Analysis of teaching methods in anaesthesia in the undergraduate curriculum of four veterinary universities.

OBJECTIVE: To design a holistic audit tool to assess the effectiveness of anaesthesia teaching strategies, and thereby to study veterinary undergraduate teaching methods in different geographical areas. STUDY DESIGN: Qualitative study using interviews of university staff and students to identify common themes and differences in teaching veterinary anaesthesia. METHODS: An audit was performed using an audit tool in four veterinary universities (École Nationale Vétérinaire d'Alfort, France; Royal Veterinary College, UK; University of Buenos Aires, Argentina; and Alma mater studiorum - Università di Bologna, Italy). First, an open-question interview of anaesthesia head of service (60-90 minutes) identified the pedagogical strategies in order to conceive a subsequent semi-directive interview formulated as a SWOT analysis (Strength/Weaknesses/Opportunity/Threats). Second, the SWOT reflection was conducted by a second staff member and focussed on: 1) general organization; 2) topics for pre-rotation teaching; 3) teaching methods for clinical rotation; and 4) assessment methods. Qualitative analysis of the interview responses was performed with semi-structured interviews. Finally, the students evaluated their teaching through a students' questionnaire generated from the output of both interviews. RESULTS: A group of nine lecturers and 106 students participated in the study at four different sites. Preclinical teaching ranged from 13 to 24 hours (median 15 hours). Clinical teaching ranged from 4 to 80 hours (median 60 hours). Overall, all faculties perceived time as a limitation and attempted to design strategies to achieve the curriculum expectations and optimize teaching using more time-efficient exercises. Large animal anaesthesia teaching was found to be a common area of weakness. Internal feedback was delivered to each university, whereas generalized results were shared globally. CONCLUSIONS: This preliminary study proved the generalizability of the protocol used. Recruiting a larger pool of universities would help to identify and promote efficient teaching strategies and innovations for training competent new graduates in an ever-expanding curriculum.

Experiences in providing training and education in aquatic animal health.

The Institute of Aquaculture brings together cross-disciplinary researchers to meet the wide range of training challenges faced as the global aquaculture industry grows. The Institute offers training in a range of academic levels from short courses, aimed at farm operatives, to BSc (Hons), MSc and PhD levels. The focus of training at the Institute is on promoting a holistic approach, emphasising the importance of understanding the aquatic production system as a whole as well as detailed knowledge of specific pathogens. To make training more accessible, the Institute has made the provision of Continuing Professional Development (CPD) a strategic objective and provides distance learning and flexible study options.

Current perspectives on curriculum needs in zoological medicine.

Advances have been made in expanding veterinary curricula to deliver basic key knowledge and skills necessary for provision of health care to captive and companion non-domestic or non-traditional species in the veterinary colleges of the United States and Canada. These advances were in large part facilitated by the deliberations and recommendations of the White Oak Accords. Though a five-year review of curricular opportunities at US and Canadian veterinary colleges shows that progress has been made in implementing the recommendations of the White Oak Accords, there remains room for improvement. The broadly comparative and health-maintenance basis of zoological medicine contributes critically to the potential for veterinary medicine to make important contributions to the concept of the integrated health of the planet. Emergence of key zoonotic and production-animal diseases derived from and within wildlife populations since 2000 has increased awareness worldwide of the importance of zoological medicine in protecting both production livestock and public health. These areas are addressed in elective curricula at colleges emerging as centers of excellence in zoological medicine, but it is critical that core curricula in zoological medicine at all schools be strengthened to include these important areas to prepare our DVM/VMD graduates to protect companion-animal, production-animal, and public health.

Integrating animal welfare into veterinary education: using an online, interactive course.

Veterinarians in the United States and abroad are faced with growing public concern for the welfare of animals, particularly those in production. To prepare veterinarians to exert the leadership expected by the public and industry, steps should be taken to provide instruction in animal welfare at veterinary colleges. The ultimate goal is to offer courses in animal welfare in a consistent manner on a global scale, utilizing existing expertise in an efficient and cost-effective manner. Given the intense curricula of veterinary schools and the scarcity of instructors trained in animal welfare, a nontraditional approach is needed to educate veterinary students in the United States and abroad in animal welfare. Michigan State University (MSU) is developing a graduate-level, online interactive course in animal welfare assessment. The course will approach the topic of animal welfare education from a holistic, multidisciplinary standpoint (encompassing ethics, economics, and behavior) and address issues important to the general public and the international community. The MSU course will draw on renowned international animal welfare experts, allowing students to receive high-quality education that would be difficult in any other circumstance. The course will bridge an important gap in the veterinary curriculum and offer a complete and congruous education in animal welfare to veterinarians worldwide. The MSU course will also serve as a model for collaboration in content assembly and course delivery, by using technology to leverage global expertise in the interests of educational equity. In addition to innovative technology, such as the use of Web-collaboration software to create the course, a variety of media that enable students to interact with the material will also be incorporated throughout the course. Thus, the course will not only utilize the Internet to provide access to high-quality material, but will also require the active participation of the student, which is needed for effective learning.