bluuebunny/crossref_metadata_2025 huggingface dataset:
Hospital Management Principles Applicable to the Veterinary Teaching Hospital
Authors: Harris Donna L. , Lloyd James W. , Marrinan Michael J.
Published: January 2008

The Skills, Knowledge, Aptitude, and Attitude (SKA) Subcommittee of the National Commission on Veterinary Economic Issues (NCVEI) has identified the need for veterinary teaching hospitals (VTH) to be at the forefront of progressive business management to serve as a model for both students and practitioners to emulate. To provide a foundation for developing a model, this study reviewed pertinent literature applicable to the management of a VTH. Much of the literature relevant to VTH management relates to work completed for the human side of medicine (academic health centers, or AHCs) or to the private sector. This review explores management practices in strategic planning, financial management, human resource management, marketing, pricing, operations, and legal issues. It is concluded that strategic management is important to provide the foundation for success in the VTH. In addition, periodic financial reports are recommended, as are the development and use of benchmarks for financial management. Establishing positive, motivating human resource practices is also suggested, along with development of a marketing plan based on a clear understanding of VTH core competencies and the market’s specific needs.
Food Animal Veterinary Medicine: Leading A Changing Profession
Authors: Larson Robert L.
Published: January 2008

The veterinary profession has gone through periods of profound change in response to economic and social changes. We are currently in another such period: profound change is required in order for the profession to remain relevant in a marketplace where a rapidly expanding knowledge base and new technologies demand an ever-increasing level of expertise in a greater variety of areas. However, the veterinary profession is perceived both internally and by the public as possessing a narrow set of skills that supports a narrow group of careers focused on salvaging ill or injured companion animals. It will be necessary to dramatically change the way veterinary students are recruited and trained, as well as how graduate veterinarians are licensed and provided continuing education, in order for the veterinary profession to capitalize on our historical strengths and provide service and leadership in a greater diversity of career paths. Even though the number of veterinarians needed to provide primary care for livestock is decreasing, both the level of expertise demanded by livestock owners and the value of veterinary involvement on livestock farms are increasing. Colleges of veterinary medicine appear challenged to meet the changing needs for veterinary services in animal agriculture because of the declining percentage of veterinary students interested in food animal careers. Fortunately for animal agriculture, the skill set needed by food animal veterinarians is also needed by several emerging segments of the veterinary profession that have tremendous potential for rapid growth, including employment in all segments of food production systems, environmental monitoring and management, bio-security and disease eradication, laboratory diagnostics, and federal regulatory and bio-defense roles. Like previous periods of profound change, this moment in history will require creative thought, open discussion, and a willingness to step into the unknown.
A Coordinated Teaching Program for Future Dairy Practitioners at the University of Wisconsin—Madison, School of Veterinary Medicine
Authors: Cook Nigel B. , Eisele Christian O. , Klos Rachel F. , Bennett Thomas B. , McGuirk Sheila M. , Goodger William J. , Oetzel Garrett R. , Nordlund Kenneth V.
Published: January 2008

The University of Wisconsin School of Veterinary Medicine (UW-SVM) has implemented a variety of strategies to optimize teaching in dairy herd medicine. These include the provision of opportunities for dairy cow handling and management using a dairy teaching herd for veterinary students throughout the four-year curriculum, exposure for all students in their final year to a substantial first-opinion dairy case load using a private practice–based ambulatory clinic rotation, and, finally, the teaching of dairy herd health management and problem solving in a group of four final-year elective production medicine clinical rotations. On average, since 1986, 32.6% of each graduating class attended at least one elective production medicine rotation, with a range from 19.0% to 43.4%. For those University of Wisconsin students who could be traced, 65% were still actively involved in some aspect of dairy practice, representing a range of between seven and 17 students per year since the start of the program. The advantages and disadvantages of operating a “regional center of excellence” for training students from out-of-state institutions are discussed.
Use of a Non-traditional University Ambulatory Practice to Teach Large Animal Medicine
Authors: Masterson Margaret A. , Welker Bimbo , Midla Lowell T. , Meiring Richard W. , Hoblet Kent H.
Published: January 2008

While many other veterinary schools have moved away from a traditional university-based ambulatory practice, the Ohio State University’s Large Animal Practice has continued to provide a cost-effective and valuable method of preparing students for today’s careers in veterinary medicine. The practice provides a full array of services to production, equine, and camelid clients, including herd health, individual animal medicine and surgery, and emergency services. Acquiring established practices from alumni has formed the client base. Four full-time veterinarians operate the clinic. While these same clinicians do some classroom teaching, their primary responsibility is devoted to the five to six fourth-year veterinary students who rotate through the clinic every two weeks. Teaching methods and objectives for these students include case discussions, homework, truck quiz books, and practice management issues. Financially, the clinic runs as a private practice, with minimal support from the college ($201,000 per fiscal year) and a gross income of $676,000 per year. Thus, in a cost-effective manner, this required core ambulatory rotation provides students with a scientific learning experience that exposes them to all aspects of large animal production medicine in a real-world setting.
The Opportunities Map at Cornell University: Finding Direction in Dairy Production Medicine
Authors: Mitchell Hilda M. , Nydam Daryl V. , Reyher Kristen K. , Gilbert Robert O.
Published: January 2008

Discussion between faculty and interested students revealed the existence of a multitude of opportunities in dairy production medicine at the College of Veterinary Medicine at Cornell University. Many of these were not well known to students, or even to some of the faculty, and the means of accessing specific learning experiences were sometimes obscure. Together, an informal group of faculty, students, and alumni set about cataloging available educational opportunities, resulting in a 31-page publication referred to as the “Opportunities Map.”

Essentially a student handbook for production medicine students, the Opportunities Map at Cornell helps guide the travel of food animal–interested students through the curriculum without missing the important highlights along the way. The map was originally developed to chronicle the opportunities and resources available to students, but it has also been used to foster face-to-face communications between students and faculty, to welcome incoming students with production animal interests, and to provide a baseline description for further discussion about the curriculum.
A Historical Overview of African American Veterinarians in the United States: 1889–2000
Authors: Adams Eugene W.
Published: January 2008

The annals of veterinary medical history rarely mention the presence of African American veterinarians and other minorities. Between 1889 and 1948, records show, a meager 70 African Americans graduated from veterinary schools in the United States and Canada. It was not until the veterinary school at Tuskegee (Institute) University was established in 1945 that a significant increase in the number of African American veterinarians occurred in the United States, and over the ensuing years their participation in every facet of the profession has been striking. Their employment in various areas of the profession and their successful performance in the workforce have done much to dispel stereotypical perceptions about minorities. Despite demographic data indicating that the United States is moving rapidly toward a multicultural society, recruitment programs to increase the number of African American students and faculty at the 28 US veterinary colleges have not kept pace with the declared goals of ethnic diversity. If the needs of a changing culture are to be met, veterinary medical education must look toward more ethnic inclusion in the student body and faculty. To that end, the Iverson C. Bell Symposium has consistently advocated the adoption of new and creative methods for increasing minority student enrollment and expanding faculty opportunities in the nation’s veterinary colleges.
The Clinician Investigator Program in Companion Animal Internal Medicine at North Carolina State University
Authors: Bunch Susan E. , Ford Richard B. , Hawkins Eleanor C. , Jackson Mark W. , Vaden Shelly L. , Breitschwerdt Edward B.
Published: January 2008

A retrospective study was conducted to describe the development and evolution of the combined internal medicine/PhD program, the Clinician Investigator (CI) Program, at North Carolina State University. Separate survey instruments were developed for individuals who had committed to completing both the residency and PhD components and for graduate advisors of individuals who were granted the PhD degree. Results are summarized here. Most CIs reported believing that each component of the program (clinical training and research training) provided mutual benefits and that their teaching skills were enhanced, particularly as a result of instructing students in the Veterinary Teaching Hospital. Opinions among both the CIs and the graduate advisors were divided about the benefits of a combined program compared with a sequential program; however, all but one of 11 CIs who completed the survey would enroll in the combined program again. The graduate advisors were overwhelmingly positive about the CIs they had advised and indicated that they would welcome a CI as a PhD student in their laboratory again. Suggested areas for improvement included guaranteed salary/stipend support for the average time to completion (six years) instead of for five years, as well as more emphasis on and guidance in identifying a graduate advisor earlier in the CI program so as to smooth the transition between the clinical and research training components of the program. It is hoped that other training programs will benefit from the summary of our experience with this program.
Skills, Knowledge, Aptitude, and Attitude Colloquium
Authors: Lloyd James W. , King Lonnie J. , Maccabe Andrew T. , Heider Lawrence E.
Published: January 2008

Three projects recently funded by the American Veterinary Medical Association (AVMA) through the National Commission on Veterinary Economic Issues (NCVEI) focused on the veterinary school applicant pool, leadership skills in the veterinary profession, and a veterinary teaching hospital business model, respectively. The Skills, Knowledge, Aptitude, and Attitude (SKAs) Colloquium was designed to present the results of these three projects, to discuss their importance for the future of the veterinary profession, and to develop action plans accordingly. In all, 24 veterinary colleges were represented at the workshop and a total of 72 attendees participated, achieving a broad representation of the veterinary profession (both academic and non-academic). Through an orchestrated combination of general sessions and facilitated small group discussions, recommendations for implementation and initial action plans for next steps were developed. From these, a list of potential AAVMC follow-up activities was developed, including advocating and facilitating programs across schools to engage and educate faculty regarding the results of these projects; developing realistic information on careers in veterinary medicine; organizing an AAVMC leadership consortium; working toward further development and implementation of the veterinary teaching hospital (VTH) business model; coordinating and sponsoring a national forum on the future of the VTH; reviewing admissions processes; integrating leadership into veterinary curricula; and organizing opportunities for faculty development in leadership.
The Scholarship of Teaching in Health Science Schools
Authors: Fincher Ruth-Marie E. , Work Janis A.
Published: January 2008

Teaching is a core mission for all health science schools. Despite its key role in training new generations of health care professionals, teaching has been overshadowed by the revenue- and prestige-generating activities of research and clinical care. Research, both basic and clinical, is equated with scholarship and is rewarded in the promotion and tenure process, as well as with intramural and extramural funding. Clinical service generates revenue for schools; teaching, however, does not generate revenue, and, traditionally, teaching and the creative activity related to it have been seen not as scholarship but as an expectation. Over the last decade or so, scholars of teaching have called for a new view of scholarship that includes the scholarship of teaching. This view is broader in scope than scholarly teaching within a classroom or clinic. It refers to scholarly activity related to teaching that results in enduring products that are peer reviewed and broadly disseminated. These are examples of scholarly work and should be recognized as such. Academic institutions should value high-quality teaching and educational innovations and reward them as scholarly work. This article presents an overview of what the scholarship of teaching means, how it can be assessed, and the needed next steps.
ATLes: The Strategic Application of Web-Based Technology to Address Learning Objectives and Enhance Classroom Discussion in a Veterinary Pathology Course
Authors: Hines Stephen A. , Collins Peggy L. , Quitadamo Ian J. , Brahler C. Jayne , Knudson Cameron D. , Crouch Gregory J.
Published: January 2008

A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses.

The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online “Content Links” that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level–most likely reflecting other missing elements of the learning environment, including the existing student culture and the students’ current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be combined with other approaches to enhance and enliven classroom discussions in the veterinary curriculum.
Progress in the Capture, Manipulation, and Delivery of Medical Media and Its Impact on Education, Clinical Care, and Research
Authors: Bernardo Theresa M. , Malinowski Robert P.
Published: January 2008

In this article, advances in the application of medical media to education, clinical care, and research are explored and illustrated with examples, and their future potential is discussed. Impact is framed in terms of the Sloan Consortium’s five pillars of quality education: access; student and faculty satisfaction; learning effectiveness; and cost effectiveness. (Hiltz SR, Zhang Y, Turoff M. Studies of effectiveness of learning networks. In Bourne J, Moore J, ed. Elements of Quality Online Education. Needham, MA: Sloan–Consortium, 2002:15–45). The alternatives for converting analog media (text, photos, graphics, sound, video, animations, radiographs) to digital media and direct digital capture are covered, as are options for storing, manipulating, retrieving, and sharing digital collections. Diagnostic imaging is given particular attention, clarifying the difference between computerized radiography and digital radiography and explaining the accepted standard (DICOM) and the advantages of Web PACS. Some novel research applications of medical media are presented.
“Blended” Online Technology: Maximizing Instructor Reach
Authors: Acor Geneva Keene
Published: January 2008

This article describes the development and implementation of a small animal nutrition course for veterinary technicians using “blended” online technology and delivery at multiple sites. Student contact was accomplished through both synchronous and asynchronous Internet platforms. A summary of student evaluations is provided. Application of the process described here may be appropriate where specific content expertise is available in one location and desired in multiple locations. Unique features of the course include (a) course and instructor provided by industry partner, (b) synchronous and asynchronous blended online elements, and (c) multiple schools engaged in merged, simultaneous sessions.
Integrating a Bovine Rectal Palpation Simulator into an Undergraduate Veterinary Curriculum
Authors: Baillie Sarah , Mellor Dominic J. , Brewster Stephen A. , Reid Stuart W.J.
Published: January 2008

There are problems associated with teaching bovine rectal palpation to undergraduate veterinary students. The students need opportunities to examine enough cows to develop the required skills, but increasing student numbers and limitations on access to cows have made this more and more difficult to achieve. A virtual reality–based teaching tool, the Bovine Rectal Palpation Simulator, has been developed as a supplement to existing training methods. The student palpates computergenerated virtual models of the bovine reproductive tract while interacting with a haptic (touch feedback) device. During training sessions, the instructor follows the student’s actions inside the virtual cow on the computer screen and gives instruction. A trial integration of the simulator into the fourth-year bovine reproduction course was undertaken at the University of Glasgow Veterinary School during the 2003/2004 academic year. Students were offered two training sessions, and feedback was gathered using questionnaires. In the first session, all students were taught a range of basic skills using a standardized teaching protocol. The second training session was customized to each student’s learning needs and included practice in dealing with a range of on-farm scenarios. Student feedback indicated that the training had been useful for learning various aspects of bovine rectal palpation and provided information that helped in the further development of the simulator as a teaching tool.
Web-Based Technology: Its Effects on Small Group “Problem-Based Learning” Interactions in a Professional Veterinary Medical Program
Authors: Schoenfeld-Tacher Regina , Bright Janice M. , McConnell Sherry L. , Marley Wanda S. , Kogan Lori R.
Published: January 2008

The objective of this investigation was to ascertain whether and how the introduction of a new technology (WebCT) influenced faculty teaching styles while facilitating small group problem-based learning (PBL) sessions in a professional veterinary medical (PVM) program. The following questions guided the study: (1) How does the use of technology affect faculty teaching behaviors? (2) Do the facilitators’ interactions with WebCT technology change over the course of one semester? (3) What is the perceived impact of WebCT on facilitators’ role in PBL? The study employed a combination of qualitative (case study) and semi-quantitative (survey) methods to explore these issues.

Nine clinical sciences faculty members, leading a total of six PBL groups, were observed over the course of an academic semester for a total of 20 instructional sessions. The qualitative data gathered by observing faculty as they facilitated PBL sessions yielded three major themes: (1) How do PBL facilitators adapt to the addition of WebCT technology? (2) Does this technology affect teaching? and (3) How do PBL facilitators interact with their students and each other over the course of a semester? No direct evidence was found to suggest that use of WebCT affected teaching behaviors (e.g., student-centered vs. teacher-centered instruction). However, all facilitators showed a moderate increase in comfort with the technology during the semester, and one participant showed remarkable gains in technology skills. The teaching theme provided insight into how facilitators foster learning in a PBL setting as compared to a traditional lecture. A high degree of variability in teaching styles was observed, but individuals’ styles tended to remain stable over the course of the semester. Nevertheless, all facilitators interacted similarly with students, in a more caring and approachable manner, when compared to the classroom or clinic atmospheres.
Online Small Animal Case Simulations, a.k.a. The Virtual Veterinary Clinic
Authors: Dhein Cheryl R.
Published: January 2008

Six years of experience at Washington State University’s College of Veterinary Medicine using an online, asynchronous, problem-solving small animal case simulation tool are presented. Student satisfaction with the online problem-solving experience was high, and the majority of students felt that the experience was realistic and worthwhile. The effort required to keep the experience realistic required a large investment of time by instructors, which ultimately led to discontinuation of the online course. A summary of features to consider when creating case simulations is presented.
Present Status and Vision for Veterinary Higher Education in the Arab World
Authors: Hailat Nabil
Published: January 2008

The veterinary profession and veterinary education stand, in the Arab world and worldwide, in the middle of many changes resulting from rapid communication, explosion of large amounts of information, international traffic of people, animals, and animal products, flow of capital, recent political changes, and new threats to global public health. These changes have put more pressure on veterinary leaders and educators to reconsider the different programs, projects, attitudes, and methodologies of thinking in faculties and institutes of veterinary medicine.
Veterinary Students and Non-academic Stressors
Authors: Kogan Lori R. , McConnell Sherry L. , Schoenfeld-Tacher Regina
Published: January 2008

Psychological distress has been shown to affect the academic success, health, emotional well-being, and dropout rates of medical students. Although it can be assumed that stress has similar effects on veterinary students, there is a paucity of research pertaining to the psychological stressors and coping strategies of this group. This article focuses on selected non-academic areas (as identified through a survey of currently enrolled students) that can create significant stressors for veterinary students. Also assessed and discussed here are poor coping strategies (e.g., substance abuse) and gender differences in perceived stressors and coping strategies that emerged from the survey. Results suggest the need for veterinary programs to integrate academic and professional skills instruction with personal life balance training and access to psychological services.
Reorganizing Small Animal Gross Anatomy: Improving the Faculty and Student Experience and Incorporating Non-technical Competency Development
Authors: Sprunger Leslie K. , Smith Tamara L.
Published: January 2008

The organization of the small animal gross anatomy course at Washington State University’s College of Veterinary Medicine was modified in several ways over a two-year period. These modifications were motivated in part by the need to accommodate a larger number of students, but also by our desire to make more efficient use of faculty and student time as well as physical resources and to give our students opportunities to develop non-technical competencies such as communication and teamwork skills. The four major changes were (1) increasing dissection group size, (2) assigning specimens to dissection groups on a rotating basis, (3) reducing the amount of dissection time relative to time spent studying prepared specimens, and (4) introducing ‘‘transition reviews,’’ a limited form of peer teaching meant to emphasize peer interaction and communication skills rather than conveyance of specific and detailed subject matter. This article describes the details of these changes and evaluates their effectiveness based on faculty assessments, results from surveys of participating students, and comparison of examination performance and formal end-of-course student evaluations before and after reorganization of the course. Increasing the dissection group size and reducing per-student dissection time did not adversely affect student performance and were viewed at least neutrally or favorably by most students. Notably, the rotation of specimens and the transition reviews elicited strongly favorable responses from a large majority of students and had several beneficial effects of which students may not have been aware but which were apparent to participating faculty. Overall, the changes were well received by both faculty and students and were, in our view, of sufficient value that this course organization plan would be used regardless of class size.
Mentoring within the Veterinary Medical Profession: Veterinarians’ Experiences as Protégés in Mentoring Relationships
Authors: Niehoff Brian P. , Chenoweth Peter , Rutti Raina
Published: January 2008

Veterinary medicine professionals have recognized the importance of enhancing mentoring of students, as recruitment and retention of students have become prominent concerns. The purpose of the present study was to examine the form and degree of mentoring experienced by practicing veterinarians, as well as to seek to understand the factors that influence effective mentoring relationships. Data concerning their own experiences with mentoring relationships were gathered from practicing veterinarians. Results suggest that most practicing veterinarians had mentors and that the most frequent and effective mentors were initial employers, followed by teachers and advisors. Behaviors aimed at career development and socio-emotional support correlated highly with the perceived effectiveness of the relationship. Perceived similarity between the protégé and the mentor also predicted effectiveness. These results are discussed as they relate to veterinary education.
Rx for Recruitment and Retention of Veterinarian Scientists: Money, Marketing, Mentoring
Authors: Freeman Lisa C.
Published: January 2008

Veterinary medicine is failing both to sustain its academic base and to meet national needs for research in the fields of comparative medicine (translational research), public health, and food production. The basis for the shortage of veterinarians with research expertise is multi-factorial and related to the substantial commitment of time and money required to obtain both a DVM and advanced training, as well as the lack of motivation among veterinary students to engage in biomedical science. Effective strategies for increasing the number of veterinarian scientists must address these issues using a balanced combination of money, marketing, and mentoring. Success will require not only that we increase and improve opportunities for research training, but also that we create and sustain veterinary college environments that attract, foster, and reward dedication to research. The ‘‘research pipeline’’ needs to be transformed into a ‘‘research manifold’’ with multiple portals for entry and re-entry of trainees. Age-appropriate educational and mentoring programs should be implemented at K–14, baccalaureate, veterinary college, post-graduate, and junior faculty levels to promote recruitment, training, and retention of veterinarian scientists. New initiatives are especially needed to attract students with primary interests in science and biomedical research to the veterinary profession and to facilitate transition of motivated veterinary graduates from private practice to research careers. Specific examples of such programs are presented and future directions are discussed.
Developing Scientist Leaders for Tumultuous Times
Authors: Woteki Catherine E.
Published: January 2008

Leadership is a quality that can be learned. It is a behavior that one practices, and, after lots of practice, it becomes a habit. This is a lesson I learned from my father, who was a career pilot in the US Air Force and instilled this into me and my siblings from a very early age. It is also something I have learned in observing others. I have frequently asked why some people from certain disciplinary backgrounds seem to have an advantage in the leadership area. Think of the backgrounds of our Presidents, for example; so many of them have been attorneys. Members of Congress, as well, also frequently come from that disciplinary background. Key decision makers in government frequently come from economics backgrounds. I have also asked why this is the case. Frequently, the answer seems to be that these disciplines define themselves as being those that create leaders, not that they limit their members’ aspirations.

Why are so few veterinarians in leadership positions? It seems quite a paradox that they are not. The assets of an education in veterinary medicine are many. The education provides a very broad background in systems biology, medicine, and public health. There are many career paths for veterinarians. Most choose private practice, but, beyond that, career paths exist in industry, particularly the biomedical industry; in trade associations; in government and industry research; and in public health and regulatory positions. There are also many opportunities in academia, certainly in colleges of veterinary medicine but, beyond that, also in human medicine and in the biology disciplines. International opportunities also exist in governmental and non-governmental organizations, such as the Food and Agriculture Organization at the United Nations and the World Health Organization, and in advocacy and lobbying.

Veterinarians are also making news these days. The emerging zoonotic diseases that have seized headlines in papers around the world give prominence to veterinarians and the skills they bring to bear in fighting current outbreaks and preventing future outbreaks of these diseases, such as SARS, Ebola, West Nile virus, and even HIV/AIDS.
Providing Stewardship and Leadership for the Future of Veterinary Medical Research: A Responsibility of the Veterinary Colleges
Authors: Buss Daryl D.
Published: January 2008

As we contemplate responsibilities as well as opportunities in research, it is fair to begin by considering why research is, or should be, important to veterinary schools and colleges, to our profession, and to society. Veterinary research is conducted in many venues, such as colleges of veterinary medicine, veterinary science departments, comparative medicine departments, medical schools, and many other university departments, as well as in industry laboratories, governmental agencies, and other organizations. But schools and colleges of veterinary medicine have a unique and historic responsibility to ensure that our veterinary medical research programs are sufficient in quality, capacity, and depth to meet the research needs of our society. Consequently, my comments will be oriented toward veterinary schools and colleges.
Recruiting Faculty with Clinical Responsibilities: Factors That Influence a Decision to Accept an Academic Position
Authors: Grauer Gregory F.
Published: January 2008

The current opportunities for veterinary clinical specialists in private practice and industry have made recruiting and retaining faculty a major focus for most clinical academic departments. To gain a better understanding of the importance of the various factors considered in accepting an academic position, an electronic survey was distributed to newly hired veterinary faculty with clinical responsibilities. The results suggest that the perceived climate and collegiality within the prospective hiring department is the most important factor influencing the decision to accept an academic position. Salary is the second most important factor. Institutional support for the newly hired faculty member and the reputation and quality of the prospective institution rank as more important than the perceived quality of the local community and the geographic location of the institution. The search process and administrative support are the least important factors. There were no differences between the responses of faculty hired into tenure-track positions and those of faculty hired into clinical-track positions. Focusing on the advantages of a collegial environment, enhancing compensation packages, and using creative and flexible appointments may improve faculty recruitment and retention in clinical academic departments.
Experiences and Difficulties Encountered during a Course on Veterinary Public Health with Students of Different Nationalities
Authors: De Rosa Mauro , de Balogh Katinka K.I.M.
Published: January 2008

Veterinary public health (VPH) issues have received increased attention over the last few years as a result of the rising threat of emerging zoonoses (i.e., those due to globalized trade in animal and animal products and to changes in livestock production systems and the environment). The international dimension of VPH is gradually becoming recognized, and there is a growing need for veterinarians with experience in this field. In order to familiarize (future) veterinarians with the international dimension of VPH, the Department of Public Health and Food Safety of the Faculty of Veterinary Medicine, Utrecht University, has been organizing a course in Veterinary Public Health and Animal Production for over the last 10 years. This course has been intended for Dutch as well as foreign final-year veterinary students and recent veterinary graduates. By bringing together participants from different countries, the course reinforces the international dimension of the issues addressed through the exchange of experiences by the participants themselves. The present article provides information about this course on Veterinary Public Health (VPH): it discusses logistics, didactical approaches, the course program, and the use of information and communication technology (ICT). Special attention is given to the intercultural aspects of higher education, all of which play an important role in the efficient exchange of knowledge between lecturers and students. International courses are an important tool to enable participants to interact in a multicultural environment and address issues that demand international cooperation and a global public health focus.
The North Carolina State University College of Veterinary Medicine Turtle Rescue Team: A Model for a Successful Wild-Reptile Clinic
Authors: A. Lewbart Gregory , Kishimori Jennifer , Christian Larry S.
Published: January 2008

The North Carolina State University College of Veterinary Medicine (NCSU-CVM) Turtle Rescue Team (TRT) is a veterinary student–run organization that treats native, sick and injured, wild chelonians. First-, second-, and third-year students are responsible for case management, consultation coordination, diagnostic testing within the hospital, and placing of recuperating animals with local wildlife rehabilitators. Several clinical research publications have resulted from the opportunity to work with these wild reptiles. Active student participants can also gain a course credit by attending eight hours of lecture/seminar related to reptile medicine. With regards to outcome assessment, 86% of survey respondents found the program to be valuable or extremely valuable to their veterinary medical education. The logistics of organizing, supporting, and running this service are discussed, and its value as a clinical learning tool is supported by the results of a survey.
Evidence-Informed Education in the Health Care Science Professions
Authors: Hammick Marilyn R.
Published: January 2008

The use of evidence to inform the practice and policy of professional education in the health care sciences is taking on an increasingly important role alongside the use of more traditional types of knowledge. It is an addition to the repertoire in this and many professions that draw on social-science discipline knowledge. In the field of health care science professional education, the Best Evidence Medical Education Collaboration (BEME) leads the movement toward evidence-informed practice. It is a movement not without controversy, and lively debate on epistemological and practical issues is in progress. With publication of the first BEME Reviews in 2005, this debate will be extended. We can expect energetic and healthy commentaries on both the review process and the substantive findings. All this will make a valuable contribution to an important aspect of professional education practice and policy that is here to stay.
Retention of Surgery Specialists in Academia: A Critical Agenda
Authors: Adams Stephen B. , Schulz Kurt , Hardy Joanne , Bliss Stuart , Lipowitz Alan , Baxter Gary , Meagher Dennis , Fingeroth James , Howe Lisa , Grant Barrie , Probst Curtis , Loew Ann
Published: January 2008

Recruitment and retention of specialists to academia appears to be a growing problem in university teaching hospitals. Members of the American College of Veterinary Surgeons (ACVS) believe that the movement of surgery specialists to practice may have an impact on the training of veterinary students and surgery residents. To address these concerns, 1,071 ACVS diplomates and 60 department heads and hospital directors from all veterinary schools in North America were surveyed to determine whether a problem exists, the extent of the problem, and potential reasons for migration of specialists to practice. Responses were obtained from 620 ACVS diplomates (58%) and 38 department heads and hospital directors (63%) from 28 different universities. The responses confirmed a net movement of surgery specialists from academia to practice. Eighty-seven percent of department heads and hospital directors believed there was a shortage of small animal surgery specialists in academia; this information was supported by the fact that 47% responded that they had open positions and 68% had difficulty filling positions in the last five years. The demand was slightly less for large animal surgery specialists, and 42% of respondents indicated that they had open positions. Financial considerations were the most common reason for surgery specialists to move from academia to private practice. Seventy-six percent of responding ACVS diplomates in private practice had a total compensation package valued at greater than $125,000 per year, whereas 77.8% of diplomates in academia had total compensation valued at $125,000 or less. Most universities offer starting salaries (not including benefits) for recently certified surgery specialists ranging from $70,000 to $90,000. Reasons for moving from academia to practice besides financial considerations included undesirable location of university hospitals; lack of interest in research; and a belief that university administration was not supportive of surgery specialists. Many academic surgery specialists were frustrated by the requirement for productivity in research, teaching, and service for promotion in tenure-track positions.
Teaching Animal Welfare at the University of Sydney’s Faculty of Veterinary Science
Authors: McGreevy P.D. , Dixon R.J.
Published: January 2008

Animal welfare is part of the Mission Statement of the Faculty of Veterinary Science at the University of Sydney and is taught throughout the undergraduate curriculum. Two units of study have a particular focus on animal welfare: Professional Practice in years 1, 2, and 3 and Animal Behaviour and Animal Welfare Science in year 3. There is an emphasis on the refinement and development of alternatives to the use of animals in teaching. With a conscientious objection policy in place, these elements of our approach demonstrate the increasing importance of ethical teaching in the faculty. Undergraduate students have recently founded a vibrant special interest group called Veterinary Students for Animal Welfare. The faculty is advised on matters relating to animal welfare by its Animal Welfare Advisory Committee, chaired by the Sub-Dean for Animal Welfare. With the development of a Faculty Animal Welfare Policy, the faculty is progressing to a more proactive and public profile on animal welfare issues.
Towards a Humane Veterinary Education
Authors: Martinsen Siri , Jukes Nick
Published: January 2008

There is a vast array of learning tools and approaches to veterinary education, many tried and true, many innovative and with potential. Such new methods have come about partly from an increasing demand from both students and teachers to avoid methods of teaching and training that harm animals. The aim is to create the best quality education, ideally supported by validation of the efficacy of particular educational tools and approaches, while ensuring that animals are not used harmfully and that respect for animal life is engendered within the student. In this paper, we review tools and approaches that can be used in the teaching of veterinary students, tools and approaches that ensure the dignity and humane treatment of animals that all teachers and students must observe as the very ethos of the veterinary profession that they serve. Veterinary education has not always met, and still often does not meet, this essential criterion.
Mainstreaming Alternatives in Veterinary Medical Education: Resource Development and Curricular Reform
Authors: Hart Lynette A. , Wood Mary W. , Weng Hsin-Yi
Published: January 2008

Veterinary medical educators are charged with preparing students to enter practice in veterinary medicine during a four-year, intensive, professional education program. This requires giving students in laboratory training that involves dead, anesthetized, or conscious animals, so that they become proficient in the expected range of veterinary knowledge, skills, and abilities. Undeniably, experience with animals is essential to prepare students for a profession in which animals comprise the total domain. However, the consumptive use of animals for teaching students, especially in laboratories, is increasingly subject to regulatory requirements, while also being scrutinized by animal protection groups, and has become a common focus of contention among veterinary students. Not surprisingly, the use of animals in teaching has sharply declined over the past few decades, as new teaching resources and methods, involving less consumptive use of animals, have been incorporated. This change in veterinary medical education has occurred on such a wide scale, in almost all veterinary schools and colleges, that the educational approach can serve as a model for further developments within the veterinary educational community and, indeed, for animal-related material in secondary schools and undergraduate higher education. This article highlights examples of the leadership provided by veterinary educators in developing alternative teaching resources and methods, while maintaining the high level of proficiency expected from traditional educational approaches.
Attitudes of Veterinary Students at One US College toward Factors Relating to Farm Animal Welfare
Authors: Levine Emily D. , Mills Daniel S. , Houpt Katherine A.
Published: January 2008

Rationale for study – The American Veterinary Medical Association’s policy states that veterinarians are obliged to promote good animal welfare. In order to establish how compatible the attitudes of future veterinarians in one North American Veterinary College were with the promotion of good animal welfare, students were surveyed with respect to their opinions about the humaneness of commonly employed agricultural procedures (e.g., hot branding) and their beliefs about the cognitive ability of various domesticated species.

Methodology – A Web-based questionnaire was made available to all veterinary students at Cornell University. Descriptive summary data were collected with regards to students’ perceptions of the cognitive abilities of six different domesticated species. Students were also asked if they considered certain agricultural procedures to be humane for each of these species. The data were analyzed with respect to students’ future career goals. Chi-squared tests and nonparametric statistical techniques were used to examine differences between species and desired career goals.

Results and Conclusions – Veterinary students were more likely to believe that dogs and cats had cognitive abilities than farm animals did. Students considered various procedures to be more humane for farm mammals than for dogs and cats. Students aspiring to work with food animals considered more procedures to be humane for all species than did students aspiring to work with small animals. The inconsistency of students’ attitudes for different species has implications for veterinary education and animal welfare. Scientific fields integral to understanding animal welfare may need to be emphasized within the veterinary educational curriculum.