in a series of three to be published in the Journal of Veterinary Medical Education (JVME). These articles are abridged versions of six lectures that make up an elective course on the history of the veterinary profession in North America offered at Cornell University's College of Veterinary Medicine in spring 2010. The course was based in large part on an oral history collection titled "An Enduring Veterinary Legacy"(1) that captures interesting and relevant veterinary stories. The course was designed to increase awareness of the history of veterinary medicine as we approach the sesquicentennial of the American Veterinary Medical Association (AVMA) in 2013 and as we join with our international colleagues in marking the 250th anniversary of the establishment of the world's first veterinary college in Lyon, France, in 2011.(2) The overarching goal of this course and the articles is to record and also to share first-person stories that describe the development of veterinary education and the veterinary profession in North America from the mid-1860s to the present. In the process, it is hoped that this history will encourage respect, love, and admiration for the veterinary profession and an appreciation of veterinary medicine as a versatile profession. The articles are somewhat Cornell-centric because the lectures on which they are based were presented to Cornell students at their home institution. However, it is hoped that the events are representative of the broader American experience. For educators interested in the course itself, a brief synopsis and a summary of student evaluations for the first year of presentation is appended here and in subsequent articles in this series.     

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.     

Zoo and wildlife medical education: a European perspective

Europe has a long and distinguished history in veterinary science and education, and it was here that the first professional investigations of pathological conditions in zoo animals took place. However, despite an increasing number of veterinarians working with wildlife, education in zoological and wildlife medicine has only recently become part of formal veterinary training at the undergraduate level. Consequently, current educational opportunities in zoological and wildlife medicine vary widely throughout Europe, both in availability and in composition. The need to establish agreed standards in education across Europe and to foster the mobility of students and teaching staff are reflected by international agreements such as the Bologna Treaty and the ERASMUS-SOCRATES program. Europe is also home to a number of voluntary professional organizations, such as the European Wildlife Disease Association and the European Association of Zoo and Wildlife Veterinarians, that actively promote the inclusion of zoological and wildlife medicine in veterinary education. Zoo and wildlife medicine is currently a veterinary specialization in Europe, but educational opportunities are likely to increase in availability in the future.     

Accreditation of veterinary schools in Australia and New Zealand

Veterinary schools in Australia and New Zealand are assessed for accreditation purposes every six years by the Veterinary Schools Accreditation Advisory Committee (VSAAC), which is a standing committee of the Australasian Veterinary Boards Council (AVBC).1 Prior to undertaking an assessment, VSAAC requests a Self Evaluation Report from the school and subsequently spends a week on site to collect additional information. The committee also takes into consideration other quality assurance procedures within the university and aims for a process that complements other evaluation activities. Internal evaluation procedures within VSAAC are designed to reflect the process and outcomes of each visit and lead to annual revisions of the publication Policies, Procedures and Guidelines publication. The committee has close links with the Royal College of Veterinary Surgeons (RCVS), and there is a routine exchange of observers on all visits in the United Kingdom and Australasia. In recent years VSAAC has become increasingly interested in looking at ways to place greater emphasis on the outcomes of veterinary education and, eventually, to reduce our reliance on input measures. There has been good progress in identifying desirable attributes for veterinary graduates, but further work is needed to establish the reliability of assessment procedures. The Australasian accreditation system is very supportive of recent moves to achieve greater compatibility of veterinary accreditation systems in different parts of the world because we believe it has the potential to assist globalization of animal disease control and veterinary education.