International Conference on
Veterinary Eligibility and Education
hosted by the Japanese Society of Veterinary Science (JSVS) andjointly convened with 17th Asian Association of Veterinary School (AAVS) Meeting

Abstracts

Date: November 21 and 22, 2018
Venue: Ito International Reserch Center, The University of Tokyo, Japan

Official Invitation to the International Conference
on Veterinary Eligibility and Education in Asia
We believe that it would be the exact time to collaborate each other of Asian veterinarians and stand up
against the difficult issues occurring in Asia including outbreaks of emerging infectious diseases, criticalproblems to the tropical rain forest environments, and so on. To consider these situations, the JapaneseSociety of Veterinary Science (JSVS) will hold an international conference that will set out major goals
for promoting globalization. This conference seeks to determine current and future problems regarding
the education and qualification of veterinary experts in Asian countries, as well as to understand and shareessential information for fostering veterinarians on a global stage. This conference will be held at the
Ito International Research Center, the University of Tokyo on November 21 and 22 in 2018. The themeof this conference is “Veterinary Eligibility and Education in Asia”. The plan includes keynote lectures,
reports on veterinary eligibility and education and an open symposium. The conference is hosted with the
Asian Association of Veterinary Schools (AAVS).
In understanding of the ideals of this international conference, we are inviting all of you to theconference and requesting to share an opportunity to consider the globalization of veterinary eligibility
and education.
Your cooperation is very much appreciated.

Shigeru Kyuwa, DVM, PhD
President of the Japanese Society of Veterinary Science
Professor of Biomedical Sciences, Graduate School of Agricultural and Life Sciences,
The University of Tokyo.

Time Table
11/21/18 Wed
Ito Hall
8: 00

9: 00

10: 00

11: 0011/22/18 Thu
Event
Space

Ito Hall

Event
Space

9: 00

Opening Address

Keynote Presentations:

10: 00What are International
Veterinarians
and What is Necessary
for the Training of International
Veterinarians

Symposium:
Quality Assurance andHarmonization of Veterinary
Education in Asian Countries

11: 00

12: 00

12: 00

Lunch

Closing Remarks

13: 00Lunch

14: 00

15: 00

8: 00

Open Sympodium(in Japanese):
Reports from
Asian Coutries on
Veterinary Eligibility
and Education

Japanese Veterinarians
Actively Working in the World
cohosted by Japanese
Associationof Veterinary
Students (JAVS)

16: 00

13: 00

14: 00

15: 00

16: 00Group Photo
17: 00Satellite Sympodium:

17: 00Meat Hygene in Asian Countries
supported by the Ito Foundation

AAVS General Assembly
18: 00

18: 00

19: 00

19: 00

Official
Dinner
20: 00

20: 00

21: 00

21: 00–1–

–2–

The University of Tokyo
Hongo campus access map

Access Map○ Nearest Station (Walk or bus)
■ Junction

–3–

Hongo-sanchome St. (Subway Marunouchi Line)
Hongo-sanchome St. (Subway Oedo Line)
Yushima St. or Nezu St. (Subway Chiyoda Line)
Todaimae St. (Subway Namboku Line)
Kasuga St. (Subway Mita Line)

Access from the nearest station

Access by train or bus
8 minutes' walk
6 minutes' walk
15 minutes' walk
11 minutes' walk
11 minutes' walk

Haneda Airport Terminal (Keikyu Airport Line)~Keikyu Kamata (Keikyu Line)~Shinagawa (JR Yamanote Line)~Tokyo (Subway Marunouchi Line)~Hongo-sancyome

Haneda Airport

Keisei Narita (Keisei Line)~Aoto (Keisei-oshiage Line)~Oshiage (Subway asakusas Line)~Kuramae (Subway Ohedo Line)~Hongo-sancyome

Narita Airport

Access from airports

–4–

SubwayTodaimae st.

ve.
ri A

a

dō
zu-

Agriculture
Gate

Yayoi Campus

SubwayNezu st.

nob

Shi

oi
Nishikata Gate

Main Gate

Hongō-dōri
Ave.

Kasuga Gate

Tatsuoka Gate

Kaitoku Gate

Ito International
Research Center

Akamon Gate

Hongō Campus

The University of Tokyo
Hongo Campus Map

SubwayHongo-sanchome st.

ōri A
ve.

tot

e.
Av
Kasu
ga-d

Ko

ri
-dō

–5–

B2F

(Men’s)(Men's)Restroom
Reception

Foyer

Elevator(Women’s)

Restroom

Cloak

(1F)

Entrance

Ito HallIto Hall

Lecture hall

Event Space

Lunch
DinnerElevatorPrograms
November, 21, 2018 (Wed)International Conference on Veterinary Eligibility and Education hosted
by JSVS and AAVS
Opening Address
Ito Int'l Res Center, Ito Hall

Opening Address

9:00–9:05

Dr. S. Kyuwa, JSVS

Opening Address

9:05–9:10

Dr. H. J. Woo, AAVS

What are International Veterinarians and What is Necessary
for the Training of International Veterinarians
Chair: Hiroyuki NAKAYAMA
Ito Int'l Res Center, Ito Hall

Keynote Presentation 1

9:10–10:05

OIE initiatives and activities on veterinary education
Dr. H. Kugita, OIE

Keynote Presentation 2

10:05–11:00

The future of veterinary Medical education: How should we prepare today’s students
for tomorrow’s challenges?
Dr. A. T. Maccabe, AAVMC

Keynote Presentation 3

11:00–11:55

EAEVE’s perspective on quality of education to train international veterinarians in European countries
Dr. A. Bravo del Mora, EAEVE

Lunch (JSVS)

12:00–13:30–6–

Reports from Asian Coutries on Veterinary Eligibility and Education
Chair: Jyoji YAMATE, Tanu PINYOPUMMINTR
Ito Int'l Res Center, Ito Hall

Report from Indonesia:

13:30–13:50

Faculty of veterinary medicine in Indonesia: Perspective and future challenges
Dr. Pudji Astuti (GMU), Indonesia-Academia

Report from Malaysia:

13:50–14:10

Veterinary education in Malaysia
Dr. M. Hair-Bejo (UPM), Malaysia-Academia

Report from Thailand:

14:10–14:30

Veterinary eligibility and education in Thailand
Dr. Chenphop Sawangmake (Chula. Univ.), Thailand-Academia

Report from Phlippines:

14:30–14:50

Veterinary eligibility and education in the Philippines
Dr. Virginia M. Venturina (CLSU), Philippines-Academia

Break

14:50–15:00

Report from Vietnam:

15:00–15:20

Regulations of the organization, function, responsibility and power ofthe Veterinary Council in Vietnam
Dr. Trinh Dinh Thau (VNUA), Vietnam-Academia

Report from Korea:

15:20–15:40

Development of learning outcomes of day 1 competencies for graduating veterinarians in Korea
Dr. P. D. Ryu (SNU), Korea-Academia

Report from Taiwan:

15:40–16:00

Veterinary educational systems and continuing professional education in Taiwan
Dr. C. R. Jeng (NTU), Dr.C.-C. Chang (NCHU), Taiwan-Academia–7–

Report from Japan:

16:00–16:20

Veterinary eligibility and education in Japan
Dr. R. Nishimura (Utokyo), Japan-AcademiaGroup Photo

16:20–16:30

AAVS General Assembly

16:30–18:30

Official Dinner (JSVS)

18:30–20:30

November, 22, 18 (Thu)
Quality Assurance and Harmonization of Veterinary Education in
Asian Countries
Chair: H. J. Woo, Toshio TSUBOTA
Ito Int'l Res Center, Ito Hall

Symposium

9:30–10:40

Accreditation system for veterinary schools in Thailand

9:30–9:50

Dr. Theera Rukkwamsuk (Kaset. Univ.)

Accreditation system for veterinary education in Korea

9:50–10:10

Dr. Sang-Soep Nahm (Konkuk University)

Accreditation system for veterinary education in Japan

10:10–10:30

Dr. H. Nakayama (UTokyo), JSVSAAVS Website as a platform for exchange information on veterinary education

10:30–10:40

Dr. T. Haga (UTokyo), AAVS

Break

10:40–11:00–8–

Symposium

11:00–12:10

Activities of the JICA project (2014–2019) and OIE twinning program(2017–2019) in Mongolia

11:00–11:20

Dr. T. Umemura (HU), JSVS

Student exchange program between Japanese vet schools (Hokkaido University, Rakuno
Gakuen University and the University of Tokyo) and Kasetsart University

11:20–11:40

Dr. M. Ishizuka (HU), JSVS

The ASEAN Veterinary Student Volunteer Project (AVVP)

11:40–12:00

Dr. T. Pinyopummintr (Kaset. Univ.)

Joint meeting of veterinary science in East Asia

12:00–12:10

Dr. J. Kimura (SNU), KSVS

General Discussion

12:10–12:35

Closing Remarks

12:35–12:40

Dr. M. Takiguchi (HU), JSVS

Closing Remarks

12:40–12:45

Dr. M. Hori (UTokyo), AAVS

Lunch (JSVS)

12:45–13:40–9–

Japanese Veterinarians Actively Working in the World(in japanese) cohosted by Japanese Association of Veterinary Students(JAVS)
Chair: Masayoshi KUWAHARA
Ito Int'l Res Center, Ito Hall

Open Sympodium:

13:40–15:50

Opening Remarks (in Japanese)

13:40–13:45

Dr. S. Kyuwa (UTokyo), JSVS

Treasure every meeting (in Japanese)

13:45–14:25

Dr. F. Hasebe, Nagasaki Univ- Vietnam

Animal health and welfare: Identifying true goals of veterinary education andspecialty training (in Japanese)

14:25–15:05

Dr. K. Hayashi, Conell Univ- USA

At the scene of international veterinary technical collaboration (in Japanese)

15:05–15:45

Dr. K. Inui, FAO-Vietenam

Closing Remarks (in Japanese)

15:45–15:50

Dr. M. Takiguchi (HU), JSVS

Meat Hygene in Asian Countries supported by the Ito Foundation
Chair: Tsutomu SEKIZAKI
Ito Int'l Res Center, Ito Hall

Satellite Sympodium:

16:10–18:30

Beta Agonist Control Project: A Case Study in Thailand

16:10–16:45

Dr. Prawat Rattanaphumma, Department of Livestock Development, Thailand

Parasitosis

16:45–17:20

Dr. Ayako Yoshida, Miyazaki University

The Outbreak of Trichinellosis papuae in BanRai Ddistrict, Thailand

17:20–17:55

Dr. Teera Kusolsuk, Mahidol University

African Swine Fever

17:55–18:30

Dr. Tomoyuki Tsuda, KM Biologics–10–

Keynote Presentation 1:

OIE initiatives and activities on veterinary education
Hirofumi Kugita
Regional Representative for Asia and the Pacific, World Organization for Animal Health (OIE)The provision of high quality veterinary education is key to equipping potential veterinarians with the necessary
knowledge to perform efficiently and to support Veterinary Services effectively. In numerous countries, however,the quality of veterinary education is failing to meet the requirements for delivering highly competent Veterinary
Services.
The OIE ‘Recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’) to assure
National Veterinary Services of quality’ provide a basis for advanced training and education for veterinarians
wishing to pursue a career in the public or private components of national Veterinary Services and are applicable to
all OIE Member Countries.
To support these recommendations, the OIE has developed ‘Guidelines for a Model Core Veterinary Curriculum’.
It is recommended that the guidelines be consulted by veterinary education establishments in OIE Member Countries
when developing veterinary medical education.
In furthering the implementation of these recommendations and guidelines, the OIE has initiated “Veterinary
Education Twinning Programme” and “Veterinary Statutory Bodies Twinning Programme”.
In addition, recognizing that Veterinary Para-Professionals (VPP) have a vital role to play in supporting the work of
the Veterinary Services, in particular veterinarians in many developing countries, OIE is also working on developing
relevant guidelines for VPPs.
In Asia-Pacific region, OIE regional offices have organized series of meetings inviting representatives of National
Veterinary Services, Veterinary Education Establishments (VEEs) and Veterinary Statutory Bodies (VSBs), toadvocate the OIE initiatives, share current situation, experiences and challenges, and encourage them to engage in
the implementation of those recommendations and guidelines.

–11–Keynote Presentation 2:

The future of veterinary medical education: How should
we prepare today’s students for tomorrow’s challenges?
Andrew T. Maccabe
Chief Executive Officer, Association of American Veterinary Medical Colleges (AAVMC)

The exponential rate of technological change threatens to disrupt the way that veterinary medical services areprovided. How should we prepare today’s students for the challenges they will face over the next 40 years? This
presentation will focus on how technology will transform the future of health care, the future of food, the futureof companionship, and the future of teaching and learning. The recently published AAVMC Competency Based
Veterinary Education (CBVE) framework will be presented as a means to promote innovation in curriculardevelopment and time-variable education. Information on veterinary eligibility and education in the United States
will also be presented, as well as an overview of AAVMC’s core programs and services.

–12–

Keynote Presentation 3:

EAEVE’s perspective on quality of education to traininternational veterinarians in European countries
Ana Mª Bravo Moral
Professor of Veterinary Pathology, Veterinary Faculty in Lugo, University of Santiago de Compostela,
Spain and the Past President of EAEVE

In 1988 Veterinary Education Establishments (VEEs) in European Countries funded the European Associationof Establishments for Veterinary Education (EAEVE) as the accrediting agency in Europe to evaluate the qualityof Veterinary Education. For more than 30 years EAEVE has developed the European System of Evaluation of
Veterinary Training (ESEVT) as the only Europe-wide profession specific evaluation system.
To be accredited by EAEVE each VEE has to provide evidence that the curriculum meets all the standards tobe compliant with the EU Directives establishing the minimum training requirements for veterinarians and the
Guidelines for Quality Assurance in the European Higher Education Area.
ESEVT evaluates VEEs against standards to ensure that they are well managed, have adequate financing,appropriate resources (staff, facilities, animals), provide up-to-date professional curriculum, operate a fair andreliable students’ assessment as well as a functioning Quality Assurance System.
Compliance of a VEE with all ESEVT Standards guarantees that its graduates acquire the relevant knowledge,
skills and competences required for the entry-level of a veterinarian in Europe.
ESEVT has proved to be more focused on the acquisition of professional skills by undergraduates, and better
adapted to the market and needs of our society, than the current National Accreditation Systems that are notprofession specific.

–13–

Report from Indonesia

Faculty of veterinary medicine in Indonesia:
Perspective and future challenges
Pudji Astuti1), Siti Isrina Oktavia Salasia2), Agung Budianto3), Srihadi Agungpriyono4)
1)

Senior Lecturer Faculty of Veterinary Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia
Dean Faculty of Veterinary Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia
3)
Vice Dean for Academic and Students Affairs, Faculty of Veterinary Medicine, Universitas Gadjah Mada, Yogyakarta,
Indonesia
4)
President of Association of Indonesian Veterinary Schools
2)

In Indonesia, demand for veterinarians is growing as development of breeding and raising livestock, poultry,
and fish for food security. Disease control programs especially for transmissible diseases and zoonosis is also
contributing to the need for more veterinary professionals. Since 2016, there are 11 Faculty of Veterinary Medicine(FoVM) in Indonesia run by Universitas Gadjah Mada (UGM), Bogor Agricultural University (BAU), Syah Kuala
University SKU), Airlangga University (AU), Udayana University (UU), Hasannudin University (HU), Nusa
Cendana University (NCU), Brawijaya University (BU), Wijaya Kusuma University (UWKS), Nusa Tenggara Barat
University (UNTB) and Padjajaran University (PU). Besides UWKS and UNTB, those Universities are managed
by the Indonesia government. The first FoVM was establish in 1920 in BAU and lastly PU. The majority of FoVM
have been accredited by The National accreditation from Ministry Research, Technology and Higher Education, suchas BAN PT, International certification by Asean University Network (AUN-QA), and IKTIRAF from Malaysia.
Moreover currently, two of FoVM are going to apply International accreditation from Germany (ASIIN). The
teaching and learning methods and process adopted and benchmarked to national and international standard, as wellas to achieve the OIE Day-1 graduate competency.
In order to accomplish the degree, a student must comply a total credit of 144-160 for bachelor program in eightsemester, followed by 36-40 credits of Veterinary Profession Program in three semester. The teaching and learning
method for undergraduate study is obtained in regular class which consists of 40-50 students. Then, to achieve better
understanding of theory, practical skill in Laboratory would be given after teaching class. UGM has designed special
curriculum which include Focus Group Discussion after 3 times of teaching class. Also, a mandatory community
services program equal to three credits.
In order to escalate the quality of academic activities, collaboration with abroad universities especially withJapan universities (Hiroshima University, Miyazaki University, Yamaguchi university and Kagoshima University)
have been intensify. The collaboration is not limited to research but also lecturer and student exchange program,join International Seminar, internship and community services. Nevertheless, new collaboration with more Japan
universities is highly expected.
Keywords: FoVM, Indonesia, credits, collaboration, academic–14–

Report from Malaysia

Veterinary education in Malaysia
M. Hair-Bejo
Faculty of Veterinary Medicine, Universiti Putra Malaysia

The Faculty of Veterinary Medicine (FVM) in Malaysia was first established in 1972 at Universiti Putra Malaysia(UPM) with the first student intakes to enroll Doctor of Veterinary Medicine (DVM) programme in 1973. The
veterinary services were previously served by mainly veterinary graduates from Australia, Canada, India, Pakistan,
UK and USA. In 2009, FVM, Universiti Malaysia Kelantan (UMK) was established as the second veterinary
school in the country. Both DVM programme in UPM and UMK are accredited by Malaysian Veterinary Council(MVC). The curriculum is based on British, Canadian, Australian and American system with some component ofanimal production (10-15%) and critically reviewed once in every 5 years. A 5 years programme with English as
the medium of instructions and follows semester system. The curriculum emphasis on learning outcomes based onteaching and learning taxonomy: cognitive, psychomotor, affective and social domains, and soft skill elements. The
admission for both the national and international students are very competitive and only highly qualified candidate
with good academic achievements, high interest and pass the interview will be successfully enrolled into theprogramme. Currently, about 110 and 40 places per year are available for new student intakes in UPM and UMK,
respectively. The veterinary education in Malaysia is recognised globally and accredited by MVC. It is in the process
for international accreditation and transformation to meet challenges in a today borderless world.

–15–

Report from Thailand

Veterinary eligibility and education in Thailand
Chenphop Sawangmake
Assistant Dean in Veterinary Education and Accreditation Affairs, Faculty of Veterinary Science, Chulalongkorn
University, Bangkok, Thailand

History of veterinary service in Thailand has been started since 1912 as a veterinary sector in the army. Then, thefirst veterinary school in Thailand, Chulalongkorn University, has been established in 1935. Nowadays, there are 9
accredited veterinary schools, and 3 schools are in the process.
The Veterinary Council of Thailand (VCT) serves as a Veterinary Statutory Body (VSB) with the following
responsibilities; i) licensing and registering veterinary professionals and paraprofessionals, ii) providing standards
for initial and continuing education, iii) providing and regulating standard for veterinary professional conduct, iv)
upholding unity, welfare, and justice according to the law, and v) giving recommendation for government issues.
Veterinarians graduated from accredited schools are eligible for the national license/qualification examination. The
5-year license can be renewed by using at least 100 continuing education (CE) credits. Since 2017, VCT has granted
specialty board examination and certification in 5 major areas (medicine, surgery, pathology, theriogenology, andveterinary public health).
All veterinary schools use 6-year curriculum comprising; 1-year basic science study, 2-year pre- and para-clinicalstudies, and 3-year clinical study (theory and rotation). The Thailand Veterinary Dean Consortium (TVDC) is
coordinating with VCT for standardizing and globalizing Thailand’s veterinary education toward international
standard.

–16–

Report from Phlippines

Veterinary eligibility and education in the Philippines
Virginia M. VenturinaCollege of Veterinary Science and Medicine Central Luzon State University

The country is currently in transition following the first cohorts of freshmen under the new 12-year basic education
program. There are 21 veterinary education establishments (VEE) in the country, and only three of these areprivately-owned. The total number of graduates each year ranges from 350-500.
The statutory bodies for veterinarians consist of the Technical Committee in Veterinary Medicine of theCommission on Higher Education (CHED) and the Professional Regulatory Board (PRB) of Veterinary Medicine
under the Professional Regulation Commission (PRC).
The PRB schedules and administers the veterinary licensure examination to an average of 790 examinees eachyear. These are held simultaneously in seven examination areas spread across the country. The Special Professional
Licensure Examination (SPLE) of PRC allowed the administration of exam overseas for filipino professionals
working abroad. The average national passing percentage for veterinary licensure examination takers is only 42%.
CHED has authority over public and private VEEs. It sets policies, standards and guidelines (PSG) for the DVM
programs as recommended by designated panel of experts in the field. It monitors and evaluates the performanceof programs and institutions which is the basis for withdrawal of accreditation or program termination. CHED’s
new PSG for DVM program implemented this year has minimum total of 229 units which cover one year general
education units and five-year professional veterinary medicine courses. Courses were designed to ensure that the
Day One competencies prescribed by OIE in the Veterinary Education Core curriculum are incorporated.
Corresponding Continuing Professional Development (CPD) unit requirements have been mandatory for renewalof PRC license since 2017. The CPD law aims to promote and upgrade the practice of veterinarian in the country.

–17–

Report from Vietnam

Regulations of the organization, function, responsibility
and power of the Veterinary Council in Vietnam
Trinh Dinh Thau
Dean, Faculty of Veterinary Medicine, Vietnam National University of Agriculture

In 2016, Minister of Agriculture and Rural Development issues the Circular that set up Veterinary Council at alllevels in Vietnam. This Circular included 10 Articles: Scope of adjustment, Subjects of application, Establishmentof VSB at the levels, Functions of the VSB at all levels, Composition of the VSB at all levels, Duties and powersof the VSB at all levels, Funding for operation of the VSB at all levels, Working regime, Responsibilities of thechairman of the VSB and its members, The time of enforcement.

–18–

Report from Korea

Development of learning outcomes of day 1 competencies
for graduating veterinarians in Korea
Pan-Dong Ryu
Education Committee, Korean Association of Veterinary Medical Colleges, Seoul National University

Recently Korean Association of Veterinary Medical Colleges (KAVMC) developed the minimum competencies
for the students graduating the 6-year veterinary education programs in Korea, called ‘Veterinary Education Exit
Outcomes 2016’. The exit outcomes are composed of five domains, 13 core competencies, and 39 achievement
standards. However, the specific learning outcomes that can be easily adopted by the teachers in the KAVMC
member schools were not available. Early this year, the Education Committee of KAVMC started to work to develop
a national model of the specific learning outcomes. These learning outcomes are similar to the ‘learning objectives’in the OIE recommendations on the competencies of Day 1 graduates to assure high-quality of national veterinary
services. The learning outcomes of KAVMC has three layers: 1) scientific concept- and principle-centered, 2)clinical competency-centered, and 3) animal and society-centered. The first layer covers the competencies achieved
through the basic and preventive veterinary medical courses. The 2nd layer covers the competencies about 100
common clinical presentations. The 3rd layer covers non-technical competencies essential to successful veterinarian.
The draft of the learning outcomes prepared by Education Committee, will be further revised based on the commentsfrom veterinarians in the clinic, industry, and academia. KAVMC hopes that these learning outcomes will further
facilitate the establishment of outcome-based education in 10 veterinary schools in Korea.

–19–

Report from Taiwan

Veterinary educational systems and continuing
professional education in Taiwan
Chian-Ren Jeng1), Chao-Chin Chang2)
1)

School of Veterinary Medicine, National Taiwan University
College of Veterinary Medicine, National Chung Hsing University

2)

In Taiwan, there are four Universities currently responsible for offering the 5-year undergraduate program to
educate students who are interested in veterinary medicine. Recently, one University in Central Taiwan, Asia
University, offers the 4-year post-baccalaureate program. About 250 veterinary graduates will go to the market
annually. To be eligible for doing clinical practice work, they need to attend and pass the national computer-based
board examination, which includes 6 main subjects relevant to veterinary medicine. In order to maintain the qualityof licensed veterinarians in Taiwan, the substantial breakthrough was made since 2015, as veterinarians must
undergo continuing education and renew their practice licenses every 6 years according to the amended Veterinary
Act. Regulations Governing Veterinary Practice Registration and Continuing Education (RGVPRCE) was also
formulated in 2016, and Bureau of Animal and Plant Health Inspection and Quarantine (BAPHIQ), Taiwan, withcentral competent authority, is responsible for implementing RGVPRCE through consultations by Veterinary
Education Committee in Taiwan. Guidelines for verification of courses and recognition of credits of veterinary
continuing education has also been developed and executed by Taiwan Veterinary Medical Association through theauthorization by BAPHIQ. In our presentation, the brief introduction of veterinary education in Taiwan from several
aspects will be made for reference, from the current veterinary educational system, core courses for fulfilling theneeds of day-one competency as veterinarians in Taiwan, national board examination, several established systems
for clinical specialist qualifications in veterinary teaching hospitals or relevant veterinary associations, to continuing
professional education.

–20–

Report from Japan

Veterinary eligibility and education in Japan
Ryohei Nishimura
Chairman of Veterinary Affairs Council, Japan,
Graduate School of Agricultural and Life Sciences, The University of Tokyo

In Japan, no person except a veterinarian shall engage in veterinary practice for rearing animals (cattle, horse,
sheep, goat, pig, dog, cat, chicken…), and a person who wishes to become a veterinarian shall pass the National
Examination for Veterinarians and receive a license from the Minister of Agriculture, Forestry and Fisheries. A
person who has studied in and graduated from a formal program in veterinary science at a university under the
School Education Act is eligible to take the National Examination for Veterinary Practitioners. There are 34,536
active veterinarians in Japan in 2016. In those veterinarians, 39% for small animal clinic, 24% for public officials,
14.3% for private organizations and corporations and 11.0% for farm animal clinic. The curriculum for veterinary
medicine is 6 years (after graduation from high school). There are total of 17 universities offering curriculum forveterinary medicine (10 national, 1 prefectural and 6 private universities). Recently, some of universities of national
and prefectural ones have cooperated or joint curriculums. 30 to 40 students are admitted to each national or
public university one year, and 80–140 to each private university (at present nearly half of the students are female).
The curriculum for veterinary medicine consists of the core and advanced curriculum. Veterinary medicine corecurriculum consists of 51 subjects and 19 practices. Examples of the advanced curriculum are molecular biology,
hospital management or internships for clinics and applied veterinary medicine. Students at 4th or 5th year must
pass the achievement test (CBTand OSCE) to take participative practices (clinical rotation).

–21–

Symposium

Accreditation system for veterinary schools in Thailand
Theera Rukkwamsuk
Faculty of Veterinary Medicine, Kasetsart University
Veterinary Council of Thailand

The Veterinary Council of Thailand (VCT) shall accredit academic degrees, certificates or diplomas in the field ofveterinary medicine of institutions for the benefits of member application. Under the section 24 of the Veterinary
Professional Act B.E. 2545 (2002) to issue rules of the veterinary council within the scope of objectives or authorityof the VCT, the VCT has established the Veterinary Council Subordinate Legislation on Accreditation of theDegree of DVM Program of Academic Institution 2552 B.E. as accreditation standard guidelines. The Veterinary
Professional Standard Executive Committee and the Subcommittee for Evaluation of Veterinary Curriculum andInstitution are responsible for the process on accreditation of the degree of DVM Program before submitting theresults to the Board of the VCT for final consideration. In brief, the Subcommittee will evaluate the curriculum
according to the standard guidelines and submit the results to the Executive Committee before presenting to theBoard. The Board of VCT shall consider the results and make a decision as “approved, or approved with conditions,or disapproved” on the curriculum. After curriculum approval, the Subcommittee shall visit the school for certifying
the institution according to the standard guidelines. The Subcommittee will assess the institution and submit theresults to the Executive Committee before presenting to the Board. The Board of VCT shall consider the results
and make a decision on the institution as “certified, or certified with conditions, or uncertified”. Accreditation of theveterinary school requires both approved curriculum and certified institution, and the accreditation period is 5 years.
Currently, 9 veterinary schools in Thailand have been accredited by the VCT, and 3 are still ongoing.
Keywords: accreditation, education, veterinary medicine–22–Symposium

Accreditation system for veterinary education in Korea
Sang-Soep Nahm
College of Veterinary Medicine, Konkuk University

Accreditation system for veterinary education in Korea aims to improve professional competence of veterinary
graduates by assuring quality of educational program in veterinary medicine. The Korean accreditation system
was first proposed in 2004, then actively discussed among members of veterinary association, faculty members
and the government until 2010. Finally, establishment of the Accreditation Board of Veterinary Education in Korea(ABOVEK) as a government-recognized corporation was authorized by Ministry for Food, Agriculture, Forestry
and Fisheries in 2011. The ABOVEK is responsible for accreditation of veterinary colleges in Korea. ABOVEK also
supports research and policy development for all levels of veterinary education and veterinary licensing examination.
The ABOVEK organization consists of board of directors, an executive director with secretariat and five committees(executive, evaluation, accreditation, appeals and standard committee). A typical accreditation process takes about
9 months. First, evaluation committee reviews a self-evaluation report provided by an applying college followed byan on-campus review. Secondly, accreditation committee reviews the report of the evaluation committee to makefinal decision. The categories of accreditation are; accreditation (up to 5 years), limited accreditation (2 years),
provisional accreditation (less than 2 years), denied accreditation. Currently, 10 veterinary colleges are establishedin Korea. Among them, five are accredited (Chungbuk, Gyeongsang, Jeju, Konkuk, Seoul), three are under review
process (Chonbuk, Chonnam, Chungnam), and one (Kangwon) has just applied for accreditation.

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Symposium

Accreditation system for veterinary education in Japan
Hiroyuki Nakayama
The University of TokyoJapanese veterinary schools (10 national, 1 prefectural and 5 private schools, and 1 brand-new private has been
established in 2018) are now in a big storm of educational innovation. There are 4 innovation processes including
1) Model core curriculum, 2) Participative practices after the evaluation by achievement tests, 3) External evaluationfor each education system, and 4) Implementation of collaborative education.
Of the 4 innovation processes, I will mention here the 3rd one, the external evaluation system of veterinary
education by the Japan University Accreditation Association (JUAA). The first evaluation has been conducted for aveterinary school in 2017. Other 4 veterinary schools will be evaluated in 2018. The evaluation standards consist of
8 categories as 1) Mission and purpose, 2) Curriculum and learning outcomes, 3) Student enrollment, 4) Faculty, 5)Student support, 6) Education and research environments, 7) Social cooperation and contribution, and 8) Self-study
and information disclosure. Each category has, then, “Main text” and “Perspectives of evaluation” parts. Actual
evaluation is conducted through filling up worksheets based on the information submitted by the school undergoing
the evaluation. The result of the first evaluation and evaluation commission are also mentioned.

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Symposium

AAVS Website as a platform for exchange information
on veterinary education
Takeshi Haga
The University of Tokyo

The Asian Association of Veterinary Schools (AAVS) is an international organization for veterinary educational
institutions in Asia that was established in 2001 for the purpose of advancing and enhancing the education, researchand public services in veterinary sciences. The University of Tokyo (Japan) maintains the registered office of
AAVS. The association convenes a meeting annually and the first AAVS meeting was held in Seoul, Korea in 2001.
Currently, AAVS includes 50 member schools in 14 countries and regions.
AAVS official website was launched in 2016 (http://www.aavs.jpn.org/). The website has been operated by
Department of Veterinary Medical Sciences at The University of Tokyo with an assistance of OIE Asia PacificRegional Office. Before 2016, AAVS annual meeting had been announced by the host institution of the year
thorough individual website, but now it can be checked and updated on this website. The presentation slides fromeach AAVS meeting are available though this website after getting approval from the speakers/authors (http://www.
aavs.jpn.org/about/aavs-meeting-reports/).
The veterinary education in Asian countries differs a lot depending on countries reflecting different development of
livestock industry as well as educational system in this huge continent. In addition to the face-to-face annual AAVS
meeting, this website is expected to utilize as a platform for promoting quality assurance of veterinary education,
as well as further understanding of individual culture surrounding veterinary education in each country. Member
institutions are strongly encouraged to provide related information and utilize this website.

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Activities of the JICA project (2014-2019) and OIE
twinning program (2017-2019) in Mongolia
Takashi Umemura
JICA Long-Term Expert Dispatched to the Project
Professor Emeritus, Hokkaido University

Animal husbandry is the major industry as well as the mining sector in Mongolia, and one third of its 3 million
population belongs to nomad. The country rears more than 60 million domestic animals and veterinary services
have been required to reach the international standard. A five-year JICA project was commenced in May 2014 to
improve veterinary services in Mongolia. For the first two years, the project had focused on improving educationin Veterinary School of Mongolian University of Life Sciences, and then moved into capacity building of threeveterinary research institutions in the third year. The total project budget was approximately 4.5 million USD and theequipment granted to the school and the institutions reached 1.3 million USD. The total of 127 Japanese veterinary
experts were dispatched to Mongolia, and the Graduate Veterinary School of Hokkaido University (HU) accepted
fifty-five Mongolian teachers, technicians and researchers as trainees. HU also trained nine Mongolian teachers andresearchers in its PhD course.
A two-year-self-funding OIE Twinning Program started in November 2017. This program aims to enhance practicaleducation at the Veterinary School getting technical support from two veterinary institutions of HU. The teachers
are responsible for practicing to achieve their goals, such as practice using glass slides in a histology class and fecal
examination in a parasitology class, and required to report the OIE the degree of their attainment. Practical education
is extremely important in “Day One Competence” of OIE and the twinning program will stimulate incentive ofMongolian teachers to enhance practical education.

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SymposiumStudent exchange program between Japanese vetschools (Hokkaido University, Rakuno Gakuen University
and The University of Tokyo) and Kasetsart University
Mayumi Ishizuka
Faculty of Veterinary Medicine, Hokkaido University

The CVE (Collaboration of Veterinary Education) program was the “NEW” educational network of committed
veterinary education institutions in Japan (HU, RGU and UT) and Thailand (KU), which fosters human resources
with competencies that are essential for developing practical solutions to issues concerning the veterinary sciences.
This program was established in 2014. The CVE program was conducted based on AIMS (ASEAN International
Mobility for Students Programme) and supported by MEXT (Ministry of Education, Culture, Sports, Scienceand Technology, Japan) during FY2015-2018. We exchanged our students between Japan and Thailand for threemonths in every year. From Thailand, Chulalongkorn University (CU) also joined the CVE consortium and sent
their students to Hokkaido University (but not based on AIMS). The CVE program was designed to give advanced
veterinary medical education to the undergraduate 5th or 6th year students who have already taken the coreveterinary education. The total number of exchanged students in this program was more than 200 (including CU
activity). In addition to the student exchange activities, this program also accelerated to exchange staff and helped
to produce new collaborative researches between Japan and Thailand. We would like to introduce CVE activities
during 2015-2018 and current post-CVE program.

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Symposium

The ASEAN Veterinary Student Volunteer Project (AVVP)
Tanu Pinyopummintr
Kasetsart University, Thailand

Heterogeneity in veterinary education clearly exists across regional and global context. Inadequate professional
understanding among veterinary personnel, even in neighboring countries, is not unusual. In light of current vibrantglobalization, it is critical to diminish this misreading in future veterinarians. Therefore, the Faculty of Veterinary
Medicine, Kasetsart University, Thailand has initiated the “ASEAN Veterinary Student Volunteer Project (AVVP)”
since 2013 to foster a better understanding and networking of staff and students from veterinary educational
institutions in Southeast Asia and beyond. The project activity program was meticulously designed based on “OneHealth” working approach. Approximately 60 veterinary students from 18-20 universities of 10-12 countries aroundthe world were selected and invited annually to participate in this 3-week intensive academic event in Thailand
and an adjacent ASEAN member country. Besides volunteer activities, students were encouraged to scholastically
explore various hypothesis and solution in topic of their own choice, covering a wide range “One Health” issues; e.g.,
public awareness/perception of important zoonotic diseases, food animal production from corporate farms to backyard rearing, wildlife-domestic animal-human interface, food safety/security, socio-economic, cultural and judicial
impact, etc. Systematically information/data gathering from relevant stakeholders were analyzed and carefullyinterpreted in weekly presentation/discussion. Field sites in Thailand and another ASEAN country were selected
to demonstrate and emphasize the nuance influences dictating/defying the success of implementation “One Health”
approach. Working in small groups with time constrain, students were constantly tested in their educational-cultural
background, communication skill including personality and character. Clearly, the AVVP provides an excellent
platform for “learning by doing” to prepare students for the real working milieu and new appreciation of global
diversity in veterinary profession. This is truly a most memorable experience with some everlasting acquired
friendship for few privileged students.
Keywords: Veterinary Education, One Health, Volunteer, Interactive Learning–28–

Symposium

Joint meeting of veterinary science in East Asia
Junpei Kimura
Seoul National University

The 1st Joint Meeting of Veterinary Science (JMVS) in East Asia was successfully held at Seoul National
University, Korea from May 10 to 12, 2018. The new Tri-lateral consortium was established among Korean, Japaneseand Chinese (Taiwan) societies of veterinary medicine to facilitate exchange of academic information among thesethree countries under the MOU of these three societies. In this 1st meeting, several sessions featured topics which
are important in East Asia including animal welfare, zoonosis, animal behaviour, embryonic gene therapy, diplomat
system, translational research and animal nutrition. Over 150 poster presentations by junior scientists and students
were made. The schedule for the next meetings are: April 25 to 27, 2019 in Seoul, 3rd meeting (2020) in Taiwan and4th meeting (2021) in Japan. Apart from this meeting, “Joint Symposium of Veterinary Research (JSVR)” has been
held annually since 2010 in these three countries by several veterinary schools including Seoul National University,
United Graduate School of Veterinary Sciences, Gifu University and Yamaguchi University, The University ofTokyo, National Taiwan University and National Chung Hsing University. Committee members in Trilateral
Consortium are hoping that JSVR will merge into this new Joint Meeting of Veterinary Sciences in East Asia to
expand the participation for all veterinary scientists in East Asia. The cooperation among JMVS, AAVS and FAVA
should be maintained to achieve the higher goals of veterinary science in Asia.

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Open Sympodium

Treasure every meeting
Futoshi Hasebe
Vietnam Research Station, Center for Infectious Disease in Asia and Africa
Institute of Tropical Medicine, Nagasaki University

In 1986, when I was 26 years old, I decided to go to the School of Veterinary Medicine of Zambia University as ateaching assistant under the Japanese Overseas Cooperation Volunteer (JOCV). It was a very important opportunity
for me because I was able to meet people who led me to the next stages of my life. In Zambia, I met one Japanese
researcher who introduced me to the interesting world of virology. And later, I met another researcher when I visitedthe International Laboratory for Research on Animal Diseases (ILRAD) in Kenya during my volunteer time. We
chatted for just about 5 minutes. After I returned to Japan, I met him again at the National Institute of Infectious
Diseases (NIID) where I worked for HIV research. With this crossing of our path again, I was linked to the Instituteof Tropical Medicine (ITM, also called Nekken) Nagasaki University, where I later worked for arbovirus research
until now that I am the current supervisor of Nagasaki University Vietnam Research Station under the Japan
Initiative for Global Research Network on Infectious Diseases (J-GRID) Project in Vietnam which is based in the
National Institute of Hygiene and Epidemiology (NIHE) in Hanoi. It is indeed amazing because that 5minute-chathas led to my destiny. The lessons I learned are on the importance of being curious, of meeting many people and oftalking positively.

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Open Sympodium

動物の健康と福祉：米国における獣医臨床教育の意義と目標
Animal health and welfare: Identifying true goals ofveterinary education and specialty training
林慶

東京大学非常勤講師、大阪府立大学非常勤講師

Kei Hayashi, DVM, PhD, Diplomate ACVS, JCVS
Chief, Small Animal Orthopedic Surgery Service
Associate Professor, New York Sate Collage of Veterinary Medicine
Cornell University, USA

獣医学教育の制度は、世界各国で異なりますが、伴侶動物医学に関しては米国の歴史や功績には学ぶ
ところがあると実感しております。現代の獣医学は、現実に目前の問題、つまり病気や疼痛に苦しんでいる動物にどう対処するかという単純な問題を解決できる、知性能力向上への教育に真剣に取り組む時期にあると考えます。しかしながら、現実は最先端技術や経済的側面の話題に左右されがちで、本質的な議論をする機会が失われているように感じます。実学に基づいた獣医臨床学教育の具体的な目標設定と実践へむけての対話を始めたいと思います。

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Open Sympodium

ヤバい越境性動物感染症と闘う：獣医国際技術協力の現場
At the scene of international veterinary technicalcollaboration
乾健二郎

獣医ラボ診断専門家、越境性動物感染症センター、国連食糧農業機関
Laboratory expert, Emergency Center for Transboundary Animal Diseases (ECTAD) in Vietnam
Food and Agriculture Organization of the United Nations (FAO)

過去 30 年間、主に発展途上国で動物感染症の予防、診断、研究、制圧に従事してきました。現場はシリアに始まり、イラク、英国、タイ、ウルグアイと続き、現在はベトナムです。この間、数々のヤバい感染症に接してきました。牛疫に始まり、PPR、口蹄疫、豚コレラ、高病原性 PRRS、鳥インフルエンザ、などなど。日本ではめったにお目にかかれないヤバい感染症も、世界の多くの国々では未だに猛威をふるっています。獣医国際技術協力の現場の様子を紹介します。

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