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At least 19 recordsLinked to original sources
PubMed1981

Visits to European veterinary schools by United Kingdom veterinary school staff.

In 1979 a questionnaire was sent to 355 academic staff of the six United Kingdom veterinary schools concerning visits to European veterinary schools, as information was sought by the Royal College of Veterinary Surgeons on staff mobility. Two hundred and thirty seven (67 per cent) replied. Within the previous five years, 32 per cent of 236 staff had made at least one such visit. A further 15 per cent had visited a school more than five years previously, while 53 per cent had made no visit. The sources of finance were extra-university funds (38 per cent of the visits), home university (28 per cent), host university (15 per cent) and personal funds (18 per cent). The British Council was the most frequent outside source. The reasons given by staff for not having visited a school in the last five years were lack of funds (65 per cent of non-visitors), lack of contacts (48 per cent) and lack of time (47 per cent). Inability to speak a foreign language (27 per cent), lack of interest (8 per cent) and other reasons (14 per cent) were also cited. Twenty nine different schools had been visited by 73 individuals in the last five years, Hanover and Utrecht most frequently. Language fluency of the staff was generally poor. There was overwhelming support for the improvement of the facilities and arrangements for study and teaching visits to veterinary schools in European countries.

Europe↗
PubMed2001

Veterinary school admission interviews, part 2: survey of North American schools.

A study of veterinary school admission interview practices across the USA and Canada was conducted in 1999. All 31 schools responded. INTERVIEW USE: Eighty-four percent of the veterinary schools interview applicants. Veterinary schools are more likely to interview resident than non-resident applicants (62% interviewed >or=49% of their resident applicants, while 77% interviewed or=77%). The five most common characteristics and skills the veterinary admission interview is intended to assess are communication skills, maturity, motivation for and interest in veterinary medicine, interpersonal skills, and knowledge of the veterinary profession (>or=92%). The least common characteristic or skill the veterinary admission interview is intended to assess is academic performance (23%). INTERVIEW FORMAT: Veterinary schools are most likely to offer one interview to a candidate (83%). A panel interview with between two and three interviewers is the predominant format employed (92%). The interview is of 20-45 minutes duration (88%), most commonly 30 minutes (50%). Interview questions most often address experiences in veterinary medicine, general background, and strengths and weaknesses (>or=85%). The level of interview structure is low to moderate (73%). The cold or blind interview (where interviewers are denied access to all or part of the written application) is employed by 50% of the interviewing veterinary schools. INTERVIEWERS: Interviewing veterinary schools assign interviewing to faculty veterinarians (100%). Some level of interviewer training is usually provided (87%); the most common mode of training is distribution of printed material (86%). SUMMARY AND RECOMMENDATIONS: The veterinary admissions interview is similar to that employed by schools of medicine, optometry, and dentistry, with the exception that veterinary schools are more likely to use panel interviews, to fix the interview weight in selection decisions, and to employ a cold or blind interview (these differences provide an opportunity to increase interview reliability and validity). Interview reliability and validity can be further improved by increasing interviewer training and interview structure, ensuring that the interview's format is consistent with its purpose, and identifying behavioral characteristics that are consistent with successful practice.

Canada↗
PubMed2004

Veterinary school admission interviews, part 3: strategies for increasing interview validity.

The veterinary school admission interview is a widely used selection tool, yet concerns persist about its reliability, validity, and cost. Relative to medicine, optometry, and dentistry schools, veterinary schools have been more likely to conduct panel interviews and to fix the interview's weight in selection decisions, strategies that increase interview validity. This article provides strategies for further increasing the veterinary school interview's validity. Interview reliability and validity studies point to key strategies the veterinary school admissions committee can implement before the interview: (1) establishing the interview's purpose(s); (2) conducting a "job" analysis to identify desirable candidate skills, knowledge, and attributes; (3) developing a structured and panel interview where interviewers, if possible, are blind to other admission data; (4) training interviewers; (5) setting a reasonable interview schedule; and (6) determining methods for analyzing applicant data. During the interview, interviewers should proceed through a structured series of steps: (1) open the interview with a specified agenda; (2) probe for information using structured questions and anchored rating scales; (3) close the interview to allow for candidate questions; and (4) evaluate the interview data. After the interview, the admissions committee should (1) analyze the interview data within and across interviewers and (2) analyze the data across all selection tools in order to assign relative weights to the selection tools.

Education, Veterinary↗
PubMed2006

Forecasting veterinary school admission probabilities for undergraduate student profiles.

Increased competition for veterinary school admission has created a need to determine whether individual students are likely to be successful candidates for veterinary school admission early in their undergraduate careers. Students invest considerable time and money in pre-veterinary courses of study, hoping for acceptance into professional veterinary school. A forecasting model was developed to predict the likelihood of students with particular characteristics gaining acceptance. Characteristics such as gender, age, size of high school, and ACT, are known upon entrance into college and can be used to determine the likelihood of an individual's being accepted. Data were gathered from the Louisiana State University College of Veterinary Medicine (LSU-CVM) admissions for all students applying to veterinary school for the classes of 2006 through 2008 from the top two agricultural programs in the state in terms of quantity of applicants to veterinary school: Louisiana State University and Louisiana Tech University. A one-way ANOVA was used to examine whether there were any statistical differences between known demographic and performance variables and acceptance into veterinary school. A logit forecasting model was then estimated to predict the likelihood of gaining acceptance into veterinary school based only on variables known early in the student's undergraduate career. Age, gender, and ACT scores were determined to be important variables in determining the likelihood of gaining admission. Overall, the forecasting model is of use in assigning probabilities of acceptance into veterinary school for specific student profiles, which can assist in one-on-one assistance from advisor to student.

Analysis of Variance↗
PubMed1977

Defining aims for a veterinary school.

The Faculty of Veterinary Science at the University of Queensland has defined the aims of the Veterinary School for the future. The aims are to foster excellence in teaching, research, and other forms of professional activity in veterinary science. These aims are being used as a basis for future planning within the School.

Attitude to Health↗
PubMed2004

Accreditation of veterinary schools in Australia and New Zealand.

Veterinary schools in Australia and New Zealand are assessed for accreditation purposes every six years by the Veterinary Schools Accreditation Advisory Committee (VSAAC), which is a standing committee of the Australasian Veterinary Boards Council (AVBC).1 Prior to undertaking an assessment, VSAAC requests a Self Evaluation Report from the school and subsequently spends a week on site to collect additional information. The committee also takes into consideration other quality assurance procedures within the university and aims for a process that complements other evaluation activities. Internal evaluation procedures within VSAAC are designed to reflect the process and outcomes of each visit and lead to annual revisions of the publication Policies, Procedures and Guidelines publication. The committee has close links with the Royal College of Veterinary Surgeons (RCVS), and there is a routine exchange of observers on all visits in the United Kingdom and Australasia. In recent years VSAAC has become increasingly interested in looking at ways to place greater emphasis on the outcomes of veterinary education and, eventually, to reduce our reliance on input measures. There has been good progress in identifying desirable attributes for veterinary graduates, but further work is needed to establish the reliability of assessment procedures. The Australasian accreditation system is very supportive of recent moves to achieve greater compatibility of veterinary accreditation systems in different parts of the world because we believe it has the potential to assist globalization of animal disease control and veterinary education.

Accreditation↗
PubMed1999

[The establishment and closure of the Veterinary School in Karlsruhe].

In 1784 in Karlsruhe a veterinary school was established. Its first Director was Ernst Jacob VIERORDT. At first the period of the study was determined two years. Connected with the chaos of wars of liberation the veterinary school was closed in 1814. 1823 teaching was started newly under the direction of TSCHEULIN. 1844 the period of the study was prolonged to three years. Because of lack of money, and because the two professors FUCHS and DITTWEILER could not manage the necessary specialization in the veterinary medicine without additonal teaching staff, 1860 the veterinary school was closed definitively.

Germany↗
PubMed2004

Liverpool Veterinary School: the first 100 years.

In 1904, Liverpool veterinary school became the first UK veterinary school to be incorporated into a university. This weekend, it marks its centenary with a symposium celebrating veterinary science and its contribution to animal and human health and welfare. Here, Alison Kraft traces the history of the school and argues that its foundation was a turning point for veterinary education in the UK.

Animals↗
PubMed2004

What are the veterinary schools and colleges doing to improve the nontechnical skills, knowledge, aptitudes, and attitudes of veterinary students?

The KPMG study signaled the need for change in the veterinary profession, and the NCVEI was formed to follow up on the study's findings. As founding organizations, the AVMA, American Animal Hospital Association, and the Association of American Veterinary Medical Colleges remain committed to the cause, as do the NCVEI's corporate sponsors. In addition, it is clear that substantial change is also underway within the individual veterinary schools and colleges. The programs compiled should not be considered exhaustive because of the possibility that not all schools replied to the survey and because of ongoing changes. Widespread programmatic changes are being implemented in the veterinary schools and colleges, with short- and long-term implications for the veterinary profession. Such changes are not taken lightly in academia, and the schools and colleges are to be commended for their leadership and initiative. The momentum that is apparent can be expected to yield benefits for the veterinary profession well into the future.

Curriculum↗
PubMed2004

Training the veterinary public health workforce: a review of educational opportunities in US veterinary schools.

This article presents the results of an Internet-based review conducted in January and February 2003 to assess the educational opportunities available in veterinary public health, epidemiology, and preventive medicine at the 27 veterinary schools in the United States. Most professional veterinary curricula are designed to train students for careers as highly qualified private practitioners, although there is an increased need for veterinary perspectives and contributions in the public health sector. The future of veterinary public health relies on the opportunities available in education to teach and encourage students to pursue a career of public service. The results of this review indicate the availability of a wide variety of required courses, electives, and post-graduate training programs to veterinary students in the United States. Veterinary students are exposed to a median of 60 hours of public health, epidemiology, and preventive medicine in required stand-alone courses in these areas. Four veterinary schools also have required rotations for senior students in public health, preventive medicine, or population medicine. Contact time for required public health, epidemiology, and preventive medicine courses ranges from 30 to 150 contact hours. Advanced training was available in these subjects at 79% of the 27 schools. Greater collaboration between veterinary schools, schools of public health, and the professional public health community will increase exposure to and opportunities in public health to all future veterinarians.

Curriculum↗
PubMed2006

Veterinary school consortia as a means of promoting the food-supply veterinary medicine pipeline.

Ideas about centers of emphasis and veterinary medical teaching consortia have resurfaced to attract students into food-supply veterinary medicine (FSVM). From 1988 to 2000 a multiple veterinary school consortium approach to food-animal production medicine (FAPM) teaching was conducted to handle regional differences in case load, faculty strengths, and student interests. Six universities developed a memorandum of understanding to provide a wide variety of in-depth, species-specific clinical experiences in FAPM to balance their individual strengths and weakness in addressing food-animal agriculture, to provide for student exchange and faculty development, and to conduct research in food safety. Changes in leadership, redirection of funds, failure to publicize the program to faculty and students, and a focus on research as opposed to teaching led to dissolution of the consortium. However, this approach could work to improve recruitment and retention of students in FSVM if it focused on student exchange, fostered a more integrated curriculum across schools, encouraged faculty involvement, garnered institutional support, and used modern technology in teaching. Private veterinary practices as well as public/corporate practices could be integrated into a broader food-animal curriculum directed at building competency among FSVM students by providing the in-depth training they require. Requirements for the success of this type of program will include funding, marketing, leadership, communication, coordination, integration, and dedicated people with the time to make it work.

Animals↗
PubMed2004

Evaluating the curriculum of the veterinary school of Firat University, Turkey, in terms of professional and technical skills.

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.

Adolescent↗