Bachelor Of Veterinary Medicine Research Articles

Livestreaming Can Augment the Observation of Veterinary Post-mortem Examinations.

The creation of interactive livestreaming post-mortem examination sessions for veterinary students is described, including the technological and pedagogical issues that were considered and a detailed description of the solution developed. We used the Hero 7 Go Pro camera ( https://gopro.com/en/gb ) and livestreamed using Zoom ( https://explore.zoom.us/en/about/ ). We completed a thorough quantitative and qualitative analysis of the student perception of the value of the streaming platform and the sessions that were delivered to the second and third year students in the Bachelor of Veterinary Medicine and Surgery (BVMS) programme at the University of Glasgow. JISC Online surveys to BVMS2 and BVMS3 were central to the quantitative and qualitative analysis (MVLS Ethics reference 200,190,190).Students who responded to the survey found the material interesting, were able to interact effectively with the pathologists, enjoyed the "pathologists' eye" view that the system afforded, and enjoyed the ability to review and revise the video recording. The disadvantage some mentioned was not being in the appropriate professional space, i.e. the post-mortem facility, although a few students found this advantageous and suggested that this was a useful introduction to the post-mortem facility but without the cold/smell/noise to detract from their learning. In addition, a short explanation of additional uses of the Zoom Go Pro to teach BVMS4 and Veterinary Bioscience BSc Level 3 students and use for extracurricular student activities, e.g. Pathology Club, Student Chapter of the American Veterinary Medical Association at the University of Glasgow School of Veterinary Medicine, is given. The authors also consider other roles for the platform in the future, in particular the induction of students to the post-mortem facility environment.

Study on the Availability and Rational Use of Veterinary Drugs in Veterinary Clinics of Haramaya and Dire Dawa Districts, Eastern Ethiopia

Aim The study was conducted between December 2021-June 2022 with an objective to assess the current status of veterinary drugs used in veterinary clinics of Dire Dawa and Haramaya districts using a questionnaire, personal interviews, and observations of public veterinary clinics. Method A total number of 40 public veterinary clinics were selected, purposively selected, and included in the study, and veterinary professionals working in each veterinary clinic were conveniently selected by using a non-probability method. The assessment methods such as descriptive drug use indicators, prescribing practices and other drug information sources and drugs of choice at health facilities were included. Results The results obtained were as; a majority of the clinicians (57.5%) were Bachelor of Veterinary Science (BVSc) and above. Nearly half (42.5%) of clinicians used only a verbal prescription for prescribing drugs. Oxytetracycline was available in all clinics and 32(80%) responded as it is their first drug of choice for treatment. Only 50% of the clinicians responded as they administer drugs and treat animals presented to their clinic for a definitive (laboratory investigation) diagnosis. The majority (80%) of respondents use antibacterials for prophylaxis. Major factors considered in drug selection by 92.5% of professionals amongst alternative drugs were its availability. About 98% of respondents use promotion materials or leaflets of different drugs as a source of information. Conclusion The study showed that the trend of using prescription papers for prescribing drugs was not enough and prescription papers did not include the relevant information that should be incorporated in drug ordering and dispensing drug prescriptions by and large based on tentative diagnosis and inappropriate drug selection were found to be bottlenecks for the successful drug treatment that leads to drug resistance. Therefore, awareness and training should be provided regularly for prescribers and end users about the proper way of drug use.

Needs Assessment for the Animal Welfare Curriculum for the Bachelor of Veterinary Science (BVSc) Degree in Zimbabwe

Animal welfare is a day one competency requirement for veterinarians the world over. In Zimbabwe, as well as in other countries globally, animal welfare was taught to students in the Bachelor of Veterinary Science (BVSc) degree but was never assessed as a standalone course. A need assessment was conducted to determine the need for standalone animal welfare curriculum for Bachelor of Veterinary Science degree in Zimbabwe. An interviewer administered questionnaire which captured both qualitative and quantitative responses was used for data collection. All the respondents suggested that there was need for a standalone animal welfare curriculum for the BVSc course. Most popular reason cited by participants (100%) for the need of the animal welfare course was that there was no stand-alone animal welfare curriculum available. Components of the course suggested include: Animal welfare Science, ethics and law. Animal welfare is a relevant course to the BVSc programme in Zimbabwe whose contents should include animal welfare science, ethics, and law and animal behaviour.

A career development program: Building resilience in veterinary undergraduates

Retaining workers in high stress occupations and preparing undergraduates to enter these occupations continues to intensify along with mental health and wellbeing challenges. The veterinary profession is particularly vulnerable to poor psychological health which contributes negatively to the retention of veterinarians in the profession. Employing the positive psychology theoretical model rationale, and the andragogy philosophies and approaches, a veterinary career development (VCD) program was scaffolded across a five year Bachelor of Veterinary Science (BVSc) degree. Thematic analysis of participants’ feedback with a focus on what they think, feel and do provided valuable insights into participants’ developing skill-strength and tacit knowledge, and their resilience-building. The authors believe this is the first report on the creation and outcomes of a veterinary career development program that fosters the building of resilience through the attainment of tacit knowledge and practical skills required for successful employment and wellbeing.

Is the education of human and animal healthcare professionals about antimicrobial resistance and stewardship adequate during their pre-service training?

PurposeThis paper explores inclusion of topics on antimicrobial resistance (AMR) and antimicrobial stewardship (AMS) in pre-service human and animal healthcare professional curricula as mandated in the first strategic objective of National Action Plan on Antimicrobial Resistance. MethodsOnline versions of pre-service medical [Bachelor of Medicine, Bachelor of Surgery (MBBS)], dental [Bachelor of dental sciences (BDS)], pharmacy [Bachelor of Pharmacy (B Pharm)], veterinary [Bachelor of veterinary science and animal husbandry (B.V.Sc. & A.H.)] and post graduate medical [Doctor of medicine (MD), Master of surgery (MS) and post graduate (PG) medical diploma courses] curricula and hardcopy of nursing (Bachelor of science (BSc) Nursing-Basic) curricula were assessed. Validated search terms were used for identifying individual learning topics, domains of learning and number of hours of learning related to AMS and AMR. Recent edition of commonly referred medical textbooks were manually checked for inclusion of chapters or separate sections on AMR and AMS. ResultsLow coverage and poor depth with no mention of required duration of learning for AMR and AMS was observed across the majority of curricula. MS, BDS, B Pharm and BSc nursing curricula did not include AMR and AMS. Out of twenty-three textbooks assessed, only six textbooks included AMS. Gynecology, Obstetrics, Orthopedic and Surgery textbooks did not include separate section on AMR or AMS. ConclusionsOur study documented inadequate inclusion of AMR and AMS in pre-service medical, dental, nursing, pharmacy and veterinary curricula and post graduate medical curriculum. Standardized education regarding AMR and AMS in multi-professional curricula by educational councils across sectors and updating of medical textbooks of all the subjects by authors/publishers for adequate emphasis on these topics is urgently needed for success of ‘One health’ in combating AMR.

Evaluation of the Bachelor of Veterinary Medicine (BVM) Curriculum at Sokoine University of Agriculture in Tanzania: Mapping to OIE Veterinary Graduate 'Day 1 Competencies'.

The World Organisation for Animal Health (OIE) provides the requirements needed for graduating veterinary professionals to be competent in the delivery of animal health services. However, significant differences in veterinarycurricula across countries-attributable to differing animal health priorities and predominant types of veterinary practice-provide a challenge for veterinary schools to address these competencies adequately. As part of the OIE's veterinary education establishment Twinning Project activities, the College of Veterinary Medicine and Biomedical Sciences (CVMBS) of Sokoine University of Agriculture (SUA) in Tanzania undertook a curriculum mapping and gap analysis to assess the extent to which the veterinary curriculum addresses OIE's 'Day 1 Competencies' for graduating veterinarians. Results of the analysis indicated that all the OIE's Day 1 Competencies (general, specific, and advanced) are addressed to some degree by the courses present in the curriculum. However, gaps in the depth and breadth of instruction were found for a number of competencies in all three categories. These findings indicate a need for addressing the gaps in the next curriculum review. This will allow the development of a stronger curriculum that will efficiently meet the national and international animal health requirements.

The Knowledge of Antibiotics in Veternary Students and Repercution in Human Health

The concept of single health is currently undoubtedly one of the most relevant in pandemic times, where humans and animals are together in the same world. Penicillin was discovered in the last century by Alexander Fleming, used against infectious agents mainly of bacterial types, such as Staphylococcus aureus, Corynebacterium, Streptococcus, Brucella and Mycobacterium are examples of cattle pathogens. The bacteria have developed defense mechanisms allowing them to survive in the host cell (mutation) even in the presence of antimicrobials (bacterial selection). The aim of the study was to examine the degree of knowledge of antibiotics through a structured survey of ten questions, addressed to eighty-six students from the Bachelor of Veterinary Medicine and Zootechnics in 2019. Based on the information collected and after analyzing their answers, 63.14% of the students work in Clinics and Universities, 89.47% recognize the need for a quantified prescription, 47.36% mentioned that the Veterinary Medicine can prescribe antimicrobials, 52.63% support the use of antimicrobials for all microorganisms including viruses, 52.63% use the labeling to consult the withdrawal time and 100% identify that it is the withdrawal time and the practices that lead to the development of antimicrobial resistance. It is concluded that most of the students identify malpractice as the trigger for bacterial resistance, however their knowledge is not adequate to avoid antibiotic resistance to humans. It is recommended to reinforce the courses of microbiology, pharmacology and virology in the Veterinary Medicine and Zootechnics degree, as well as to be updated on alternatives such as the use of phytobiotics.

Current status and challenges for globalisation of veterinary medical education for the 'One Health' programme.

A global review of veterinary medical education (VME) programmes shows that, of 194 countries, 111 (57%) have 597 veterinary medical academic institutions (VMAIs) with 15 different names, which offer veterinary degrees with 54 different titles. The highest number of universities (n = 148; 25%), in 27 (14%) countries, award a veterinary medical degree (Doctor of Veterinary Medicine [DVM]), followed by the science degree (Bachelor of Veterinary Science [BVSc]) awarded by 28 (5%) universities in 9 (5%) countries. In addition to three original Universities of Veterinary Medicine, 23 veterinary-related universities have been established with titles such as 'Veterinary, Animal and Fishery Sciences', which do not reflect the VME programmes. The award of Bachelor of Science (BSc) degrees in Animal Husbandry (AH), Poultry Science and Dairy Technology created confusion and increased competition with veterinary graduates for positions in the dairy and poultry industries. Some countries, including Japan and Australia, have changed from the British single degree system to the American dual degree system. The American Veterinary Medical Association Council on Education has classified the 597 VMAIs into 'accredited' (n = 49; 8.2%), 'listed' (n = 468; 78.4%) and 'unlisted' (n = 80; 13.4%) categories. The diversity of nomenclature of VMAIs, degrees, curricula and training status of veterinary graduates may affect the globalisation of VME according to the 'One Health' concept. Veterinary medical professionals and international organisations must think creatively about the future of global VME, especially with regard to the standardisation of the nomenclature of institutions, degrees, professional associations and core curricula, to contribute effectively to biomedical sciences and One Health at the national and global levels.

Computer Assisted Learning for Improving Cattle Palpation Skills of Veterinary Students

This study investigated the effect of a computer assisted learning (CAL) tool on the development of skills in palpation of the reproductive tract of the cow per rectum (rectal palpation) by fourth-year students in a Bachelor of Veterinary Science (BVSc) degree program. A secondary aim was to determine if animal welfare could be improved by the CAL intervention. The CAL tool was developed to provide: vivid, three-dimensional interactive graphics of the relevant anatomy and skills; a comprehensive glossary of terminology used in association with the skills; and formative assessment tasks. Prior to its introduction to the course, industry stakeholders assessed the CAL tool graphics as an accurate depiction of the procedures. Two consecutive cohorts of students were surveyed prior to (n = 91) and after the CAL intervention (n = 111). Responses to student surveys suggested that post-intervention skills were learned at approximately the same rate as pre-intervention. However, tutor surveys indicated that students in the pre-intervention group may have had insufficient understanding for accurate self-assessment compared to post-intervention students. According to tutors, substantially more students in the post-intervention group gained practical skills at an improved rate and to a higher level of competency. Both student and tutor surveys indicated that there was a minimal discomfort to animals in these practical classes. From an animal welfare point-of-view, it was concluded that the intervention would not result in a reduction in the number of animals required during practical sessions. However, due to the preparation and reinforcement provided by the CAL tool, animals were used more efficiently by students after the intervention, resulting in the attainment of a higher level of skill. Knowledge gained from this study may be relevant to other disciplines requiring students to develop practical skills associated with animals or humans.

Developments in Undergraduate Teaching of Small-Animal Soft-Tissue Surgical Skills at the University of Sydney

This article discusses recent developments in soft-tissue surgery teaching at the University of Sydney, Faculty of Veterinary Science. An integrated teaching program was developed for Bachelor of Veterinary Science (BVSc) students with the aim of providing them with optimal learning opportunities to meet "Day One" small-animal soft-tissue surgical competencies. Didactic lectures and tutorials were introduced earlier into the curriculum to prepare students for live-animal surgery practical. In addition to existing clinics, additional spay/neuter clinics were established in collaboration with animal welfare organizations to increase student exposure to live-animal surgery. A silicon-based, life-like canine ovariohysterectomy model was developed with the assistance of a model-making and special effects company. The model features elastic ovarian pedicles and suspensory ligaments, which can be stretched and broken like those of an actual dog. To monitor the volume and type of student surgical experience, an E-portfolio resource was established. This resource allows for the tracking of numbers of live, student-performed desexing surgeries and incorporates competency-based assessments and reflective tasks to be completed by students. Student feedback on the integrated surgical soft-tissue teaching program was assessed. Respondents were assessed in the fourth year of the degree and will have further opportunities to develop Day One small-animal soft-tissue surgical competencies in the fifth year. Ninety-four percent of respondents agreed or strongly agreed that they were motivated to participate in all aspects of the program, while 78% agreed or strongly agreed that they received an adequate opportunity to develop their skills and confidence in ovariohysterectomy or castration procedures through the fourth-year curriculum.

STP Achievement Award Winner

It is with some pleasure that I was asked to introduce the 2009 STP Achievement Award Recipient to you. Dr. Chirukandath Gopinath, BVSc, PhD, MVSc, FRCPath (affectionately known by colleagues and friends as Gopi), was awarded the honor by the STP EC in April 2009. Dr. Gopinath was honored for his exemplary career in toxicologic pathology over a period stretching back some forty-five years. Dr. Gopinath was awarded a first-class degree as a bachelor of veterinary science from the University of Kerala in India in 1960, which was followed by an appointment as a lecturer at the university, where he stayed for three years until 1963. Following a three-year appointment with the Ministry of Agriculture as a veterinary officer in British Guiana, a chance encounter with E. J. H. Ford (Henry to his colleagues) led to arguably his first formal introduction to toxicologic pathology, when he was awarded a Wellcome Foundation–funded research program at the University of Liverpool in the United Kingdom to research hepatotoxicity in sheep and calves, for which he gained a PhD and MVSc between the years 1966 and 1969. These three critical years proved to be the inspiration for a lifetime’s interest in experimental toxicology and firmly forged a lifelong friendship with John Ishmael and Graham Hall, who were fellow residents at that time in Liverpool. Following a three-year period as a senior lecturer in veterinary pathology at Liverpool, he left in 1974 to take up the post of head of pathology at Organon International in the Netherlands, where he stayed until 1977. At this time, a position arose at the Huntingdon Research Institute (as it was then called) in Cambridgeshire, United Kingdom, which he joined as a senior pathologist. He was appointed director of pathology in 1984 and continued in this role through mergers with life sciences research and the turbulent times of the 1990. While at Huntingdon Life Sciences (HLS), he has been pivotal in driving the direction and success that the company has enjoyed during the past thirty years, holding various key positions including chairman of the Research Committee, the Scientific Advisory Group and Board, the Animal Welfare and Use Committee, and the Ethical Review Process Committee. Never content to sit back on his laurels, Dr. Gopinath took the membership examination for the Royal College of Pathologists in 1977, a time when he assures me the examination was a lot harder than it is currently, and was made a fellow of the Royal College of Pathologists in 1988. In recognition of his excellence in the practice of toxicologic pathology, he became a honorary fellow of the International Academy of Toxicologic Pathologists in 1999. In addition to carrying out the exhaustive duties associated with directing the contract pathology function at Huntingdon Life Sciences, Gopi has been a tireless participant in the teaching and directing of toxicologic pathology throughout the world. His pivotal text The Atlas of Experimental Toxicologic Pathology with David Lewis and David Prentice in 1988 has been a staple for anyone beginning the profession, and it is sad indeed that only a single edition was ever produced. A recent troll of Amazon Publications led me to the single, used, copy of the text at the exceptionally fair price of $2,000! This would truly appear to be just testimony to the value of a text that probably represents the only reasonably comprehensive attempt to catalogue the common lesions seen in laboratory animals in toxicological pathology. It does seem a pity that there are no current plans to reissue the book, and I suggest that we should keep any copies that we still have in our possession under lock and key! While a career in contract toxicologic pathology might seem, to an outsider, to be a restricting prospect, Gopi is the exception that truly proves the rule. A more outgoing and giving character in the profession I could not bring to mind. He has maintained his membership of a number of national, and international, pathological societies including the Pathological Society of Great Britain and Ireland, the British Toxicology Society, the International Academy of Pathology, the British Endocrine Pathologists Group, and, of course, the Society of Toxicologic Pathology and the British Society of Toxicological

Can curriculum innovations create incentives for young veterinarians to practise in remote rural areas?

Research on the problem of decreasing numbers of rural veterinarians has identified that rural practice employment periods following graduation are getting shorter and replacing the graduates who leave is becoming increasingly difficult. One way of addressing these problems would be to develop a Bachelor of Veterinary Science (BVSc) curriculum that motivates young graduates to seek work in rural and remote communities and ensures they are more 'practice-ready' as soon as they leave university and start working. Developments in a series of curriculum initiatives to address this strategy are discussed, including: encouraging deeper learning in livestock health and production, provision of extramural rotations in rural locations in the final year, offering opportunities to study abroad and emphasising the global impact of farm animal medicine, developing rural support enhancements for students on rural placements, and adjusting admission requirements to increase access for rural students.

Evaluation of Student Attitudes to Cooperative Learning in Undergraduate Veterinary Medicine

Recent studies have demonstrated that collaborative or cooperative learning (CL) provides students and teachers with a variety of advantages over traditional instructional methods. To explore the possibility of introducing CL into the veterinary undergraduate curriculum on a larger scale-to facilitate the development of professional competencies-a cooperative learning assignment (CLA) was introduced into the fourth year Bachelor of Veterinary Medicine and Surgery (BVMS) degree course at the University of Glasgow. An evaluation was carried out as a basis for optimizing subsequent CL activities in the undergraduate course. Evaluation of student attitudes to the CLA was conducted using pre- and post-task questionnaires and a focusgroup discussion involving student representatives from several of the small groups. Quantitative questionnaire data were imported into SPSS and a statistical test was used to identify any significant shifts in student attitudes. Analysis of the quantitative questionnaire results indicates that students-who regarded themselves generally as team players rather than competing individuals-had few concerns before or after the CLA. There were some significant shifts (negative and positive) in response to some of the questions, but generally the results were encouraging. However, a number of issues emerged from the focus-group discussion with regards to the administration of CL and matching students' expectations to their experiences. In particular, students need to be adequately informed at the outset about the CL process and about how it will be assessed, have access to the required facilities, and be comfortable with learning different skills sets from those their peers are learning. Staff facilitators require adequate guidance on what they are expected to contribute to the CL process.

Learning and teaching innovations in the veterinary undergraduate curriculum at Glasgow.

The University of Glasgow celebrated its 550th anniversaryin 2001, two years after the Faculty of Veterinary Medicinemarked its golden jubilee as part of the university, signify-ing the incorporation of the original Glasgow VeterinarySchool within a great civic institution. These events show-cased research advances and teaching innovations to stu-dents, as well as alumni and friends from all over the world.Students undertaking the five-year degree of Bachelor ofVeterinary Medicine and Surgery at Glasgow are based atGarscube Estate, four miles north of the main universitycampus, where the majority of learning and teaching activ-ity takes place. It accommodates an average of 100 studentsin each year. Although Glasgow is regarded as the only sin-gle-site veterinary school in the UK, the students also attendanimal husbandry management classes at Cochno Farm andResearch Centre, a 340-ha business enterprise that is locatedwithin five miles. The farm is quality assured for milk, beef,and lamb production and has 90 dairy cows and 550 ewesand lambs, as well as a number of beef cattle. The farm isalso used for clinical teaching in the final (fifth) year.The faculty was approved by the American VeterinaryMedical Association (AVMA) in 1999, currently one of onlyfour schools in Europe to have achieved this status, andrecently became the only center for the Clinical ProficiencyExamination outside North America, underlining the factthat we are preparing students for international venturesand collaboration. However, we also recognize at Glasgowthat clinical proficiency is insufficient alone to prepare stu-dents for global employment and that facilitating an under-standing of other cultures, languages, and environments isessential, as Gustafsson points out.