Trained to cut? A literature review of veterinary surgical resident training.

A surgical residency trains veterinary graduates to a higher level of expertise in surgical procedures than is possible during veterinary school and prepares a resident to pursue board certification in surgery. The education of veterinary surgical residents has changed minimally since its inception in the twentieth century, and there are insufficient studies to determine if residency programs are producing surgeons with competence in each of the necessary procedural categories. The aims of this review were to report the current theory and methods used to provide surgical education to residents, to discuss the training most likely to create a competent, board-certified surgeon and to review assessment methods used during training. Several literature searches using broad terms such as "veterinary surgery residency," "veterinary surgery resident," and "veterinary surgical training" were performed using PubMed, CAB abstracts, and Google Scholar. Literature pertinent to theory, methods, training, and assessment of veterinary surgical residents was included. The reviewed literature demonstrated the need for research-based learning curves for specific procedures. Simulation training is known to facilitate deliberate practice and should be leveraged where possible to reach competency. The creation of validated assessment methods should be pursued as it enables assessment of competency instead of inferring its development from case logs. Understanding and supporting learner cognition and providing sufficient feedback remain important issues in the field. Surgical educators are urged to continue to search for innovative and evidence-based ways to train competent surgical residents.

Retention of basic surgical skills in veterinary students.

OBJECTIVE: To quantify veterinary students' retention of surgical skills after a 5-month period without practice. STUDY DESIGN: Prospective longitudinal descriptive study. SAMPLE POPULATION: Convenience sample of second year veterinary students (n = 57). METHODS: Students practiced ovariohysterectomy (OVH) on a model during 4 clinical skills laboratories during spring 2021. Students were assessed performing OVH on their model using a validated 22-item rubric. Students not meeting expectations repeated their assessment 2 weeks later. All students had a 5-month period, including summer break, without skills practice. Students were again assessed performing OVH on their model in the fall. Students' rubric scores and pass rates were compared before and after summer break. RESULTS: Students scored lower on their retention test in fall (median = 43) than at the spring assessment (median = 56, P < .001). No difference was detected between lower and higher performing students. Five students (9%) did not meet expectations on their first assessment; more students (17/57, 30%) failed to meet expectations on their retention test (P = .004). CONCLUSION: Students experienced a decay in the surgical skills required to perform OVH after a 5-month period without practice, regardless of the quality of their initial performance. CLINICAL SIGNIFICANCE: Veterinary educators should emphasize the importance of continual practice to maintain skills and should consider assisting students in regaining skills during review sessions on models to improve surgical skill retention after a prolonged break.

Veterinary Behavior: Assessment of Veterinarians' Training, Experience, and Comfort Level with Cases.

Studies of US animal shelters consistently indicate that behavior is often a major reason for relinquishment and, thereby, euthanasia of millions of dogs and cats annually. Even though this is an area in which veterinarians can intervene to support the human-animal bond, prior research has documented that they frequently do not bring the topic up during appointments. This study explored veterinarians' training in animal behavior and behavioral medicine, along with their level of comfort in treating common behavioral problems. An online survey of practicing veterinarians (N = 1,085) found that only 42.8% felt they'd received a significant amount of training in this field during veterinary school, but the majority reported participating in continuing education sessions about behavior. Almost all respondents reported seeing patients with behavioral issues (99.6%), even when the initial appointment was made for other reasons. Participants felt most comfortable discussing inappropriate elimination and begging for food but were least comfortable treating issues involving aggression. Most veterinarians treat their own behavior cases, using a combination of behavior modification techniques and medication. Only 22.1% refer cases needing behavioral therapy to a specialist. Given the prevalence of behavioral problems in companion animals and the potential for early veterinary intervention to play a significant role in animal health, it is important for veterinary schools to include this topic in their curricula. At present, 73% of schools require a course in animal behavior. The release of the new Competency-Based Veterinary Education framework is anticipated to support a greater teaching emphasis in this area.

Success at Veterinary School: Evaluating the Influence of Intake Variables on Year-1 Examination Performance.

A major challenge in admissions to veterinary medical degrees is to select those students most suitable for clinical training programs and careers from a large pool of applicants with very high academic ability. Predicting the success of students in a veterinary course is challenging, and relatively few objective studies have been undertaken to identify factors that facilitate progression through this educational experience. Prior educational attainment is considered by some to be a good predictor of success at undergraduate level. The aims of this study were to analyze intake data such as educational history and demographic factors of students entering the University of Edinburgh and to investigate possible relationships between these data and academic performance in the first year at veterinary school. Data were collated for three veterinary intakes, including school qualification, subjects, grades, grade point average (GPA), degree classification, domicile, gender, and age. Performance was measured by marks achieved in first-year veterinary degree examinations. Relationships between marks and the influence of intake variables were statistically analyzed via ANOVA. For school-leaving entrants, the presence of straight A grades in school was linked to better exam performance. Students with an A grade in Chemistry or Biology performed better; A grades in Mathematics and Physics did not show such a consistent linkage with performance. Higher GPA was associated with better performance in first year for students in a graduate entry program. This study shows prior educational attainment does appear to be linked with subsequent performance in the first year at veterinary school.

Monitoring the Curriculum through the Student Perspective.

Student input was deliberately included as part of the curriculum implementation and assessment plan at the University of Minnesota College of Veterinary Medicine. The new curriculum included design features to encourage deeper learning such as a spiral curriculum with cross-course integration, increased open time, and more active learning. Student well-being was seen as a simultaneous need. To gather overall perceptions of workload and well-being, student volunteers from each cohort were surveyed weekly starting in 2013. Survey questions asked about out-of-class work time, level of integration, extracurricular activities, student well-being habits, paid employment, and other factors. Survey questions were combined with course data to get a full picture of week quality, total course work time, extracurricular activities, and the effects of integration. Many of our hypotheses about curricular and extracurricular impacts on week quality were disproven. Week quality was most positively affected by student factors of sleep and exercise, whereas the curricular factors of out-of-class work time, total course work time, and examination hours had the strongest negative effects. A surprising finding was that open time, in-class hours, and paid employment hours had a minimal effect on week quality. Students identified excessively heavy semesters and uneven semester workloads that resulted in early revisions to the new curriculum. Student feedback provided a view of the curriculum that was not otherwise available and resulted in early and significant impacts on the new curriculum, and they provided insight into whether planned changes had occurred and how effective various factors were in reaching the curricular goals.

A Competency-Guided Veterinary Curriculum Review Process.

Competencies can guide outcomes assessment in veterinary medical education by providing a core set of specific abilities expected of new veterinary graduates. A competency-guided evaluation of Colorado State University's (CSU) equine veterinary curriculum was undertaken via an alumni survey. Published competencies for equine veterinary graduates were used to develop the survey, which was distributed to large animal alumni from CSU's Doctor of Veterinary Medicine program. The results of the survey indicated areas for improvement, specifically in equine business, surgery, dentistry, and radiology. The desire for more hands-on experiences in their training was repeatedly mentioned by alumni, with the largest discrepancies between didactic knowledge and hands-on skills in the areas of business and equine surgery. Alumni surveys allow graduates to voice their perceived levels of preparation by the veterinary program and should be used to inform curriculum revisions. It is proposed that the definition and utilization of competencies in each phase of a curricular review process (outcomes assessment, curriculum mapping, and curricular modifications), in addition to faculty experience and internal review, is warranted.

Evaluation of a Human Virtual-Reality Endoscopy Trainer for Teaching Early Endoscopy Skills to Veterinarians.

Competency in flexible endoscopy is a major goal of small animal internal medicine residency training programs. Hands-on laboratories to teach entry-level skills have traditionally used anesthetized laboratory dogs (live dog laboratory [LDL]). Virtual-reality endoscopy trainers (VRET) are used for this purpose in human medicine with the clear benefits of avoiding live animal use, decreasing trainee stress, and allowing repeated, independent training sessions. However, there are currently no commercially available veterinary endoscopy simulators. The purpose of the study was to determine whether a human VRET can be a reasonable alternative to a LDL for teaching early veterinary endoscopy skills. Twelve veterinarians with limited or no endoscopy experience underwent training with a VRET (n = 6) or a LDL (n = 6), performed two recorded esophagogastroduodenoscopies (EGD) on anesthetized dogs for evaluation purposes (outcomes laboratory), and then underwent training with the alternative method. Participants completed questionnaires before any training and following each training session. No significant differences were found between training methods based on: measured parameters from the outcomes laboratory, including duration of time to perform EGD; evaluators' assessment of skills; and, assessment of skills through blinded review of the esophageal portion of EGD recordings. The VRET was less stressful for participants than the LDL (p = .02). All participants found that the VRET was a useful and acceptable alternative to the LDL for training of early endoscopy skills. Based on this limited study, VRET can serve as a reasonable alternative to LDL for teaching endoscopy skills to veterinarians.

Teaching Cultural Humility and Implicit Bias to Veterinary Medical Students: A Review and Recommendation for Best Practices.

Cultural humility, with its concomitant understanding of the importance of the influences of diversity and inclusion, improves health outcomes in the human medical field. Recent changes to the American Veterinary Medical Association Council on Education requirements in veterinary medicine include teaching the impact of implicit bias on the delivery of veterinary medical services. Because overt enhancement of self-awareness is not fodder for traditional veterinary medical education delivery systems, in this article we review existing literature on the impact of recognition of implicit bias on health care and offer insights on ways to help veterinary students learn this skill, drawing on evidence from an inter-professional intervention called WisCARES (Wisconsin Companion Animal Resources, Education, and Social Services).

Effect of Instructional Format on Veterinary Students' Task Performance and Emotional State during a Simulation-Based Canine Endotracheal Intubation Laboratory: Handout versus Video.

Video- versus handout-based instructions may influence student outcomes during simulation training and competency-based assessments. Forty-five third-year veterinary students voluntarily participated in a simulation module on canine endotracheal intubation. A prospective, randomized, double-blinded study investigated the impact of video (n = 23) versus handout (n = 22) instructions on student confidence, anxiety, and task performance. Students self-scored their confidence and anxiety before and after the simulation. During the simulation laboratory, three raters independently evaluated student performance using a 20-item formal assessment tool with a 5-point global rating scale. No significant between- or within-group differences (p > .05) were found for both confidence and anxiety scores. Video-based instructions were associated with significantly higher (p < .05) total formal assessment scores compared with handout-based instructions. The video group had significantly higher scores than the handout group on 3 of the 20 individual skills (items) assessed: placement of tie to the adaptor-endotracheal tube complex (p < .05), using the anesthetic machine (p < .01), and pop-off valve management (p < .001). Inter-rater reliability as assessed by Cronbach's α (.92), and Kendall's W (.89) was excellent and almost perfect, respectively. A two-faceted crossed-design generalizability analysis yielded G coefficients for both the handout (Ep2 = .68) and the video (Ep2 = .72) groups. Video instructions may be associated with higher performance scores than handout instructions during endotracheal intubation simulation training. Further research into skill retention and learning styles is warranted.

Development of core entrustable professional activities linked to a competency-based veterinary education framework.

Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally.Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment.Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework.Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework.

Evaluation of peer teaching and deliberate practice to teach veterinary surgery.

OBJECTIVE: To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first- and second-year veterinary students. STUDY DESIGN: Randomized, prospective, comparative study. SAMPLE POPULATION: Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills. METHODS: Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessment-only control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention. RESULTS: The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment. CONCLUSION: The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice. CLINICAL SIGNIFICANCE: Use and enhancement of the format introduced in this study could augment veterinary surgical education.

Inter-Rater Reliability of Grading Undergraduate Portfolios in Veterinary Medical Education.

The reliability of high-stakes assessment of portfolios containing an aggregation of quantitative and qualitative data based on programmatic assessment is under debate, especially when multiple assessors are involved. In this study carried out at the Faculty of Veterinary Medicine, Utrecht University, the Netherlands, two independent assessors graded the portfolios of students in their second year of the 3-year clinical phase. The similarity of grades (i.e., equal grades) and the level of the grades were studied to estimate inter-rater reliability, taking into account the potential effects of the assessor's background (i.e., originating from a clinical or non-clinical department) and student's cohort group, gender, and chosen master track (Companion Animal Health, Equine Health, or Farm Animal/Public Health). Whereas the similarity between the two grades increased from 58% in the first year the grading system was introduced to around 80% afterwards, the grade level was lower over the next 3 years. The assessor's background had a minor effect on the proportion of similar grades, as well as on grading level. The assessor intraclass correlation was low (i.e., all assessors scored with a similar grading pattern [same range of grades]). The grades awarded to female students were higher but more often dissimilar. We conclude that the grading system was well implemented and has a high inter-rater reliability.

Physiology learning for veterinary students: impact of guided practices on students' opinion and physiological parameters.

Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The goal was to assess the students' opinions about guided practices and how physiological parameters change during the activity. For this objective, two experiments were performed. First, a voluntary questionnaire on guided practices was completed by the students during 2 academic years. Students could also write a free text commentary. The positive answers obtained in the questionnaire and the free commentary responses point to the effectiveness of this methodology in students' minds. Negative aspects included the time spent preparing the activity, and the stress that students experienced in the teaching role. Second, information about how the teacher-students felt before teaching the practical class was self-reported, and physiological parameters related to stress (heart rate, pulse rate, blood pressure, arterial oxygen saturation, respiratory rate, and electrocardiogram recorded to evaluate R-R interval and heart rate variability) were measured immediately before and while the practical class was taught. This evaluation reported an increase in stress during the execution of the practice. In conclusion, despite a new and stressful situation, guided practices are of interest for the students as a learning tool and for the acquisition of skills that may be of use in their later professional lives.

Evaluation of a method to assess digitally recorded surgical skills of novice veterinary students.

OBJECTIVE: To evaluate a method to assess surgical skills of veterinary students that is based on digital recording of their performance during closure of a celiotomy in canine cadavers. SAMPLE POPULATION: Second year veterinary students without prior experience with live animal or simulated surgical procedure (n = 19) METHODS: Each student completed a 3-layer closure of a celiotomy on a canine cadaver. Each procedure was digitally recorded with a single small wide-angle camera mounted to the overhead surgical light. The performance was scored by 2 of 5 trained raters who were unaware of the identity of the students. Scores were based on an 8-item rubric that was created to evaluate surgical skills that are required to close a celiotomy. The reliability of scores was tested with Cronbach's α, intraclass correlation, and a generalizability study. RESULTS: The internal consistency of the grading rubric, as measured by α, was .76. Interrater reliability, as measured by intraclass correlation, was 0.64. The generalizability coefficient was 0.56. CONCLUSION: Reliability measures of 0.60 and above have been suggested as adequate to assess low-stakes skills. The task-specific grading rubric used in this study to evaluate veterinary surgical skills captured by a single wide-angle camera mounted to an overhead surgical light produced scores with acceptable internal consistency, substantial interrater reliability, and marginal generalizability. IMPACT: Evaluation of veterinary students' surgical skills by using digital recordings with a validated rubric improves flexibility when designing accurate assessments.

Experience and confidence of final year veterinary students in performing desexing surgeries.

AIMS: To describe the level of experience and confidence of veterinary students in performing canine and feline desexing procedures at the end of their final clinical year. METHOD: A cross-sectional survey was conducted with veterinary students at Massey University in November 2017 after completion of their final clinical year. The questions included career plans after graduation, number of assisted and unassisted desexing procedures performed, approximate time to complete desexing surgeries, level of confidence with different aspects of desexing surgeries, what aspects of their desexing surgery training were most helpful, and what could be done to improve training in desexing surgical skills in veterinary school. RESULTS: The survey was completed by 70/95 (74%) students in their final clinical year. Among respondents, 55/70 (70%) had performed >2 unassisted feline neuters before graduation. However 38/70 (54%) students had never performed an unassisted feline spay, 31/70 (44%) had never performed an unassisted canine neuter, and 44/70 (63%) students had never performed an unassisted canine spay. The median reported times to complete a feline neuter, feline spay, canine neuter, and canine spay were 9, 40, 30 and 60 minutes, respectively. The median level of confidence for these procedures were 9, 6, 7 and 5 (on a scale from 1=least confident to 10=most confident), respectively. The reported time to complete procedures and the confidence in performing procedures did not change markedly with increasing total number of procedures performed. Students were most concerned about their ability to perform the desexing procedures in a reasonable amount of time and to prevent post-operative bleeding from occurring. Students were least concerned with their ability to manage post-operative pain in patients and to select the appropriate suture material. Free-text comments revealed that 62/70 (89%) students wanted more hands-on surgical experience prior to graduation. CONCLUSION AND CLINICAL RELEVENCE: Many students are currently completing veterinary school with limited experience and low confidence with performing routine canine and feline desexing procedures. Further research is needed to identify the most effective ways for addressing this issue within the constraints of the veterinary curriculum and teaching hospital resources.

Using a Modified Bookmark Procedure to Help Identify Reasonable Consequences for Academic Integrity Violations.

It is recommended that institutions develop academic conduct policies to help preserve academic integrity, enforce compliance, and aid in legal defensibility. These policies should also articulate reasonable consequences for persons found in violation. The problem, however, is that all academic misconduct offenses are not created equal, and determining reasonable consequences for these violations can be particularly challenging due to their subjective nature. Thus, the purpose of this study was to introduce a novel method for more objectively determining reasonable sanctions for several academic misconduct offenses of varying degrees of severity. We utilized a variation of the Bookmark procedure, a popular standard-setting technique used primarily by psychometricians in high-stakes testing environments, to investigate empirical survey data and develop policy recommendations. We encourage others to use this procedure, where appropriate, to identify appropriate cut scores and ranges to aid in policy development across a variety of contexts.

Current status and challenges for globalisation of veterinary medical education for the 'One Health' programme.

A global review of veterinary medical education (VME) programmes shows that, of 194 countries, 111 (57%) have 597 veterinary medical academic institutions (VMAIs) with 15 different names, which offer veterinary degrees with 54 different titles. The highest number of universities (n = 148; 25%), in 27 (14%) countries, award a veterinary medical degree (Doctor of Veterinary Medicine [DVM]), followed by the science degree (Bachelor of Veterinary Science [BVSc]) awarded by 28 (5%) universities in 9 (5%) countries. In addition to three original Universities of Veterinary Medicine, 23 veterinary-related universities have been established with titles such as 'Veterinary, Animal and Fishery Sciences', which do not reflect the VME programmes. The award of Bachelor of Science (BSc) degrees in Animal Husbandry (AH), Poultry Science and Dairy Technology created confusion and increased competition with veterinary graduates for positions in the dairy and poultry industries. Some countries, including Japan and Australia, have changed from the British single degree system to the American dual degree system. The American Veterinary Medical Association Council on Education has classified the 597 VMAIs into 'accredited' (n = 49; 8.2%), 'listed' (n = 468; 78.4%) and 'unlisted' (n = 80; 13.4%) categories. The diversity of nomenclature of VMAIs, degrees, curricula and training status of veterinary graduates may affect the globalisation of VME according to the 'One Health' concept. Veterinary medical professionals and international organisations must think creatively about the future of global VME, especially with regard to the standardisation of the nomenclature of institutions, degrees, professional associations and core curricula, to contribute effectively to biomedical sciences and One Health at the national and global levels.

Il ressort d'une étude sur les programmes d'enseignement de la médecine vétérinaire dans le monde que cet enseignement est dispensé dans 111 pays sur les 194 étudiés (soit 57 %), par 597 établissements d'enseignement vétérinaire qui ont 15 dénominations différentes et délivrent 54 diplômes différents. La catégorie la plus importante (25 %) est celle des 148 facultés de médecine vétérinaire réparties dans 27 pays (14 %), qui délivrent un diplôme de médecine vétérinaire de niveau doctorat (DVM) ; viennent ensuite les 28 universités (5 %) réparties dans 9 pays délivrant un diplôme scientifique de niveau licence (BVSc). Outre les trois facultés de médecine vétérinaire historiques, 23 autres facultés ont été créées dans le domaine vétérinaire, qui délivrent des diplômes en « sciences vétérinaires, animales et halieutiques ¼, ce qui ne correspond pas au contenu d'un programme d'enseignement de la médecine vétérinaire. La création de diplômes scientifiques de niveau licence (BSc) en zootechnie, sciences avicoles ou technologie des productions laitières a créé une confusion et exacerbé la concurrence avec les vétérinaires diplômés pour les postes du secteur laitier ou avicole. Certains pays, dont le Japon et l'Australie ont abandonné le système britannique d'un diplôme unique et adopté le système américain du double diplôme. Le Conseil d'éducation de l'Association américaine des médecins vétérinaires a mis en place un classement des 597 établissements d'enseignement de la médecine vétérinaire dans le monde, suivant qu'ils sont accrédités (n = 49 ; 8,2 %), listés (n = 468 ; 78,4 %) ou non listés (n = 80 ; 13,4 %). La diversité des intitulés des titres et diplômes, des programmes d'enseignement et des niveaux de qualification en médecine vétérinaire risque d'affecter la mondialisation de cet enseignement dans une perspective « Une seule santé ¼. Les organisations professionnelles et internationales dédiées à la médecine vétérinaire doivent réfléchir de manière créative à l'avenir de son enseignement dans le monde, en particulier à la l'harmonisation de la nomenclature des institutions, des titres et diplômes, des associations professionnelles et des programmes de formation initiale, afin de contribuer au développement des sciences médicales et du concept Une seule santé à l'échelle nationale et mondiale.

Del estudio mundial de los programas de enseñanza de medicina veterinaria se desprende que, de un total de 194 países, en 111 (57%) hay 597 establecimientos de enseñanza de medicina veterinaria con 15 denominaciones distintas, que dispensan 54 titulaciones diferentes en veterinaria. La mayor parte de las universidades (n = 148; 25%), sitas en 27 (14%) países, otorgan títulos en medicina veterinaria. Siguen las titulaciones científicas que dispensan 28 (5%) universidades de 9 (5%) países. Además de tres facultades originales de medicina veterinaria, se han creado 23 facultades relacionadas de uno u otro modo con la veterinaria cuyos programas de estudios, con títulos como «Ciencia veterinaria, animal y pesquera¼, no se corresponden con los programas de enseñanza de medicina veterinaria. La concesión de títulos de licenciatura en «Zootecnia¼, «Ciencia avícola¼ o «Tecnología de la producción lechera¼ suscitó confusión e incrementó la competencia con los titulados en veterinaria por los puestos de trabajo en los sectores lechero y avícola. Algunos países, como el Japón y Australia, han sustituido el sistema británico de titulaciones únicas por el sistema americano de titulaciones duales. El Consejo sobre Enseñanza de la Asociación Americana de Medicina Veterinaria ha clasificado los 597 establecimientos de enseñanza de medicina veterinaria en tres categorías: «homologados¼ (n = 49; 8,2%), «referenciados¼ (n = 468; 78,4%) y «no referenciados¼ (n = 80; 13,4%). La heterogeneidad reinante en la nomenclatura de establecimientos de enseñanza, titulaciones, planes de estudios y nivel de formación de los titulados en veterinaria puede obstaculizar la mundialización de la enseñanza de la medicina veterinaria con arreglo al concepto de «Una sola salud¼. Para contribuir eficazmente a las ciencias biomédicas y a la aplicación de los principios de «Una sola salud¼ a escala nacional y mundial, los profesionales de la medicina veterinaria y las organizaciones internacionales competentes deben reflexionar creativamente sobre el futuro de la enseñanza de la medicina veterinaria en el mundo, sobre todo por lo que respecta a la normalización de la nomenclatura de establecimientos, titulaciones, colegios profesionales y planes troncales de estudios.

OIE twinning programme for veterinary education.

Building capacity is synonymous with sustaining development. Both are required to fuel progress and propel efforts towards heightening health and security. The urgency to build capacity has been catalysed by an increasing number of sanitary crises, threats, and disease outbreaks that have spanned countries, regions and continents. Education has often bridged the gaps in learning, but it has also divided the ways in which learning is practised. Differing cultural, religious and political beliefs, together with alternate economic priorities, have meant that countries have been advocating for education to meet their own specific needs, and not necessarily those of the international community. The varying contents of veterinary curricula around the world do not always demonstrate that the initial education of veterinary students provides them with the necessary skill sets to fulfil their responsibilities as key actors in the private and public sectors of national Veterinary Services. This has resulted in discrepancies in the competencies acquired by veterinarians and their capacities to uphold good veterinary governance and practices. To address this educational imbalance, the World Organisation for Animal Health (OIE) has drafted recommendations and guidelines to assist Veterinary Education Establishments worldwide with improving the breadth and depth of their veterinary curricula in order to strengthen their national Veterinary Services. The OIE has, furthermore, developed a twinning programme for Veterinary Education Establishments, under which learning opportunities for teaching staff and students are created and shared. Twinning has, to date, proved to be an effective and powerful mechanism through which developments in veterinary education through mutual capacity and confidence-building can be sustained.

Le renforcement des capacités est synonyme de développement durable. L'un comme l'autre sont indispensables pour alimenter le progrès et canaliser les efforts vers un niveau optimal de santé et de sécurité. Le renforcement des capacités est devenu une nécessité urgente du fait du nombre croissant de crises sanitaires, de menaces et de foyers de maladies qui se propagent dans différents pays, régions et continents. L'offre éducative permet souvent de remédier à des savoirs lacunaires mais elle peut aussi créer des fractures quant aux manières d'apprendre. Les différentes croyances culturelles, religieuses et politiques mais aussi les priorités économiques successives ont souvent induit des politiques éducatives qui visent à répondre aux besoins spécifiques d'un pays plutôt qu'à satisfaire ceux de la communauté internationale. Les variations de contenu des programmes d'enseignement de la médecine vétérinaire dans le monde ne permettent pas toujours de garantir que la formation initiale des jeunes diplômés les dote des compétences requises pour exercer pleinement leurs responsabilités en tant qu'acteurs essentiels des composantes tant privées que publiques des Services vétérinaires. Cela se traduit par un écart entre les compétences acquises par les vétérinaires et les capacités requises pour soutenir une bonne gouvernance et des bonnes pratiques vétérinaires. Afin de remédier à cette disparité des contenus d'enseignement, l'Organisation mondiale de la santé animale (OIE) a préparé des projets de recommandations et de lignes directrices visant à aider les établissements d'enseignement de la médecine vétérinaire dans le monde à dispenser une formation plus étendue et approfondie, dans le but de renforcer les Services vétérinaires nationaux. En outre, le programme de jumelages entre établissements d'enseignement de la médecine vétérinaire mis en place par l'OIE offre de nouvelles perspectives pédagogiques, tant aux enseignants qu'aux étudiants. Le jumelage s'est révélé jusqu'à présent un mécanisme efficace et performant : par le renforcement mutuel des capacités et de la confiance qu'il induit, il pérennise dans les pays participants les effets de la modernisation de l'enseignement vétérinaire.

Refuerzo de capacidades es sinónimo de desarrollo sostenible. Ambos elementos son necesarios para alimentar el progreso e impulsar una labor que permita mejorar los niveles de salud y seguridad. El creciente número de crisis o amenazas sanitarias y de brotes infecciosos que se han extendido por países, regiones y continentes ha puesto de manifiesto que urge dotarse de más sólidos medios de acción. La enseñanza ha servido a menudo para aportar al alumno conocimientos que le faltaban, pero a la vez ha consagrado diferentes maneras de aprender. El distinto bagaje cultural, religioso y político y las dispares prioridades económicas de los países han llevado a una situación en que cada país apuesta por un tipo de enseñanza adaptado a sus propias necesidades específicas, y no necesariamente a las de la comunidad internacional. Los heterogéneos programas de estudios veterinarios que se siguen en el mundo no siempre sirven para que el estudiante de veterinaria salga de la facultad provisto del conjunto de aptitudes necesarias para cumplir la función que le incumbe como pieza básica de los Servicios Veterinarios nacionales, ya sea desde el sector privado o desde el público. Ello da lugar a una gran disparidad en cuanto a las competencias que adquieren los veterinarios y a su capacidad para secundar las buenas prácticas y el buen gobierno veterinarios. Con el objetivo de resolver estas discordancias en la enseñanza, la Organización Mundial de Sanidad Animal (OIE) ha elaborado recomendaciones y directrices que ayudan a establecimientos de formación veterinaria de todo el mundo a conferir más amplitud y profundidad a sus programas de estudios y, con ello, a fortalecer los Servicios Veterinarios de su país. La OIE, además, tiene formulado un programa de hermanamiento dirigido a dichos establecimientos, que ofrecen así a profesores y alumnos la posibilidad de formarse o de hacer intercambios. Por lo observado hasta la fecha, el hermanamiento constituye un potente y eficaz mecanismo con el que respaldar el desarrollo de la formación veterinaria, gracias a la creación de lazos de confianza y al refuerzo recíproco de capacidades.

Academic and private practice partnerships in veterinary radiology residency training.

As veterinary radiologists devote greater time to telemedicine consultation, residency training must evolve to reflect the skills of these services. The contribution of private practice/consultant radiologists to residency training has traditionally been minimal but academic and private practice partnerships in education and research can provide the framework for a well-rounded residency. These partnerships can also lessen the impact of workforce shortages in academia and provide financial compensation to academicians through external consultation. The purpose of this commentary is to review existing collaborative interactions between academic and private practice veterinary radiologists; with a focus on ways to sustain, improve, and cautiously increase the number of veterinary radiology training programs.