New food safety initiatives in the Food and Drug Administration

Concern over the presence of veterinary drug residues in food has been increasing world wide. Because of this concern the Food and Drug Administration's Center for Veterinary Medicine (CVM) has been involved on an international basis in efforts to develop food safety standards for veterinary drugs. The major thrust of the Codex Committee on Residues of Veterinary Drugs in Foods (CC/RVDF) has been to achieve international agreement on veterinary drugs issues. CVM is an active participant on this committee. The CC/RVDF has established a list of priority veterinary drugs that are, or that have the potential to cause trade problems as the result of public health concerns. Included in this list are anabolic hormones, chloramphenicol, sulfonamides, nitrofurans, nitroimidazoles, somatotropins, benzimidazoles and trypanocides. In the upcoming years, the CC/RVDF will work toward developing international maximum residue levels for these compounds. The evaluation of the toxicity of veterinary drug-bound residues is another area of international concern. In conjunction with the Bureau of Veterinary Medicine, Health and Welfare Canada, CVM is developing guidelines on biological models to demonstrate the safety of veterinary drug-bound residues. In working with veterinary drug regulators from other countries, CVM has new solutions to human food safety problems.     

An overview of veterinary medical education in China: current status, deficiencies, and strategy for improvement

Especially in developing countries, the profession of veterinary medicine is closely tied with agriculture and government economic development, the national structure of education, and national public health. Currently, the Chinese veterinary medical educational system and accreditation standards are distinctly different from those of some more developed countries, such as the United States, Japan, or the countries of the European Union. Chinese veterinary education is still closely based on traditional Chinese education approaches and standards, which has led to some deficiencies in the Chinese system. With the development of a stronger economy in China and the growing trend toward globalization, and particularly since China joined the World Trade Organization (WTO), some important questions about China's system of veterinary education are being raised: How can veterinary science develop more rapidly in China? How can it meet the needs of the growing Chinese society? How can China bring its veterinary medical practice more in line with that of other, more advanced countries? This article describes some of the realities of veterinary medical education in China, discusses several existing problems, and puts forward some ideas for possible reforms. It is hoped that by this means those outside China may gain insight into our veterinary education program and that this, in turn, will lead to helpful input from international educators and other professionals to help improve our programs.     

Global perspectives of veterinary education: reflections from the 27th World Veterinary Congress

All who work in veterinary education must recognize the breadth of their responsibilities. We are at a time in veterinary history where the profession must look how to meet a global standard for veterinary education and the global recognition of our basic qualification. There is a societal expectation that a professional approach is being taken to managing food security and food safety, as well as the environment and biodiversity. Within our profession, we need to recognize our obligation to fulfill this role. Society and regulators will seek those who have the capacity to provide for society's needs. It is no longer a case of relying on the reputation of our profession alone. There is a significant disparity in universal recognition of the veterinary qualification between the major blocs of the developed world and the developing world. Graduates from developing countries are not widely recognized, and they and their countries may therefore be at a significant disadvantage. There will be significant costs involved in raising the standards of veterinary education. A lead must be taken by a global body such as the World Veterinary Association to develop a long-term strategy toward global recognition of the veterinary qualification.     

Global veterinary leadership.

The public needs no reminder that deadly infectious diseases such as FMD could emerge in any country at any moment, or that national food security could be compromised by Salmonella or Listeria infections. Protections against these risks include the knowledge that appropriate and equivalent veterinary education will enable detection and characterization of emerging disease agents, as well as an appropriate response, wherever they occur. Global veterinary leadership is needed to reduce the global threat of infectious diseases of major food animal and public health importance. We believe that the co-curriculum is an excellent way to prepare and train veterinarians and future leaders who understand and can deal with global issues. The key to the success of the program is the veterinarian's understanding that there is a cultural basis to the practice of veterinary medicine in any country. The result will be a cadre of veterinarians, faculty, and other professionals who are better able (language and culture) to understand the effects of change brought about by free trade and the importance of interdisciplinary and institutional relationships to deal effectively with national and regional issues of food safety and security. New global veterinary leadership programs will build on interests, experience, ideas, and ambitions. A college that wishes to take advantage of this diversity must offer opportunities that interest veterinarians throughout their careers and that preferably connect academic study with intensive experiential training in another country. At its best, the global veterinary leadership program would include a partnership between veterinarians and several international learning centers, a responsiveness to the identified international outreach needs of the profession, and attention to critical thinking and reflection. The global veterinary leadership program we have described is intended to be a set of ideas meant to promote collaboration, coalitions, and discussion among veterinarians and veterinary educators who may be intrigued by the concept. The impact of the program can be summarized as follows: Outreach Programs: The global veterinary leadership program will establish new partnerships between veterinarians and veterinary college faculty as they supervise the international internships and see a relationship between their goals and the value of food safety to this country. Strategic Opportunity: The program will build on the critical role that US veterinarians and veterinary colleges already play in strengthening the safety of free trade in this hemisphere. Diversity in an Age of Specialization: The program will combine a global orientation, language ability, and access to comprehensive, research- and economic-related work/study opportunities to expose veterinarians to the expanding world market for veterinary expertise. New Linkages Through Corporate Partners: Through the success and high visibility of current research and education programs, most veterinary colleges are well positioned to engage industry, government, and university leaders in ways to use the proposed program to increase the flow of new ideas and talent into the world food enterprise. International Funding: A new partnership among veterinarians, industry, government, and university leaders can coordinate strong multilateral requests for funding from national and international sources. An Interdisciplinary Strategy that Benefits Veterinary Medicine: The program will combine the diverse veterinary research and education system with our strong national and international network of collaborators to provide globally competent veterinarians who will be needed for the corporate and public opportunities of the future.     

Privatization of Veterinary Services in Developing Countries: A Review

Increasing fiscal constraints on the government, a lackadaisical performance by public sector animal health and breeding services and pressure from donor partners have prompted the governments of various developing countries to rethink the role of the public sector in the provision of veterinary services. Various countries have started to implement, or have already implemented, privatization of some veterinary services. The results are mixed. It is established that private provision alone is not optimal, and a blend of private and public sector veterinary services is required to utilize the virtues of both.The privatization process has also begun in India. Certain state governments in India are pursuing a cost recovery approach and are encouraging private practitioners to cope with the financial constraints and to deliver broad and effective animal health and breeding services. This paper considers the global aspects of the privatization of veterinary services as well as the scenario in India, so as to gain an insight into the very complex and debatable issue of privatization of veterinary services.     

Education of veterinary medical and other public health providers: linking interventions with health outcomes

A systematic literature review was performed to summarize the nature, implementation, outcomes, and long-term impacts of previously instituted interventions and programs aimed at educating veterinary public health providers. A logic model was developed to direct the literature search strategy, provide a framework for evaluating the relationship between veterinary public health professional education and their associated population health outcomes, and guide future training development and recommendations for the education of veterinary health professionals. Our literature review indicates that there is a relative lack of published literature that connects veterinary public health educational interventions to population health outcomes. Reasons for the lack of evidence to connect educational programs and population health outcomes include the evaluation of outcomes on a short-term rather than intermediate- or long-term basis, a lack of experimental studies, and infrequent grounding in population health or educational theory. Future intervention recommendations as suggested in the reviewed articles are also summarized.     

CAC关于兽药最大残留限量在不同动物间外推的方法及示例

兽药最大残留限量(MRL)在不同动物间的外推最早是通过讨论不同有鳍鱼类间外推而提出的,后来延伸到反刍动物间、非反刍哺乳动物间、禽类间的外推等。2021年国际食品法典兽药残留委员会(CCRVDF)第25届会议讨论了兽药MRL在不同动物间的外推方法,国际食品法典委员会(CAC)第44届会议同意并采纳了这一方法。兽药MRL外推对世界各国尤其是发展中国家建立本国限量标准,保护公共健康和促进贸易有着十分重要的意义。本文就CAC关于兽药MRL在不同动物间外推的术语定义、方法和示例、限量标注等内容进行介绍,以期推动我国兽药MRL的科学制定。     

World veterinary manpower: comparative aspects.

The number of veterinarians in relation to livestock units, human population, milk and meat production and gross national product for 93 countries is presented. The structure of veterinary manpower is discussed and information on veterinary involvement with companion animals and public health is given. For 23 countries representing all the continents, the number of livestock units, human population and gross national product per veterinary school are presented.     

New approaches for education and training in veterinary public health: the SAPUVET projects

Continued contact between humans and animals, in combination with the ever-increasing movement of human and animal populations that is one effect of globalization, contributes to the spread of diseases, often with detrimental effects on public health. This has led professionals involved in both animal health and public health to recognize veterinary public health (VPH) as a key area for their activities to address the human-animal interface. Veterinarians, a profession with major involvement in this field, are in need of specific knowledge and skills to prevent and control public-health problems. As a result, VPH must be directly integrated into veterinary educational programs. At present, only few veterinary schools have specific VPH programs; in most institutions, VPH does not feature as a specific subject in either undergraduate or post-graduate curricula. SAPUVET and SAPUVETNET II are network projects supported by the ALFA program of the European Union (EU). Their main objectives are to reach a common understanding between European and Latin American universities in the definition of the areas in which VPH is important in their respective countries, and to design a harmonized training program for veterinarians in VPH, by making use of new technological applications and innovative teaching methodologies. The elaboration of educational material in combination with case studies presenting real-life problems provides a basis to apply the knowledge acquired on VPH. It is envisaged that the material and modules developed during the two projects will be integrated into the veterinary curricula of the participating universities, as well as in other partner organizations.     

在“同一个健康”框架下,加强兽医与人医合作,有效监测和应对人畜共患病和新发传染病

新发传染病主要是人畜共患病,是世界经济和公共健康的沉重负担。这就要求加强检测、鉴别和监视传染病的能力方面投入。高致病禽流感H5N1、新甲型流感("猪流感")H1N1、非典型性肺炎、西尼罗河病毒、地方流行性狂犬病、布鲁氏菌病以及发展中国家暴发的其它人畜共患病及近期猪抗甲氧西林金黄色葡萄球菌,是人类、动物及其环境相互作用的典型范例。面临中国动物和人类常见的新发传染病坚持"同一个健康"战略,这就要求业已存在的兽医和人医及公共卫生机构的通力合作。人的疾病控制系统与动物疾病控制系统虽然都已经建立,但人畜共患病的暴发表明兽医机构和人医机构密切合作的重要性。在保证环境健康的同时,通过动物疾病和人类疾病监测系统的密切合作,中国就一定能够控制人畜共患病。以这种方式进行疾病预防、监测与应对,各层面及各动物生产部门间有效的兽医推广是加强和保持健康生态环境中人和动物健康的有效办法。中国还需大量努力才能达到从制度上保证预防和消灭疾病。透明而准确的人与动物疾病监督通常会产生经济且可持续的预防疾病方法。加拿大在兽医、公共健康、食品安全和人畜共患病预防方面所发挥的作用就是与中国农业部合作,促进必要的、可持续的兽医监督网络的建设。     

Veterinary medical education in Iraq

Iraq is an agricultural country with a large population of animals: sheep, goats, cattle, water buffaloes, horses, donkeys, mules, and camels. In the 1980s, the successful poultry industry managed to produce enough table eggs and meat to satisfy the needs of the entire population; at one time, the thriving fish industry produced different types of fish for Iraqis' yearly fish consumption. There are four veterinary colleges in Iraq, which have been destroyed along with the veterinary services infrastructure. Understandably, improvements to the quality of veterinary education and services in Iraq will be reflected in a healthy and productive animal industry, better food quality and quantity, fewer zoonotic diseases, and more income-generating activities in rural areas. Thus, if undergraduate, graduate, and continuing education programs are improved, the veterinary medical profession will attract more competent students. This will satisfy the country's increased demand for competent veterinarians in both public and private sectors. Although Iraq has an estimated 5,000-7,000 veterinarians, there is a need for quality veterinary services and for more veterinarians. In addition, there is a need for the improvement of veterinary diagnostic facilities, as zoonotic diseases are always highly probable in this region. This article provides insight into the status of veterinary medical education and veterinary services in Iraq before and after the 1991 Gulf War and gives suggestions for improvement and implementation of new programs. Suggestions are also offered for improving veterinary diagnostic facilities and the quality of veterinary services. Improving diagnostic facilities and the quality of veterinary services will enhance animal health and production in Iraq and will also decrease the likelihood of disease transmission to and from Iraq. Threats of disease transmission and introduction into the country have been observed and reported by several international organizations.     

Veterinary medical education and veterinary involvement in aquatic-animal health and aquaculture in Mexico

This article analyzes curriculum offerings related to aquaculture and/or aquatic-animal health taught in veterinary medical schools or colleges in Mexico. The information database of the Mexican Association of Schools and Colleges of Veterinary Medicine and the Web sites of veterinary institutions indicate that 60% of veterinary colleges include courses related to aquaculture in their curriculum, but most of these are optional courses. There are few specialized continuing education programs or graduate level courses. There is also a lack of veterinary participation, in both public and private sectors, in aquatic-animal health. It is evident that there should be a greater involvement by the veterinary profession in Mexico's aquaculture to ensure food production in a safe and sustainable manner; to achieve this, veterinary medical institutions must include more aquaculture and aquatic-animal health courses in their curricula.     

Veterinary public health: past success, new opportunities

Animal diseases are known to be the origin of many human diseases, and there are many examples from ancient civilizations of plagues that arose from animals, domesticated and wild. Records of attempts to control zoonoses are almost as old. The early focus on food-borne illness evolved into veterinary medicine's support of public health efforts. Key historical events, disease outbreaks, and individuals responsible for their control are reviewed and serve as a foundation for understanding the current and future efforts in veterinary public health. Animal medicine and veterinary public health have been intertwined since humans first began ministrations to their families and animals. In the United States, the veterinary medical profession has effectively eliminated those major problems of animal health that had serious public health ramifications. These lessons and experiences can serve as a model for other countries. Our past must also be a reminder that the battle for human and animal health is ongoing. New agents emerge to threaten human and animal populations. With knowledge of the past, coupled with new technologies and techniques, we must be vigilant and carry on.     

Exploring the foundations of population health and preventive medicine as essential elements for veterinary education

The evolution of preventive medicine and public health training in professional veterinary medicine curricula is documented. Most veterinary colleges in the US began with a single course in meat hygiene or public health, with a focus on food hygiene issues. These courses laid the foundation for modern veterinary preventive medicine and public health training for veterinary students. Most graduates of veterinary colleges today have extensive training in population health, preventive medicine, and zoonotic diseases.     

食源性抗菌药耐药性风险分析指南介绍

介绍了2011年国际食品法典委员会(CAC)制定的《食源性抗菌药耐药性风险分析指南》主要内容,为非人用抗菌药相关的食源性抗菌药耐药性应用及我国制定抗菌新兽药的安全评价原则、风险评估方案和管理政策提供参考.     

Veterinary medicine educational requirements to meet the needs of the US Agency for International Development

The US Agency for International Development (USAID) works within the overall purpose of US foreign assistance to improve the lives of the citizens of the developing world. Through partnerships with other agencies, organizations, and governments, and using its field offices around the world, USAID strives to develop local capacity and thus build sustainable development. Two specific USAID programs pertinent to veterinary medicine are global health and agriculture. In the area of global health, veterinarians can aid USAID's work to improve the quality, availability, and use of essential health services that specifically target maternal and child health, HIV/AIDS, family planning and reproductive health, infectious diseases, environmental health, nutrition, and other life-saving areas. The challenge of making the agricultural sector in a developing country more productive is a critical one for USAID and a clear area for input from the veterinary profession. Animal agriculture is the largest single sector of agricultural economies in most developing countries, and livestock remains a critical component of poverty alleviation. There are educational requirements that benefit anyone working at USAID and can be met prior to admittance to a DVM program, as part of a DVM curriculum, or in post-graduate training/employment, such as proficiency in a foreign language; environmental sciences background; familiarity with accounting and management techniques; expertise in foreign animal diseases, zoonotic diseases, epidemiology, food safety, and nutrition, as well as the application to human health of those areas; an advanced degree such as an MPH; and management experience. Appropriately trained veterinarians can make enormous contributions to USAID's global efforts to improve the health and agriculture sectors of developing nations.     

Preparing the veterinary profession for corporate and trade issues in the Americas: proceedings of a conference on synergism and globalization, Santiago, Chile, May 6-8, 2001

The complex and rapid-paced development of international trade, coupled with increasing societal demands for the production not only of abundant and inexpensive food, but also of food that is safe and has been raised in a humane and environmentally friendly manner, demands immediate attention from the veterinary community. The new culture of global trade agreements, spurred by the development of the WTO, dictates massive changes and increasing integration of public and private sectors. This is a huge growth area for our profession and will require individuals with a skill set we do not yet provide in our educational framework. In North America, veterinary education is parochial and focused on specialization. This strong orientation toward companion animals fails to provide adequate training for those interested in acquiring the necessary skills for the emerging area of globalization and trade. In South America, curricula are less harmonized with one another and there is tremendous variation in degree programs, rendering it difficult to ascertain whether veterinarians are prepared to assume decision-making responsibilities regarding international transport of food. If we do not begin to prepare our graduates adequately for this emerging market demand, the positions will be filled by other professions. These other professions lack broad-based scientific knowledge about animal physiology and disease causation. Decisions made without adequate background could have devastating consequences for society, including incursions of unwelcome diseases, food safety problems, and public health issues. To prepare our new veterinary graduates for the future and this emerging market, it is important to nurture a global mindset within our academic communities and to promote communications, languages, and an interdependent team mentality. Areas of technical expertise that need a place, perhaps a parallel track, in the curriculum include production medicine, public health, food safety, and international veterinary medicine. The major trade corridors of the future regarding animal-based protein flow between North and South America. It is absolutely essential that we find areas of consensus and deficiencies so that we can harmonize our trade agreements and ensure adequate flow of safe food products from one continent to the other.     

Perspectives of veterinary science--from the viewpoint of consumer health protection

Concerning the causal chain "healthy animal--healthy food--healthy man" there's no doubt that mainly veterinarians are responsible for a safe preharvest area. In the food processing sector, of which economical importance is increasing in inverse proportion to agricultural activity of developed nations, the veterinarians must win through against many other professions. In this competition the specific veterinarian competence to prevent or to control microbiological, parasitological and some chemical hazards should be used. Therefore scientific work in veterinary public health has to concentrate on risk management. Additionally to developing methods for rapid and/or discriminative determination of causative agents the implementation of integrated quality assurance systems is needed in future according to the spirit of "intelligent" food hygiene.     

A status report of veterinary education in Ethiopia: perceived needs, past history, recent changes, and current and future concerns

Ethiopia, which owns the most important livestock resources in Africa, opened its first faculty of veterinary medicine in 1979. In 2003, in response to a government mandate to increase the number of veterinarians, four new veterinary faculties were founded, but these facilities still have very limited resources. Currently, quality standards and controls for veterinary studies are not established in Ethiopia, and the country does not have any type of veterinary council or oversight body to establish such standards or the essential evaluation and credentialing procedures. The veterinary degree, as currently obtained in Ethiopia, is not internationally recognized. A second specific concern for veterinary education in Ethiopia is that it is not well adapted to the special needs of the country. Clearly, quality control of veterinary education needs to be established, and teaching methods and materials need to be adapted to the special needs of the country. So far, the veterinary faculty in Ethiopia has been more interested in partnerships with universities from developed countries than in partnerships and cooperation with other African universities. In 2002, after six years of cooperation with a German university, the Veterinary Faculty at Addis Ababa started its own post-graduate program, with some key contributions from foreign instructors and some foreign funding. While this has been a service to Ethiopian veterinary medicine, the cooperation of the Ethiopian veterinary schools with African universities must also be strengthened. Overall, the good efforts to date in Ethiopian veterinary medicine have only barely scratched the surface of its critical needs. In order to meet Ethiopia's needs for both a reliable and high-quality veterinary education and a trustworthy animal disease surveillance mechanism, it is important that veterinary education in Ethiopia be improved.     

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.