Teaching of Veterinary Parasitology to University students in Trinidad, West Indies; are our local wildlife species neglected? / Ensino de parasitologia veterinária para estudantes universitários em Trinidad, Índias Ocidentais; nossas espécies selvagens locais são negligenciadas?

Abstract Parasites of veterinary importance have been heavily focused on domesticated livestock that was introduced into the neo-tropics. The text used in the teaching parasitology to veterinary students in Trinidad has only investigated the parasites of domesticated species. In the reviewed veterinary parasitology text no mention was made on the parasites that affect wild neo-tropical animals. Information on wild neo-tropical animals had to be sourced from texts on the management of wild life animals in the Neotropics. The texts that were reviewed in this document spanned from the mid-1950s to 2020. The information presented in this review reveals the exhaustive work done on the parasites of domesticated species but also revealed little information on neo-tropical animals with the potential for domestication. In conclusion, this review reveals the gap of information that is missing from parasitology texts used in the teaching of veterinary students. In the future these parasitology texts can be revised to include chapters on the parasites of neo-tropical animals with the potential for domestication. At present students that graduate from the veterinary parasitology course has little information on the parasites of animals which are present in their 'backyards'.

Resumo Parasitas de importância veterinária têm se concentrado fortemente em animais domésticos que foram introduzidos na região neotrópica. O texto usado no ensino de parasitologia para estudantes de veterinária em Trinidad investigou apenas os parasitas de espécies domesticadas. No texto de parasitologia veterinária revisado, nenhuma menção foi feita sobre os parasitas que afetam os animais selvagens neotropicais. As informações sobre animais selvagens neotropicais tiveram que ser obtidas a partir de textos sobre o manejo de animais selvagens nos Neotrópicos. Os textos revisados neste documento vão de meados da década de 1950 até 2020. As informações apresentadas nesta revisão revelam o trabalho exaustivo realizado sobre os parasitas de espécies domesticadas, mas também revelaram poucas informações sobre animais neotropicais com potencial para domesticação. Em conclusão, esta revisão revela a lacuna de informação que existe nos textos de parasitologia utilizados no ensino de estudantes de veterinária. No futuro, esses textos de parasitologia podem ser revisados ​​para incluir capítulos sobre os parasitas de animais neotropicais com potencial para domesticação. Atualmente, os alunos que se formam no curso de parasitologia veterinária têm poucas informações sobre os parasitas de animais que estão presentes em seus "quintais".

De caballos y conejos: el primer intento de crear una escuela de veterinaria en Barcelona (1888-1890) / Of horses and rabbits: a first attempt to create a veterinary school in barcelona (1888-1890)

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)

Identification of spayed and neutered cats and dogs: Veterinary training and compliance with practice guidelines.

Spay/neuter identification tattoos and ear-tipping are simple and cost-effective methods to minimize the likelihood of unnecessary anesthesia and surgery in companion animals or the misidentification of sexually intact animals. This study assessed training of sterilization identifiers in US and Canadian veterinary schools and practitioner compliance with guidelines for identifiers via surveys conducted in 2019. Faculty in all 34 schools responded to the survey, reporting that curricula included sterilization identifiers in 31% of lecture-based training, 75% of spay/neuter laboratory-based training, and 38% of clinical practice-based training. A total of 425 facilities performing spay/neuter reported frequency and technical aspects of sterilization identifiers in client-owned and unowned (shelter, rescue, trap-neuter-return) animals. Facilities encountering large numbers of animals of unknown background, performing a high number of surgeries, or with specialized spay/neuter training were significantly more likely to use identifiers. Only 5% of private practices tattooed all owned animals, and 21% tattooed all unowned animals. In contrast, 80% of shelters and 72% of spay/neuter clinics tattooed all owned animals, and 84% of shelters and 70% of spay/neuter clinics tattooed all unowned animals. Green was the most common tattoo color (97%); the most common placement was near or in the incision for female cats (99%), female dogs (99%), and male dogs (92%), and ventral abdomen in male cats (55%). Enhanced training and implementation of best practices described in professional guidelines for sterilization identifiers are needed throughout the veterinary industry to protect animals from unnecessary procedures and to prevent unintended litters in animals misidentified as previously sterilized.

Kyphosis (humpy back) in growing pigs.

This focus article has been prepared by Jill Thomson of SRUC Veterinary Services and Paul Wood and Carola Daniel of the Royal (Dick) School of Veterinary Studies.

Medical errors: Experiences, attitudes and perspectives of incoming and outgoing final-year veterinary students in the USA.

BACKGROUND: Medical errors have an impact on veterinary patient safety. Studies in human medicine suggest that students can help prevent medical errors. However, there are no studies that address the role of veterinary students in patient safety. METHODS: An electronic survey was distributed to incoming final-year (IFY) and outgoing final-year (OFY) students at the Washington State University College of Veterinary Medicine. Response data were compared between class year groups with a Fisher's exact test and Mann-Whitney U test. RESULTS: The response rate was 26.8% (70/261). Most respondents (85.7%) reported being present during a medical error, and 60% reported causing a medical error. The OFY group indicated lower agreement with documenting an error in the patient record and whether all errors should be disclosed. The IFY group felt more distress surrounding potential errors and sequential career implications. Compared with the IFY group, the OFY group agreed more that errors occur frequently in veterinary medicine and disagreed more that hospital staffing is adequate to ensure patient safety. Open responses recognised a need for communication training and identified that the OFY group regarded errors more actionably, whereas the IFY group viewed errors more emotionally. CONCLUSION: Most veterinary students will experience medical errors prior to graduation, but some lack clarity around appropriate disclosure and documentation. Additional training on medical errors and error disclosure should be provided to veterinary students.

Associations between career choice and educational debt for fourth-year students of US veterinary schools and colleges, 2001-2021.

OBJECTIVE: To determine whether career choice and starting salary of new DVM graduates in the US were associated with their educational debt accrued during veterinary school. SAMPLE: Up to 48,527 fourth-year students at US veterinary schools who responded to the AVMA Senior Survey in 2001 through 2021 and accepted a full-time position or advanced education opportunity. PROCEDURES: To determine whether career choice was associated with educational debt, multiple linear regression was performed, controlling for graduation year, gender, age, marital status, having children, tuition level, and school location. The correlation between educational debt and starting salary was also determined. RESULTS: On average, mean educational debt increased by $6,110 each successive year. A mean of 60.5% of respondents accepted positions in private practice (public practice, 3.3%; advanced education, 36.2%). Respondents choosing public practice had a mean of $24,913 less debt than those choosing advanced education, controlling for other factors. Respondents choosing public practice also had less debt than those choosing private practice, but debt did not differ significantly between private practice and advanced education. The correlation between educational debt and starting salary was significant but low (r = 0.177). CLINICAL RELEVANCE: Findings suggested that the amount of debt incurred during veterinary school was associated with new veterinarians' career paths. Notably, graduates with higher debt levels appeared to seek higher paying jobs or clinical training that might lead to higher paying jobs, leaving public practice-a field in which critical needs have been identified-underrepresented despite the availability of loan forgiveness programs and other incentives.

Perspectivas de una producción sostenible en acuicultura multitrófica integrada (IMTA): una revisión / Prospects for sustainable production in integrated multitrophic aquaculture (IMTA): a review

RESUMEN La acuicultura tradicional se enfrenta a serios problemas medioambientales, particularmente por el uso de grandes volúmenes de agua, con las consecuentes descargas de efluentes ricos en nutrientes inorgánicos y partículas orgánicas. Un ejemplo claro de esto está en que del 20 al 30% del nitrógeno presente en la proteína del alimento suministrado es aprovechado por los peces, el restante 70-80% es desechado en el cuerpo de agua producto de la excreción y el alimento no consumido, lo que favorece la eutrofización de aguas receptoras y su entorno. Por lo anterior, se requiere el desarrollo de tecnologías y prácticas de producción innovadoras, responsables, sostenibles y rentables. Una de las alternativas que está generando interés, debido a sus implicaciones ambientales, económicas y sociales, es la producción en sistemas de acuicultura multitrófica integrada (IMTA). Este concepto se basa en la integración de diferentes niveles tróficos en un mismo sistema, lo que resulta en una conversión de los residuos de cultivo de unas especies en alimentos o fertilización para otras especies. Aplicada, la producción IMTA puede mejorar la sostenibilidad de la acuicultura al reducir el impacto de los efluentes y generar mayor rentabilidad económica, debido a la producción simultanea de dos o más productos finales y al uso mínimo de fertilizantes. El objetivo de la presente revisión es presentar los fundamentos básicos de los sistemas de IMTA, como una alternativa a los sistemas de producción en piscicultura.

ABSTRACT Traditional aquaculture faces serious environmental problems, particularly due to the use of large volumes of water, with the consequent discharge of effluents rich in inorganic nutrients and organic particles. A clear example of this is that only 20 to 30% of the nitrogen present in the protein of the supplied food is used by the fish. The remaining 70 to 80% is disposed of in the water body as a result of excretion and unconsumed food, favoring the eutrophication of receiving waters and their environment. Therefore, the development of innovative, responsible, sustainable, and profitable technologies and production practices is required. One of the alternatives that is generating interest due to its environmental, economic, and social implications is the production in integrated multitrophic aquaculture systems (IMTA). This concept is based on the integration of different trophic levels in the same system, which results in a conversion of the culture residues of some species into food or fertilization for other species. Applicated, the IMTA systems can improve the sustainability of aquaculture by reducing the impact of effluents, generating greater economic profitability due to the simultaneous production of two or more end products and minimal use of fertilizers. The objective of this review is to present fundamentals basic aspects of IMTA systems, as an alternative to fish farming production systems.

Veterinary Clinical Education Delivery Models: A Conceptual Framework.

The sustainability of the traditional university-owned and -operated veterinary teaching hospital has been discussed for many years. Concerns around the shortage and lack of diversity of clinical faculty, financial sustainability, and suitability of secondary and tertiary case load for the development of Doctor of Veterinary Medicine students' Day One Competences are perennial issues. Consequently, many schools have been looking at alternative ways of delivering veterinary clinical education. This article provides a conceptual framework for evaluating the delivery of veterinary clinical education, providing putative advantages and disadvantages of each model for further empirical investigation. Four different models are proposed-owner, third party, embedded distributive, and fully distributive-that can broadly be defined along two dimensions: the degree of integration of the clinical enterprise with the academic enterprise and the degree of authority of the dean/head of school with respect to clinical enterprise governance and their role in budgetary, investment, and hiring decisions. The author offers a typology that may assist deans/heads of schools make strategic decisions about the mode of delivery of veterinary clinical education for their school.