Locations where these requirements have been met should be listed. Requirements should be communicated to participating institutions so that appropriate internal controls can be set in place. The participating institution, the specialty board, and the American Board of Veterinary Specialties could have a role in outcome assessment of training programs. Inconsistency in mentoring and availability of relevant clinical cases makes it difficult to meet program objectives. Trainees are either too busy or not busy enough.
Faculty are often unavailable to fulfill their mentor roles.
Inconsistency of student mentoring is due to being uninformed about the elements of mentoring, its assignment to a low priority or poor interpersonal skills. Mentors' responsibilities should be defined. Mentoring guidelines should be established and shared with students and faculty. If new faculty have not had adequate experience with a mentor role model, an opportunity for training should be provided, perhaps by the specialty board. Faculty should acquire experience in their specialty before being required to serve as mentors.