Embedding research and enquiry in Australian DVM curriculum.

Research and enquiry (R&E) is an integral part of veterinary training. It is a foundation of evidence-based practice. In the University of Sydney Doctor of Veterinary Medicine degree R&E culminates in a cap-stone experience in Year 3: a 'professionally focused project', a student-driven and academic supported individual research project. The project provides an authentic experience within a veterinary discipline. Students work with an academic advisor who provides guidance for developing and achieving meaningful educational and professional goals. Successful advising depends upon a shared understanding of, and commitment to, the advising process by students, advisors and the university. The R&E mission can be broadly defined as - veterinarians recognise that evidence-based approach to practice, which is based on the scientific method, leads to the generation of new knowledge that underpins the veterinary medical profession.

Finding a true passion ignited a stellar career in orthopaedics.

From a self-professed 'mediocre academic performance' at veterinary school, Andy Moores' career journey proved to be anything but and he has recently opened his own specialist referral practice.

Survey of students' learning experience using a virtual slaughterhouse simulator in three UK veterinary schools during the COVID-19 pandemic.

BACKGROUND: Although visiting an abattoir is mandatory for all UK veterinary students, this was challenging during the COVID-19 pandemic and virtual simulators were temporarily approved by the Royal College of Veterinary Surgeons. Subsequently, the virtual slaughterhouse simulator (VSS) was used by the University of Nottingham School of Veterinary Medicine and Science, the University of Liverpool School of Veterinary Science and the Royal (Dick) School of Veterinary Studies in Edinburgh. This study aimed to evaluate the student learning experience using the VSS. METHODS: An online survey containing satisfaction and assessment questions was distributed to all final-year students who used the VSS from September 2020 to August 2021. RESULTS: A total of 207 students completed the survey (n = 207/488, 42%). Students were mostly highly satisfied and found the VSS very useful for their learning (n = 164/207,79%); however, anxiety levels to visit a real abattoir lowered for less than half of the students (n = 97/207, 46%). Most students obtained an overall mark over 50% in the assessment questions (n = 197/207, 95%). LIMITATIONS: Although the findings were very positive, extrapolation to other veterinary schools and postgraduate curricula should be done cautiously. CONCLUSION: The VSS is a valid tool for training veterinary students. However, more research is advised to compare virtual and real experiences and assess students' long-term performance.

Audit of animal-related injuries at UK veterinary schools between 2009 and 2018.

BACKGROUND: Animal-related injuries pose a significant risk to the veterinary profession. This study aimed to describe the incidence, demographics, context and consequences of animal-related injuries at UK veterinary schools. METHODS: A multicentre audit of accident records (2009-2018) across five UK veterinary schools was performed. Injury rates were stratified by school, demographics and species. The context and cause of the injury were described. Multivariable logistic models explored factors associated with medical treatment, hospital visits and time off work. RESULTS: An annual rate of 2.60 (95% confidence interval 2.48-2.72) injuries per 100 graduating students was calculated, varying between veterinary schools. Injuries were more frequently recorded in staff than students, and there were significant differences between staff and students in the activities performed preceding injury. Cats and dogs were associated with the highest number of reported injuries. However, injuries associated with cattle and horses were the most severe, with significantly higher hospital attendances and more time off work taken. LIMITATIONS: Data were based on reported injuries and likely underestimate the true injury rate. The population at risk was hard to quantify as population size and exposure were variable. CONCLUSION: Further research is recommended to explore the clinical and workplace management, including recording culture, of animal-related injuries among veterinary professionals.

Differences in career paths of alumni of the Cornell Leadership Program from North American universities compared with those alumni from universities in other countries.

OBJECTIVE: To characterize and compare the careers of alumni of the Cornell Leadership Program for Veterinary Students according to the countries where they studied and obtained their veterinary qualification. The Cornell Leadership Program is a 10-week residential research experience program for veterinary students from around the world who have ambitions for research-related careers. SAMPLE: Data on the career development of all 672 alumni were collected each year over the period of 1990 to 2019. PROCEDURES: The annual career profile of each alumnus was recorded and coded in 1 of 28 different categories. The careers and postveterinary qualifications of alumni from universities in the US and Canada (referred to as North American universities) were compared with those alumni who graduated from universities in other countries. RESULTS: Analysis of this 30-year database revealed that a considerable proportion (45.7% [307/672]) of the total 672 alumni are following the traditional career path of veterinary clinical practice rather than the research-related careers they aspired to as students during the Leadership Program. Furthermore, a higher proportion of the 325 North American alumni (56% [182/325]) were in clinical practice compared with 33.6% (112/333) of the 333 alumni from other countries. CLINICAL RELEVANCE: Many veterinary schools now provide research experience programs to encourage highly talented students who have ambitions for careers in which they can advance knowledge about animal disease and contribute to solving the health problems of animals through hypothesis-based research. Comparison of the careers of the Leadership Program alumni indicates that research experience alone is not sufficient to maintain the career goals of alumni. Follow-up mentoring of alumni of such programs is recommended while they complete their veterinary studies to reinforce their career aspirations and provide advice on how to achieve research-related careers.