Guidelines for Implementing a Low-Cost Volunteer Desexing Skills Training Program for Veterinary and Veterinary Technology Students.

Although desexing surgeries are considered a core clinical skill for small animal veterinary practice, it can be challenging for veterinary schools to provide students with adequate training opportunities in the traditional curriculum. At the Massey University School of Veterinary Science, we recently established an innovative extracurricular volunteer program designed to have students teaching other students how to perform different elements of desexing procedures as they progress through their degree. This program includes administrative and assistant roles for first-year students (responsible for client communication, patient restraint, and medical record keeping), physical exam and recovery roles for second-year students (responsible for assessing patient fitness for surgery, drawing up anesthetic drugs, and monitoring patients in recovery), anesthesia and neuter surgeon roles for third-year students (responsible for inducing, preparing, and monitoring spay patients and performing cat neuter surgeries), and spay surgeon roles for fourth- and fifth-year students (responsible for performing cat spay surgeries, discharging patients, and following up with clients to monitor recovery). This program has been successful in improving student confidence and competence while also providing a valuable low-cost desexing service to the community. In this article, we discuss the practical considerations and processes involved in implementing this program, including mapping the existing surgical curriculum, recruiting patients, setting up the surgical facilities, purchasing equipment and supplies, establishing standard operating procedures, developing training materials, maintaining clinic records, and monitoring program outcomes. These resources can serve as guidelines for other veterinary schools looking to expand desexing surgery training opportunities for students.

The Financial Life of Aspiring Veterinarians.

The stress of veterinary students ranges from the financial stress associated with high student loan debt combined with possible credit card debt, to relational stress due to lack of time to commit to social activities, to uncertainty regarding the ability to perform at the highest level. While this study considers a multifaceted approach to veterinary student stress and ultimate depressive symptoms, the focus is on the financial stress. A common strategy for reducing debt is to increase financial literacy. While this has the potential to help, it is not the sole solution given that students opt into the program for non-financial reasons. A path analysis was used to explore the predictors of financial satisfaction (the inverse of financial stress). The results were then used to predict depression among pre-vet and veterinary students in combination with relationship stress and demographic characteristics. Results indicate that current and expected student loan debt negatively influence financial satisfaction of pre-veterinary and veterinary students. Lower financial and relational satisfaction predict depressive symptoms among students. Among pre-veterinary students, feeling less intelligent than peers and being a sophomore versus a freshman is associated with depressive symptoms. Among current veterinary students, third-year students are more likely to report depressive symptoms than first-year students.

Integrating Individual Student Advising into Financial Education to Optimize Financial Literacy in Veterinary Students.

The debt-to-income ratio (DIR) of Doctor of Veterinary Medicine (DVM) students has exceeded the recommended 1.4 and it is predicted that the DIR will approach 2.18 by 2026. The associated stressors negatively impact professional satisfaction and well-being. In conventional approaches to financial education, content is delivered to groups of students as part of the curriculum, but with little opportunity for application. Research in medical and financial education suggests that convenient timing, relevant subject matter and individualization are key characteristics of a successful program that promotes retention and application of knowledge. In this article, we describe an integrative approach to financial education developed by the Colorado State University (CSU) Financial Education Specialist (FES). The FES position requires that the individual be qualified to provide one-on-one financial advising to DVM students as well as develop targeted curricular interventions and optional workshops. Data from student and alumni surveys suggest that this integrative approach to financial education both improves knowledge and alters behaviors surrounding financial management. Interest from academic and professional entities across the United States reflects recognition of the program as an emerging best practice. We describe lessons learned through program implementation, including demands for FES services throughout the academic year, and topics relevant to each student cohort. We propose that providing one-on-one financial advice to DVM students is a critical component of a broader financial education program. Actualizing timing, relevance, and individualization, this integrated approach optimizes opportunities for knowledge application and ultimately behavioral change.

The Challenge of "Fixing the Debt": Recommendations from the Summit.

With education debt repayment taking up a significant amount of veterinarians' salaries, for a significant time into the working years, concern has been building that the current debt to starting salary ratio in the veterinary profession is not sustainable. The current ratio is 1.99:1, but it can be significantly higher for students who attend schools as an out-of-state resident. In April, 180 people concerned about this issue gathered at Michigan State University's College of Veterinary Medicine for a Fix the Debt Summit, which focused on actions that would reduce this ratio to a more sustainable level. Attendees were students; new graduates; those working in veterinary academia; employers of veterinarians; and those affiliated with the profession, such as professional associations. As solutions were proposed, participants also committed to taking action within their field of influence.

Health Education Assistance Loan (HEAL) Program. Final rule.

On July 1, 2014, the HEAL Program was transferred from the U.S. Department of Health and Human Services (HHS) to the U.S. Department of Education (the Department). To reflect this transfer and to facilitate the servicing of all HEAL loans that are currently held by the Department, the Secretary adds the HEAL Program regulations to the Department's chapter in the Code of Federal Regulations (CFR).

Retrospective analysis of survey data relating to the employment conditions of Canadian veterinary graduates for the years 2008 to 2013.

Six years of survey data generated from the "Annual New Graduate Survey" were collated and analyzed for trends. Canadian veterinary colleges graduated 14.9% more veterinarians in 2013 than 2008; 79.3% of graduates were female and this percentage was similar across all colleges (P = 0.51). The average base salary for new graduates remained constant at ~$69 000/annum for the years 2011 to 2013. However, the mean base salary of those employed in western Canada and Ontario was higher than that of employees in Quebec and the Maritimes (P < 0.001). There were no differences in the base salaries paid to males and females (P = 0.18) nor in what small animal, food animal, and equine practices were paying new graduates (P = 0.94). The 3 most common employee benefits were: a continuing education allowance, paid licensing fees, and paid malpractice insurance premiums.

Analyse rétrospective des données de sondage relatives aux conditions d'emploi des diplômés en médecine vétérinaire canadiens pour les années de 2008 à 2013. Six années de données de sondage recueillies dans le cadre du «Sondage annuel auprès des finissants¼ ont été colligées et analysées pour déceler des tendances. Les collèges de médecine vétérinaire canadiens ont produit 14,9 % plus de vétérinaires en 2013 par rapport à 2008; 79,3 % des diplômés étaient des femmes et ce pourcentage était semblable dans tous les collèges (P = 0,51). Le salaire de base moyen pour les finissants est demeuré constant à ~69 000 $/année de 2011 à 2013. Cependant, le salaire de base moyen des diplômés embauchés dans l'Ouest canadien et l'Ontario était supérieur à celui des employés au Québec et dans les Maritimes (P < 0,001). Il n'y avait pas de différences dans les salaires de base versés aux hommes et aux femmes (P = 0,18), ni dans les salaires versés aux finissants par les pratiques pour petits animaux, celles pour animaux destinés à l'alimentation et les pratiques équines (P = 0,94). Les trois avantages sociaux les plus fréquemment offerts aux employés étaient : une indemnité de formation continue, le paiement des frais de permis et les primes de l'assurance pour faute professionnelle.(Traduit par Isabelle Vallières).

Validation of an effective, easy-to-make hemostasis simulator.

The purpose of this study is to describe the construction method of a cost-effective, easy-to-make hemostasis simulator and to compare its effectiveness as a training tool to cadaver training. The simulator is made of materials commonly found in hospitals and clinics. These include a column manometer, a 500-ml saline bag, two intravenous fluid lines, a three-way stopcock, and a 6-mm-diameter Penrose drain. The device was tested on 10 final-year veterinary students. All participants tied 40 knots on the simulator and 40 knots on equine jejunal arteries sourced from a local abattoir. They were then asked to fill out a questionnaire comparing both methods. Participants assigned an overall assessment median score of 8.5/10 to the simulator and of 6.2/10 to cadaver practice. The simulator provided reliable haptic feedback, giving trainees a lifelike feel very close to that experienced when actually closing a blood vessel. In addition, it was effective in objectively evaluating students' ability to place ligatures on vessels. After adequate training, students' skills had significantly improved, alongside their confidence in placing hemostatic sutures. This proves our model is also useful in teaching basic open-surgery skills. Finally, its low production cost makes it ideally suited for self-practice.

Veterinary School Applicants: Financial Literacy and Behaviors.

Each year the Association of American Veterinary Medical Colleges (AAVMC) conducts a survey after the close of the Veterinary Medical College Application Service (VMCAS) application. The survey provides a glimpse into applicant behavior surrounding the veterinary school application process. Additional survey questions probe into applicant financial behaviors, use of financial products and services, and pet ownership. This article examines the 2013 survey data from applicants who successfully completed the application, with a focus on applicant financial literacy and behaviors. Data from the study revealed a disconnect between applicants' perception of their ability to deal with day-to-day finances and their actual financial behaviors, particularly for first-generation college student applicants and applicants who are racially/ethnically underrepresented in veterinary medicine (URVM). Many applicants were not able to accurately report the average veterinary school graduate's student debt level, which suggests the potential need for better education about the costs associated with attending veterinary school.

The Changing Fiscal Environment for Academic Veterinary Medicine.

The fiscal environment for academic veterinary medicine has changed substantially over the past 50 years. Understanding the flux of state and federal government support and the implications for student debt, academic programs, and scholarly work is critical for planning for the future. The recent precipitous decline in public funding highlights the urgent need to develop and maintain an economically sustainable model that can adapt to the changing landscape and serve societal needs.

Comparative Study of Three Different Personal Response Systems with Fourth-Year Undergraduate Veterinary Students.

The purpose of this study was to compare three different Personal Response Systems that have been used in recent years at the School of Veterinary Science, University of Liverpool: a technology-free system (Communicubes), a handset delivery device (TurningPoint), and a cloud-based technology (Poll Everywhere) that allows students to use a range of personal computing devices to register their answer. All three systems offer a method to promote active learning, and lecturers were encouraged to use them. However, there are cost and logistical implications for each. The authors found that both staff and students did have particular preferences for a specific system. This preference was not the same for both groups. The outcome of the comparison is that further research is needed into cloud-based technology as it offers benefits to the students but is also a distraction.

University teaching hospital and private clinic collaboration to enhance veterinary educational opportunities at Mississippi State University.

The College of Veterinary Medicine at Mississippi State University established a not-for-profit corporation (MSU-CVM-COS) to develop and manage private specialty clinics that would enhance teaching and student learning, increase caseload, and generate revenue. The corporation currently operates the Animal Emergency and Referral Center (AERC) and the Veterinary Specialty Center (VSC) as affiliates of Mississippi State University. These privately managed facilities provide access to advanced medical equipment, enhance clinical service and teaching, and promote the College's One Health initiative.

Training veterinary students in shelter medicine: a service-learning community-classroom technique.

Shelter medicine is a rapidly developing field of great importance, and shelters themselves provide abundant training opportunities for veterinary medical students. Students trained in shelter medicine have opportunities to practice zoonotic and species-specific infectious disease control, behavioral evaluation and management, primary care, animal welfare, ethics, and public policy issues. A range of sheltering systems now exists, from brick-and-mortar facilities to networks of foster homes with no centralized facility. Exposure to a single shelter setting may not allow students to understand the full range of sheltering systems that exist; a community-classroom approach introduces students to a diverse array of sheltering systems while providing practical experience. This article presents the details and results of a series of 2-week elective clinical rotations with a focus on field and service learning in animal shelters. The overall aim was to provide opportunities that familiarized students with sheltering systems and delivered primary-care training. Other priorities included increasing awareness of public health concerns and equipping students to evaluate shelters on design, operating protocols, infectious disease control, animal enrichment, and community outreach. Students were required to participate in rounds and complete a project that addressed a need recognized by them during the rotation. This article includes costs associated with the rotation, a blueprint for how the rotation was carried out at our institution, and details of shelters visited and animals treated, including a breakdown of treatments provided. Also discussed are the student projects and student feedback on this valuable clinical experience.

Veterinary students are willing to accept job flexibility by trading off some salary.

OBJECTIVE: To determine the value veterinary students place on nonpecuniary job benefits related to working arrangements. SAMPLE: 381 companion animal-focused veterinary students at 14 US veterinary colleges. METHODS: We employed a survey with a choice-based conjoint experiment. The experimental data were analyzed with a random parameter logit model, from which willingness to accept was calculated. RESULTS: The results indicated that students would prefer working 4 days a week and closer to 40 hours per week, with 13 days of paid time off. Flexible working arrangements were valued from approximately $1,500 to $3,400, depending on the attribute being analyzed. Paid time off was most highly valued. CLINICAL RELEVANCE: These results will help employers better identify the current preferences of soon-to-be associate veterinarians and can match job offer/working arrangements to enhance recruitment and retention within veterinary practices.

Financial dimensions of veterinary medical education: an economist's perspective.

Much discussion has transpired in recent years related to the rising cost of veterinary medical education and the increasing debt loads of graduating veterinarians. Underlying these trends are fundamental changes in the funding structure of higher education in general and of academic veterinary medicine specifically. As a result of the ongoing disinvestment by state governments in higher education, both tuition rates and academic programs have experienced a substantial impact across US colleges and schools of veterinary medicine. Programmatically, the effects have spanned the entire range of teaching, research, and service activities. For graduates, both across higher education and in veterinary medicine specifically, the impact has been steadily increasing levels of student debt. Although the situation is clearly worrisome, viable repayment options exist for these escalating debt loads. In combination with recent income and employment trends for veterinarians, these options provide a basis for cautious optimism for the future.

Reproductive science in the global village.

Livestock production contributes not only to national economies, but also to sustainability and profitability of agriculture, as well as to the fabric of local societies. Efficient and viable animal production systems are dependent upon the effective management of animal reproduction. Similar arguments can be made in support of the importance of reproduction for companion and performance animals, whereas its key role in preserving endangered species is indisputable. Despite such considerations, the widespread dissemination of current and credible information regarding animal reproduction faces challenges, not only in the developing world, but also in developed countries, where animal reproduction education is apparently in decline. This review will examine these issues, as well as various ways in which animal reproduction education and knowledge transfer is currently being pursued throughout the world. It will conclude with suggested avenues and opportunities for improvement.

Evaluation of an internal research funding program in a school of veterinary medicine.

The present article describes a paradigm for evaluating the internal research funding program of a college or school of veterinary medicine, using as an example a similar exercise recently conducted at the Louisiana State University School of Veterinary Medicine (LSU SVM). The purpose of the exercise was to quantify and evaluate the effectiveness of the LSU SVM internal research funding mechanism known as the Competitive Organized Research Program (CORP). The evaluation resulted in several important observations that will allow us to further improve the effectiveness of our internal research funding program investment. Among the most important of these was the greater return on investment for CORP projects funded with smaller awards (approximately $10,000 US) compared to projects funded with larger awards (approximately $52,000 US). Other colleges and schools of veterinary medicine may find such an exercise similarly informative and beneficial.

Establishing an academic neurology specialty program: experiences over a five-year period.

Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.