RESUMO
Las primeras escuelas de veterinaria en Europa se establecieron en el siglo XVIII. En España, este proceso se inició en 1793 con la apertura de la escuela de Madrid, seguida de otras instituciones similares fundadas en el siglo XIX. La creación de la primera Facultad de Veterinaria en Cataluña tuvo lugar en 1982. Hasta entonces, la organización en Barcelona de un centro que ofertara esos estudios se había convertido en un tema de interés recurrente. Esta investigación analiza, desde una perspectiva local, el proyecto que se gestó en 1888 para trasladar la escuela de Santiago de Compostela a la capital catalana. La propuesta, que recibió importantes apoyos entre la sociedad civil e instituciones públicas de la ciudad, se caracterizó por el énfasis que puso en una educación que no se focalizara únicamente en los animales grandes. Por primera vez en España, las demandas de la producción animal intensiva, como la avicultura o cunicultura que comenzaban a proliferar en Cataluña, se contemplaron como eje esencial de la formación del veterinario. Una modificación programática de envergadura para una escuela que, por las novedades que introducía, se asoció con el epíteto «modelo» en la documentación examinada.(AU)
The first veterinary schools in Europe were established in the eighteenth century. In Spain, this process began in 1793 with the opening of the Madrid veterinary school, followed by other similar institutions founded in the 19th century. The creation of the first Veterinary Faculty in Catalonia took place in 1982. Until then, the creation of a center that would offer these kind of studies had become a recurring topic of interest in Barcelona. This article analyzes, from a local perspective, the project that was conceived in 1888 to transfer the school from Santiago de Compostela to the Catalan capital. The proposal received strong support from civil society and public institutions in the city. It was characterized by the emphasis it placed on an education that did not focus solely on large animals. For the first time in Spain, the demands of intensive animal production, such as poultry or rabbit farming that were beginning to proliferate in Catalonia, were seen as an essential part of veterinary training. This represented a major programmatic modification for a school that, due to the new features it introduced, was labelled model in the documentation examined.(AU)
Assuntos
Humanos , Cavalos , Faculdades de Medicina Veterinária , Educação em Veterinária , História do Século XIX , Coelhos , Animais , História da Medicina , Medicina Veterinária , EspanhaRESUMO
Euthanasia of animals plays a significant role in veterinary practices and is a pivotal experience for veterinarians and their clients. It is good animal welfare to have a humane method of euthanasia, correctly applied, and a well-educated individual regarding such techniques. The purpose of this research was to determine how US veterinary medicine schools are preparing students to perform euthanasia. A survey of the 30 US veterinary schools was electronically mailed by the American Association of Veterinary Medical Colleges (AAVMC) in the fall of 2019, with a return rate of 10. Findings revealed that the average number of hours devoted to euthanasia methods and techniques was 2.8, yet euthanasia facilitation was considered a core competency by all schools responding. Not all veterinary students perform or are present for euthanasia. The most frequent method for teaching euthanasia was intracardiac and intravenous with dogs, cats, horses, livestock, and exotics. Whichever method of euthanasia is used, personnel performing euthanasia must be trained, knowledgeable, and proficient in the chosen techniques. The findings in this article suggest, however, that euthanasia techniques are inconsistent, and potentially incomplete, and that veterinary schools should consider incorporating more advanced euthanasia training programs into the curriculum.
