Can veterinary medicine improve diversity in post-graduate training programs? Current state of academic veterinary medicine and recommendations on best practices.

The American Association of Veterinary Clinicians (AAVC) convened a Diversity, Equity, and Inclusivity working group in March 2021 to address the limited diversity (including but not limited to ethnic, racial, and cultural diversity) in clinical post-DVM graduate training programs and academic faculty. Concurrent with a working group formation, the AAVC developed a strategic plan. The central mission of the AAVC is to develop, support, and connect academic leaders to fuel the future of the veterinary medical profession. House officers and their training programs are central to all goals outlined in the strategic plan. Amongst other strategic goals, the working group identified best practices for intern and resident recruitment and selection. We report herein from the current health profession literature ways to identify and recruit talented, diverse candidates especially those with non-traditional (atypical) preparation and experience. We also provide recommendations on best practices for intern and resident selection. This document highlights holistic approaches, some of which are incrementally being incorporated into the Veterinary Intern Resident Matching Program application, that emphasize diversity as a selection criteria for intern and resident selection an important step towards building a more resilient and inclusive workforce. These include expanding candidate assessment beyond grades and class rank into a more standardized method for screening candidates that includes consideration of life experiences and talents outside of veterinary medicine.

Measurement of leadership skills development among veterinary students and veterinary professionals participating in an experiential leadership program (the Veterinary Leadership Experience).

OBJECTIVE: To evaluate outcomes associated with an experiential leadership program (the Veterinary Leadership Experience [VLE]) among participants 1 year after program completion. SAMPLE: 157 veterinary students and 61 veterinary professionals who participated in the 2015 or 2016 VLE. PROCEDURES: Participants completed various instruments to assess emotional intelligence, psychological flexibility, resilience, and client-communication skills prior to (pretest) and 1 year after (posttest) attending the VLE; pretest and posttest findings were compared for all but client-communication skills, for which only posttest responses were analyzed. An additional posttest instrument assessed the impact that the VLE had on key knowledge areas (ie, self-awareness, self-management, social awareness, relational competence, communication skills, and conflict management skills) and overall impact. RESULTS: 1 year after completing the VLE, participants reported that the program had a high impact on all key knowledge areas; the impact on social awareness and overall impact was significantly higher for veterinary students than for veterinary professionals. Veterinary professionals reported a greater increase in emotional intelligence after program completion than did veterinary students. For each assessed client-communication skill, the percentage of veterinary professionals who reported increased confidence in that skill after program completion was lower than the corresponding percentage of veterinary students. Resilience and psychological flexibility scores did not increase after program completion. CONCLUSIONS AND CLINICAL RELEVANCE: Assessment of the effectiveness and long-term outcomes of experiential leadership programs is important to understanding whether such programs are having the intended effect. Veterinary students and veterinary professionals who were assessed 1 year after completing the VLE reported improvements in leadership skills foundational to the program.

Curriculum Redesign in Veterinary Medicine: Part I.

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Curriculum Redesign in Veterinary Medicine: Part II.

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

Merging Clinical Cases, Client Communication, and Physiology to Enhance Student Engagement, Learning, and Skills.

Understanding disease processes, making diagnoses, and guiding clinical therapy are predicated on an understanding of normal physiologic function. However, we have observed that many first-year students fail to appreciate the important role that a clear understanding of normal function plays in becoming well-prepared, practicing veterinarians. Students also struggle with application of basic knowledge to the diagnosis and treatment of disease, as evidenced by poor performance on exam questions requiring application. The purpose of this project was to help students link the physiologic concepts in the classroom with clinical application, as well as to improve their ability to explain those concepts to a client. We found that, as a result of this assignment, students developed a deeper understanding of physiologic processes and their clinical relevance and, subsequently, felt more confident conveying this knowledge to simulated clients. Implementation of this case project has been very well received by the students. Students improved their grasp of the material, and they indicated that the project contributed positively to their motivation to study and learn physiology.

How a disaster preparedness rotation helps teach the seven NAVMEC professional competencies: the Texas A&M University Experience.

Changing societal expectations provide new challenges and opportunities for the veterinary medical profession. These changing expectations and approaches to the education of veterinary students in the future are reflected in the North American Veterinary Medical Education Consortium's report "Roadmap for Veterinary Medical Education in the 21st Century: Responsive, Collaborative, Flexible." They are also reflected in the expectations of the populace, who no longer find it acceptable that animals are not included in both planning for and responding to natural or manmade disasters. In response to the changing needs of society and the veterinary profession, Texas A&M University College of Veterinary Medicine has developed a required rotation in the fourth-year curriculum on emergency planning and response. The unique requirements of emergency preparedness and response and the design of the rotation provide an ideal platform for providing this valued public service while simultaneously addressing the seven professional competencies outlined in the NAVMEC roadmap. This article describes an overview of the rotation and its content and identifies opportunities for students to practice these important professional competencies using the tools introduced in this new rotation.

Survival data for canine oral extramedullary plasmacytomas: a retrospective analysis (1996-2006).

In a 10-year period, extramedullary plasmacytomas (EMP) represented 5.2% of all oral tumors found in the dog (16/302). These 16 oral EMP comprised 28.5% of all EMP within the same time period. Eleven dogs died with a median survival time of 474 days. Five dogs remain alive at the time of this writing. Dogs without complete surgical removal of the EMP and no adjuvant therapy had a median survival time of 138 days. Oral EMP have a clinical behavior consistent with EMP arising from other tissues. They have no obvious correlation with multiple myeloma, and complete surgical resection may be curative.

Mammary gland tumors in male dogs.

BACKGROUND: Reports of mammary-gland tumors in male dogs are lacking. OBJECTIVE: To describe the clinical characteristics of mammary-gland tumors in male dogs. ANIMALS: Eight male dogs diagnosed with mammary-gland tumors. METHODS: Retrospective study. Medical databases from 3 institutions were searched. Medical records were abstracted, and owners and referring veterinarians contacted for follow-up information. Tissues were reviewed for histologic type, and immunohistochemical staining for estrogen and progesterone receptors (ER, PR) was performed. RESULTS: Eight dogs with histologically confirmed mammary-gland tumors were included in this retrospective study. Median age at diagnosis was 11.5 years. Four dogs were sexually intact; 4 were neutered. All were purebred. Mammary-gland tumors were incidental findings in 7 of 8 dogs. All dogs were treated with only surgical excision. All but 1 dog had benign epithelial tumors. The dog with the malignant tumor was the only dog to develop possible local recurrence but de novo tumor development cannot be excluded. No dog had evidence of metastatic disease at diagnosis. Based on institutional population data, it was determined that female dogs are 62 times more likely to develop mammary-gland tumors than male dogs (P < .001). Estrogen-receptor expression was strong in the majority of tumors; progesterone-receptor expression, although present in all tumors, was less intense. CONCLUSIONS/CLINICAL IMPORTANCE: This study suggests that mammary-gland tumors in male dogs are rare, usually benign, and surgery alone can provide long-term control in most dogs.

Surgery of metastatic anal sac adenocarcinoma in five dogs.

OBJECTIVE: To identify survival and morbidity information after surgery for metastases from apocrine gland anal sac adenocarcinomas (AGACA). STUDY DESIGN: Retrospective study. ANIMALS: Five dogs with AGACA. METHODS: Medical records of dogs that had surgery for treatment of metastatic AGACA between 1993 and 2003 were reviewed. Criteria for inclusion required that dogs had lymphadenectomy, with or without further debulking, as part of their treatment for metastatic AGACA and that the tissue was histologically confirmed as consistent with the primary AGACA. Signalment, history, physical examination findings, clinicopathologic data, imaging findings, surgical complications, number of surgeries, survival times, and cause of death were recorded. All dogs had a complete blood count, serum biochemical profile, serum electrolytes, 3-projection thoracic radiographs, abdominal radiographs and/or abdominal ultrasonography, and histologic confirmation of metastatic AGACA invading the regional lymph nodes and caudal abdomen. RESULTS: No surgical complications occurred. Three dogs were euthanatized; median survival, 20.6 months. One dog was alive for 19 months postoperatively. One dog had 5 sequential surgical procedures: 1 iliac lymphadenectomy and 4 debulking procedures of metastatic neoplastic tissue around and dorsal to the iliac vessels extending into the pelvic cavity, and was alive 54 months after initial surgery. CONCLUSION: Dogs with anal sac adenocarcinoma metastases to the iliac lymph nodes can experience long-term survival after surgical excision of the metastatic lesion. CLINICAL RELEVANCE: Lymphadenectomy may afford long-term survival to patients with metastatic anal sac adenocarcinoma.

Primary intratracheal lymphosarcoma in four cats.

Four cats presented with clinical signs suggestive of respiratory disease, including dyspnea, wheezing, cyanosis, inspiratory stridor, coughing, and gagging. Radiographs revealed intratracheal masses. Bronchoscopy allowed for lesion localization and collection of samples for cytopathological and histopathological evaluation, which confirmed a diagnosis of lymphosarcoma. Cats treated with systemic chemotherapy or radiation were able to achieve complete remission and long-term resolution of clinical signs.

Evaluation of a bladder tumor antigen test as a screening test for transitional cell carcinoma of the lower urinary tract in dogs.

OBJECTIVE: To evaluate the veterinary version of the bladder tumor antigen (V-BTA) test as a screening test for transitional cell carcinoma (TCC) of the lower urinary tract of dogs. ANIMALS: 229 client-owned dogs. PROCEDURE: Urine samples from dogs were shipped overnight to a single laboratory to facilitate testing within 48 hours of collection by use of the V-BTA rapid latex agglutination urine dipstick test. Groups of dogs included the following: 1) dogs with TCC of the lower urinary tract, 2) healthy control dogs, 3) unhealthy control dogs with non-TCC urinary tract disease, and 4) unhealthy control dogs without urinary tract disease. Test sensitivity and specificity were calculated by use of standard methods. Logistic models were developed to assess the effect of disease status, test conditions, urine composition, and signalment on the performance of the V-BTA test. RESULTS: A total of 229 urine samples were analyzed, including 48 from dogs with suspected (n = 3) or confirmed (45) TCC. Test sensitivities were 88, 87, and 85% for all dogs with (suspected and confirmed) TCC, dogs with confirmed TCC at any site, and dogs with confirmed TCC of the urinary bladder, respectively. Test specificities were 84, 41, and 86% for healthy control dogs, unhealthy control dogs with non-TCC urinary tract disease, and unhealthy control dogs without urinary tract disease, respectively. The test performed slightly better on centrifuged urine samples than on uncentrifuged urine samples. CONCLUSIONS AND CLINICAL RELEVANCE: Our results indicate that the V-BTA test is useful in screening for urinary tract TCC in dogs.