Association Of American Veterinary Medical Colleges Research Articles

The Current State of Veterinary Toxicology Education at AAVMC Member Veterinary Schools.

This study assessed the depth, breadth, and perception of toxicology education in curricula at Association of American Veterinary Medical Colleges (AAVMC) member veterinary schools. An online questionnaire was sent twice to all 54 AAVMC members and sent once to a veterinary toxicology list serve. The survey covered areas related to instructor demographics, the depth and extent of toxicology taught, and the respondent's perceptions of their student's ability to perform entrustable professional activities (EPA). Results were analyzed using descriptive statistics. Our survey resulted in a 44% response rate. All responding schools included toxicology in their curriculum, and it was a required course in 23 programs. Contact hours in stand-alone veterinary toxicology courses ranged from 14 to 45 h. Most respondents indicated that the current time allotted for toxicology was inadequate, despite indicating that most of their students could perform most EPAs autonomously. One exception related to the ability of students to analyze toxicology data. We found small variations in teaching methods and curriculum content. The results of our study can assist veterinary schools in evaluating their curricula to better prepare new graduates for the management of toxicology issues they may face in their veterinary careers.

The Study of Veterinary Medicine: Is Education Leading in the Right Direction?

The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.

AAVMC Notes

The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.

AAVMC Notes

The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.

Leadership and Service: Ideally Two Sides of a Single Coin.

The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.

Veterinary Anatomy Education: Challenges Amid the COVID-19 Pandemic

The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.

Collaborative Development of a Shared Framework for Competency-Based Veterinary Education.

Competency-based medical education is an educational innovation implemented in health professions worldwide as a means to ensure graduates meet patient and societal needs. The focus on student-centered education and programmatic outcomes offers a series of benefits to learners, institutions and society. However, efforts to establish a shared, comprehensive competency-based framework in veterinary education have lagged. This article reports on the development and outcome of a competency-based veterinary education (CBVE) framework created through multi-institutional collaboration with international input from veterinary educators and veterinary educational leaders. The CBVE Framework is designed to reflect the competencies expected of new graduates from member institutions of the Association of American Veterinary Medical Colleges (AAVMC). The CBVE Framework consists of nine domains of competence and 32 competencies, each supplemented with illustrative sub-competencies to guide veterinary schools in implementing competency-based education in their local context. The nine domains of competence are: clinical reasoning and decision-making; individual animal care and management; animal population care and management; public health; communication; collaboration; professionalism and professional identity; financial and practice management; and scholarship. Developed through diverse input to facilitate broad adoption, the CBVE Framework provides the foundation for competency-based curricula and outcomes assessment in veterinary education internationally. We believe that other groups seeking to design a collective product for broad adoption might find useful the methods used to develop the CBVE Framework, including establishing expertise diversity within a small-to-medium size working group, soliciting progressive input and feedback from stakeholders, and engaging in consensus building and critical reflection throughout the development process.

Development of core entrustable professional activities linked to a competency-based veterinary education framework

Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally.Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment.Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework.Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework.

Association of American Veterinary Medical Colleges (AAVMC): 50 Years of History and Service.

The mission of the Association of American Veterinary Medical Colleges (AAVMC) is to advance the quality of academic veterinary medicine. Founded in 1966 by the 18 US colleges of veterinary medicine and 3 Canadian colleges of veterinary medicine then in existence, the AAVMC is celebrating 50 years of public service. Initially, the AAVMC comprised the Council of Deans, the Council of Educators, and the Council of Chairs. In 1984, the tri-cameral structure was abandoned and a new governing structure with a board of directors was created. In 1997, the AAVMC was incorporated in Washington, DC and a common application service was created. Matters such as workforce issues and the cost of veterinary medical education have persisted for decades. The AAVMC is a champion of diversity in the veterinary profession and a strong advocate for One Health. The AAVMC has adopted a global perspective as more international colleges of veterinary medicine have earned COE accreditation and become members.

Animals Used in Research and Education, 1966-2016: Evolving Attitudes, Policies, and Relationships.

Since the inception of the Association of American Veterinary Medical Colleges (AAVMC), the use of animals in research and education has been a central element of the programs of member institutions. As veterinary education and research programs have evolved over the past 50 years, so too have societal views and regulatory policies. AAVMC member institutions have continually responded to these events by exchanging best practices in training their students in the framework of comparative medicine and the needs of society. Animals provide students and faculty with the tools to learn the fundamental knowledge and skills of veterinary medicine and scientific discovery. The study of animal models has contributed extensively to medicine, veterinary medicine, and basic sciences as these disciplines seek to understand life processes. Changing societal views over the past 50 years have provided active examination and continued refinement of the use of animals in veterinary medical education and research. The future use of animals to educate and train veterinarians will likely continue to evolve as technological advances are applied to experimental design and educational systems. Natural animal models of both human and animal health will undoubtedly continue to serve a significant role in the education of veterinarians and in the development of new treatments of animal and human disease. As it looks to the future, the AAVMC as an organization will need to continue to support and promote best practices in the humane care and appropriate use of animals in both education and research.

Driving Success over the Past 50 Years-The Faculty in Academic Veterinary Medicine.

The faculty at member schools and colleges of the Association of American Veterinary Medical Colleges (AAVMC) are critical for continued progress in veterinary medicine. The success of those faculty members over the past 50 years has positioned veterinary medicine to engage an ever-widening array of opportunities, responsibilities, and societal needs. Yet the array of skills and accomplishments of faculty in academic veterinary medicine are not always visible to the public, or even within our profession. The quality and the wide range of their scholarship are reflected, in part, through the according of national and international awards and honors from organizations relevant to their particular areas of expertise. The goal of this study was to illustrate the breadth of expertise and the quality of the faculty at 34 schools/colleges of veterinary medicine by examining the diversity of organizations that have recognized excellence in faculty achievements through a variety of awards.

History of the Journal of Veterinary Medical Education.

The Journal of Veterinary Medical Education (JVME), with the leadership of seven editors and two interim editors, grew from 33 pages of mostly news and commentary to become the premier source for information exchange in veterinary medical education. The first national publication of the Association of American Veterinary Medical Colleges (AAVMC) was a 21-page newsletter published in December 1973. This one-time newsletter was followed by volume 1, issue 1 of JVME, published in spring 1974 and edited by William W. Armistead. Richard Talbot was the second and longest serving editor, and under his leadership, JVME grew in the number and quality of papers. Lester Crawford and John Hubbell served as interim editors, maintaining quality and keeping JVME on track until a new editor was in place. Robert Wilson, Billy Hooper, Donal Walsh, Henry Baker, and the current editor, Daryl Buss, are major contributors to the success of JVME. The early history of the journal is described by Billy Hooper and followed by a brief history of the periods of each of the editors. This history concludes with objective and subjective evaluations of the impacts of JVME.

Veterinary School Applicants: Financial Literacy and Behaviors

Each year the Association of American Veterinary Medical Colleges (AAVMC) conducts a survey after the close of the Veterinary Medical College Application Service (VMCAS) application. The survey provides a glimpse into applicant behavior surrounding the veterinary school application process. Additional survey questions probe into applicant financial behaviors, use of financial products and services, and pet ownership. This article examines the 2013 survey data from applicants who successfully completed the application, with a focus on applicant financial literacy and behaviors. Data from the study revealed a disconnect between applicants' perception of their ability to deal with day-to-day finances and their actual financial behaviors, particularly for first-generation college student applicants and applicants who are racially/ethnically underrepresented in veterinary medicine (URVM). Many applicants were not able to accurately report the average veterinary school graduate's student debt level, which suggests the potential need for better education about the costs associated with attending veterinary school.

Why the AVMA's Council on Education should be an independent entity.

Views: Commentary 599 F the past four years, I have opposed continued recognition of the AVMA’s Council on Education (COE) by the US Department of Education as the accreditation authority for colleges of veterinary medicine in the United States, provoking the ire of several colleagues and friends. I have taken this position even though I know and deeply respect the past four COE chairs, believe that they and other members of the COE have acted with the best of intentions, and value the service that they have provided through the voluntary commitment of their time and efforts to veterinary education. Nonetheless, I am convinced that an independent accrediting body is needed, given the obvious real and apparent conflicts of interest that are undermining confidence in the leadership and decisions of the COE. In my view, although the existing COE has served the profession well for many decades, current political, economic, and academic realities place its outdated and conflicted governance structure under too much pressure to be effective, and it is time for a better system. Obvious real and apparent conflicts of interest held by the AVMA, which has oversight over the COE, unduly influence the establishment and execution of the standards of accreditation and thus necessitate separation. The AVMA benefits from funds made available to it by entities whose interests would be served by either weakening or enhancing accreditation standards. For example, veterinary service corporations that cosponsor AVMA programs benefit from a greater availability of veterinarians for employment, employ lobbyists who advise clients on the establishment of new veterinary schools seeking accreditation, and support these schools once established through clinical alliances. Conversely, the interests of individual or groups of veterinarians, on whom the AVMA depends for dues and elected leadership, are served by restricting the number of new graduates providing competing services. The financial and personal ties that exist between these entities and the AVMA represent conflicting interests that compromise confidence in the COE’s ability to make unbiased accreditation decisions. The Association of American Veterinary Medical Colleges (AAVMC), which has recently partnered with the AVMA in the selection of COE members and will soon likely share costs and staffing responsibilities, has its own set of Why the AVMA’s Council on Education should be an independent entity

Conflicted by conflicts of interest.

Views: Commentary 601 I a recent commentary, Dr. Michael Kotlikoff argues that the AVMA should divest itself of the Council on Education (COE) not because of any concerns with the policies or procedures the council uses in accrediting colleges of veterinary medicine, but simply because of “obvious real and apparent conflicts of interest.” His argument rests on three main premises: that conflicts of interest are evidence of bias or wrongdoing, that individual COE members share the same conflicts held by the AVMA or Association of American Veterinary Medical Colleges (AAVMC) as a whole, and that conflicts of interest can be eliminated. However, all three of these premises are demonstrably false. The term conflict of interest is frequently used, but often in inconsistent ways. In 2009, the Institute of Medicine (IOM) released its comprehensive review on conflicts of interest and conflict of interest policies in medicine. The definition adopted for that review was that “a conflict of interest is a set of circumstances that creates a risk that professional judgment or actions regarding a primary interest will be unduly influenced by a secondary interest.” Notice, then, that a conflict of interest represents a certain set of circumstances. It is not a behavior; is not indicative of improper actions, wrongdoing, or misconduct; and is not a judgment about the individual who finds himself or herself in that situation. From this definition, it follows that it does no good simply to state that a conflict of interest exists or to argue that the AVMA should divest itself of the COE because the association has conflicts of interest. The same logic would lead to the conclusion that one should never ride in an automobile simply because there is a possibility of being involved in a deadly crash. The crucial factor, both in assessing whether to drive an automobile and whether to be concerned about a conflict of interest, is the magnitude of the risk (or, the severity of the conflict). In this regard, the IOM has recommended that the severity of a conflict be assessed on the basis of the likelihood that professional decisions would be unduly influenced by a secondary interest and the seriousness of the harm or wrong that could result from such influence. Even if we were to stipulate that allowing accreditation decisions to be influenced by financial considerations would cause great harm, we must still evaluate whether any of the financial arrangements the AVMA has with outside entities would be likely to affect those decisions. If, as Dr. Kotlikoff alleges, the Conflicted by conflicts of interest

Special Topic: Educational Theory and Practice

In the previous issue of the Journal of Veterinary Medical Education (JVME), Drs. Regina Schoenfeld-Tacher and Henry Baker introduced a new Special Topic focused on Educational Theory and Practice. The quality and broad relevance of the manuscripts submitted in response to their invitation to authors was impressive, and the number of submissions substantially exceeded the space available. With the continued assistance of Dr. Schoenfeld-Tacher, this issue continues that Special Topic with articles that are again noteworthy not only for quality but also for the significance of the contemporary educational issues that they address. The initiation of this Special Topic was yet another example of the exemplary leadership and guidance provided to the JVME by Dr. Henry Baker during his long tenure as Editor-in-Chief. I am indebted to him, to the JVME Editorial Board, and to the many JVME reviewers for maintaining a high standard of quality over the years. I also thank the Board of Directors of the Association of American Veterinary Medical Colleges (AAVMC) for their intellectual, philosophical, and, critically, financial support of the JVME. Finally, the University of Toronto Press continues to be a superb publishing partner for the JVME, and I am highly appreciative of the professionalism, expertise, and creativity of its staff. Academic veterinary medicine, and the profession of veterinary medicine at large, faces many pressing challenges as well as equally striking opportunities. As the premier, peer-refereed journal focused on innovation and advances in the broad field of veterinary medical education, the JVME is a critical resource at a pivotal time. The JVME is extraordinarily well positioned and equipped to provide the new knowledge in education that is so greatly needed, but also to serve as a venue for an informed and critical assessment of key issues that face academic veterinary medicine, now and in the future. It is my privilege to serve as Editor-in-Chief, and I look forward to working with a remarkable team to carry on the tradition of the JVME. It begs the obvious to say that we share a common goal of making the JVME highly successful, as can be defined by many conventional publishing metrics. However, our goal must be much broader than success alone. Albert Einstein is famously quoted for his cautionary statement ‘‘Try not to become a man of success, but rather try to become a man of value.’’ Applied to a journal rather than an individual, that statement encapsulates my personal goal for the JVME, a goal I know that you share. It is a pleasure and honor for me to work with you toward the attainment of that goal.

Reported Rabies Pre-exposure Immunization of Students at US Colleges of Veterinary Medicine

In 2008, the US experienced a disruption in human rabies vaccine supplies, leading public health authorities to prioritize vaccine release for post-exposure prophylaxis (PEP) and limit vaccine supplies for pre-exposure prophylaxis (PreEP) in high-risk groups. In 2008, the Association of American Veterinary Medical Colleges (AAVMC) surveyed its member institutions on rabies vaccination policies and practices. Senior administrators at Colleges of Veterinary Medicine (CVMs) and departments of veterinary science and comparative medicine were asked to identify the person most knowledgeable about their institution's student rabies vaccination program. Respondents were asked to describe their policies and procedures for administering PreEP to veterinary medical students and staff and to estimate the annual demand for student and staff PreEP vaccine. Twenty-one CVMs responded. Twenty (95%) reported requiring PreEP of veterinary medical students and 16 (80%) of those 20 required vaccination upon matriculation. An estimated 7,309 doses of vaccine were required for PreEP of an estimated 2,436 first-year US veterinary medical students. Seventy-two percent of respondents administered PreEP in August, September, and October, coinciding with the highest public demand for PEP. CVMs should consider altering the timing of rabies vaccine administration to veterinary medical students and staff to other months, thereby helping to ensure that PEP rabies vaccine will be available to people with validated rabies exposures and to ensure that supplies will be available for PreEP of students and staff. AAVMC may wish to identify and support a point of coordination to facilitate the purchase and distribution of human rabies vaccine among its US member CVMs.

Educational Theory and Practice

We live in an era of ever-expanding volume and com-plexity of knowledge and technology. As our under-standing of what is possible expands, so do our expecta-tions of what veterinary graduates should be capable ofachieving. These increased expectations have been articu-lated in a variety of public policy statements such as thecore competencies listed in the Association of AmericanVeterinary Medical Colleges (AAVMC) self-study docu-ment

40 Years of Service to Veterinary Medical Education

This year, the Journal of Veterinary Medical Education ( JVME) celebrates its fortieth year of continuous publication in service to the faculty members of the Association of American Veterinary Medical Colleges (AAVMC) and other veterinary educators. In 1966, the AAVMC was formed by the deans of eighteen US and three Canadian colleges to focus attention on the specific issues impacting the veterinary education institutions of North America. As a logical extension of this initiative, JVME was founded in 1974 to communicate the deliberations of these leaders and eventually become the sole publication dedicated to all aspects of veterinary medical education. In the first issue of JVME, founding editor Dean William W. Armistead defined the goal of JVME as follows:

Preparing Students for Careers in Food-Supply Veterinary Medicine: A Review of Educational Programs in the United States

The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.