Career In Veterinary Medicine Research Articles

Development of a bovine liver biopsy training model

In veterinary medicine, liver biopsy is a standard diagnostic procedure for studying liver disease in animal species, including cows. Some common indications for liver biopsy in cattle include clinical signs of liver disease (e.g., anorexia, jaundice, lethargy), unexplained weight loss, and monitoring of health and nutritional status. This technique comes with certain risks, such as haemorrhage, infections, and lesions of other organs, so it shouldonly be carried out by a trained and experienced veterinarian. The Clinical Skills Laboratory is a structured teaching laboratory that provides hands-on experience to veterinary medicine students in a safe, controlled environment. The laboratory focuses on developing practical competencies in various veterinary procedures. This paper presents the development of a model for performing liver biopsy in cattle and discusses the importance of the skills lab in veterinary medicine learning. This model enables students to learn how to perform a liver biopsy in cattle and the basic rules of sampling and fixation of the specimen for histopathological examination. It is accompanied by detailed work instructions and illustrations to assist the student in performing the procedure. This kind of laboratory is indispensable in veterinary medical training, as it helps students strengthen their skills and confidence, preparing them for a successful career in veterinary medicine. In addition, it allows for the execution of techniques that would not be practised on a live animal during classes.

Managing liability risk with student externs and volunteers

Providing practice and clinical experience and exposure for veterinary students and externs, and other students interested in a career in veterinary medicine, is a longstanding tradition in veterinary practice. This provides the much-needed oppor­tunities for those wanting to become veterinarians or those currently in veterinary school. There will always be risks work­ing with animals, including risks of a student or volunteer get­ting injured or making a mistake that leads to injury or loss of a patient. It is important to review best practices and insurance coverages before hosting students and volunteers to help pro­tect the practice and students and provide a safe and productive experience for all involved.  

The Influence of Messaging on Perceptions of Careers in Veterinary Medicine: Do Gender Stereotypes Matter?

The veterinary medical workforce is increasingly female; occupational feminization often transfers stereotypes associated with the predominant gender onto the profession. It is unknown whether within veterinary medicine a feminized public image is a possible contributor to the reduction in male applicants to training programs. The influence of stereotypically gendered messaging on how male and female undergraduate students perceive veterinary medicine was investigated in 482 undergraduate students enrolled in five introductory or second-level biology courses. Two short videos introducing the field of veterinary medicine were developed with imagery and language selected to emphasize either stereotypic feminine (communal) or masculine (agentic) aspects of the field. Participant groups were randomly assigned one of the two videos (feminine/communal or masculine/agentic) or no video (no exposure). An outcome survey elicited impressions of the field of veterinary medicine and gathered demographic data. There was a significant linear trend of condition on perception of the profession as feminine or masculine and on perception of the activities of a veterinarian as feminine/communal or masculine/agentic. Female participants were significantly more likely to agree that someone of their gender would be valued in the profession. Male participants reported significantly higher self-efficacy scores for performing the tasks of a veterinarian when they viewed the feminine stereotype video. These results demonstrate that gendered perceptions of the field can be manipulated. Intentional gendered messaging should be further explored as one strategy to broaden the talent pool in the workforce by attracting men back to the field.

Developing a Scalable STEM Career Development Program for Elementary School-Aged Students.

This article describes an approach to designing a scalable career development curriculum for elementary school students using minimal-cost and readily available resources. Content experts, veterinary medical students, university staff, teachers, community partners, evaluation experts, and a children's book illustrator developed a library of low-cost, culturally responsive, fun, and educationally engaging lessons to expose elementary school-aged students to scientific knowledge and careers in veterinary medicine. The home team piloted and evaluated the approach at a local community center. Teams in eight other states were provided materials to pilot and assess the program. Seven of those teams successfully piloted the program and provided evidence of child engagement. Although models, props, and other costly supplies enhance delivery of Science Technology Engineering and Math lessons, our experience with the delivery of this curriculum was proof of concept that a low-cost curricular model is one strategy to facilitate scaling and sustainability of an engaging veterinary science curriculum.

Ten-minute chat.

Peter Hastie and Jo-Anne Murray have developed an app called 'Be a vet' to help anyone who is considering a career in veterinary medicine to decide whether it is right for them.

The first female academicians in Turkish veterinary education

Although women in Turkey were first given the opportunity to attend schools of higher education in 1914, the number of female students in higher education increased rapidly through socio-economic and cultural reforms, which were carried out following the establishment of the Turkish Republic in 1923. Merver Ansel, who graduated from the Veterinary School in Ankara in 1935, became the first female veterinarian in Turkey. In 1938, Abide Koray was appointed as research assistant at the Institute of Internal Diseases of this School thus, women have taken place in academic life. With this study, which was aimed at providing data on the first female academicians in Turkish veterinary education, 19 brief biographies were prepared by using archival documents, memoirs, oral sources and 16 photos have been reached. The biographies revealed that females started their academic career in veterinary medicine three years after the first woman graduated from the veterinary school in 1935. It was also determined that almost all female academicians carried out their academic careers in basic and pre-clinical sciences since 1947 and 1950 respectively; but after Koray (1938), the second woman academician could begin her career in clinical sciences in 1984

Encouraging tomorrow's vet students.

EdVet was set up by a group of six vet students at Liverpool vet school with the aim of promoting a career in veterinary medicine to school children of all ages.

Measuring Factors that Influence Decisions to Become a Veterinarian

Introduction: Veterinary medical education; Psychometrics; Career influence; The purpose of the present study was twofold. First, we sought to evaluate the psychometric properties of a newly developed instrument designed to measure factors incoming veterinary medical students indicated were important (or not) in their decision to become a veterinarian. Second, we sought to produce a measure of these factors by utilizing a state-of-the-art psychometric modeling technique to produce an empirical hierarchy that illustrates the construct of interest and make appropriate inferences about the findings. Methods: The Career Influence Factors Survey (CIFS) was administered to an incoming class of veterinary medical students. Data were analyzed via the Rasch Rating Scale Model. The psychometric properties of the instrument were evaluated according to Messick’s framework of construct validity. Results: Results indicate the Career Influence Factors Survey is a psychometrically-sound instrument capable of accurately and reliably measuring veterinary medical students’ motivations for becoming a veterinarian. Substantive results indicated issues pertaining to animal welfare were the most important in making the decision to become a veterinarian. Previous exposure to a particular animal or family pet was only moderately influential in students’ decision to pursue a career in veterinary medicine. Factors such as a desire to work on food production issues and anticipated earning potential tend to be of lesser importance to incoming students. Conclusion: We encourage others to utilize the instrument and/or adopt the methodology to evaluate the psychometric properties of other instruments. Substantive findings generally corroborated findings from previous studies, but may identify new insights for improving the recruitment of veterinary medical students.

Practices and Beliefs of Private Practitioners Surrounding Discounted Veterinary Services and Products

Impacted by educational debt and stagnant salaries, the financial viability of a career in veterinary medicine is a growing concern for many within the veterinary profession. Many veterinarians are small business owners, which requires them to learn and practice good business and practice management skills. Despite the recognized importance of business skills to the success of the veterinary profession, training in this area has been historically limited. An important part of practice management skills involves policies and practices surrounding pro-bono and discounted services and products. To assess private practice veterinarians' practices and beliefs surrounding discounted products and services, an anonymous online survey was distributed through Veterinary Information Network (VIN). Results from the survey suggest that most veterinarians regularly discount veterinary services and products. The reasons reported as most important in determining service discounts were a concern for providing the best possible care for the animal and doing everything possible for the animal. Results were similar for discounting products, but also included the additional reason of encouraging clients to try a product. Regardless of the reasons given for discounting, most veterinarians reported not tracking their discounting practices. These results suggest that despite the fact that most US veterinary schools have been offering practice management courses for many years, there appears to be low adoption levels of at least some widely accepted best-practice business models. It is recommended that providing additional training to help guide philanthropic veterinarians is critical to supporting their financial security and thereby the future of the small animal practitioner.

Career Attitudes of First-Year Veterinary Students Before and After a Required Course on Veterinary Careers

Careers in Veterinary Medicine is a required, one-credit-hour course at the North Carolina State University College of Veterinary Medicine (NCSU-CVM), which meets once weekly during veterinary students' first semester. Lectures in this course are presented by one or more veterinarians representing diverse career areas. A voluntary, anonymous survey was distributed before the first class meeting in 2011 (PRE) and at the end of the semester (POST) to assess if students' career interests changed during the semester. The survey collected basic demographic data and students' preferences (on a Likert scale) for 17 veterinary career paths. Out of 63 students, 36 (57%) in the POST survey said that their career interests had changed during the semester, and 17 of the 26 students (65%) who gave a reason credited the careers course as one factor in reconsidering their career choice. Only 3 of the 17 career paths had statistically significant PRE/POST survey differences in Likert response frequency (equine practice, pathology, and wildlife medicine), but both informal discussions with students and responses to open-ended survey questions indicated that many students valued the introduction to unfamiliar veterinary career areas. Careers in Veterinary Medicine is a vital component of recent career-planning initiatives in the college, which will be especially important to veterinary students as they face continued changes in the profession, such as the increased debt load of the new graduate and the threat of veterinary workforce oversupply.

Comparison of demographic characteristics, animal science subject knowledge, academic performance and critical thinking skills in students majoring in animal science and equine science

s / Journal of Equine Veterinary Science 33 (2013) 321-399 388 participants received two farm visits from University specialists; an initial visit and a follow-up visit. Prior to the first visit, participants completed a farm profile that identified farm goals, and the number of pasture acres and horses. During the initial farm visit, soil and forage (pasture and hay) samples were collected. Forage species and weeds were identified and percent ground cover in pastures was determined using a line intercept approach. An overall facilities assessmentwas completed, includingevaluationof manure management, fencing, water sources, and facility safety. Photographs of the farm and pasturewere taken, and horses were body conditioned scored and measured (body length and heart girth circumference) to estimate weight. A summary of collected data and recommendations for pasture renovation or establishment, soil fertilization, weed control, manure management, and facilities improvement, as well as aerial images of the farm and pasture management-related Extension factsheets were mailed to the participants. A follow-up farm visit was scheduled for the fall or following spring. In 2011 and 2012, 26 farms participated in thepasturemanagementprogram,withmost farms (22) used for personal recreation. Program fees covered all direct expenses and 25% of a post-doctoral research associate’s salary. An electronic survey was sent to program participants after both site visits had been completed. One hundred percent of participants planned to implement one to four changes to their farm based on recommendations from the program. One hundred percent of participants strongly agreed or agreed that the long-term recommendations addressed the goals of their farm, and 78% of participants indicated the program very highly or highly improved their ability to make more informed decisions regarding their farm. Twenty-two percent of participants reported feeding less hay since implementing changes, and 33% indicated they had extended their grazing season. In 2012, the pasture maintenance programwas developed for farms that were previously enrolled in the Pasture Evaluation Program and wanted continued assistance; 3 farms participated. The maintenance program included one site visit, forage analysis, distribution of new Extension factsheets, and allowed specialists to address any newconcerns regarding pasture management. The maintenance program costs $300 per year. In addition to providing farm visits and pasture management recommendations, the pasture management program collected data regarding the use of best management practices on horse farms in Minnesota and western Wisconsin, collected preliminary data used to pursue grant funding, served as control farms for pasturerelated research, and provided an undergraduate research opportunity for an animal science student. Comparison of demographic characteristics, animal science subject knowledge, academic performance and critical thinking skills in students majoring in animal science and equine science M.G. Rossano, S.V. Burk, W.J. Silvia, E.S. Vanzant, A.J. Pescatore, and R.J. Harmon Department of Animal and Food Sciences, University of Kentucky, Lexington, KY, 40546, USA The Department of Animal and Food Sciences at the University of Kentucky is conducting a prospective study of student learning and degree completion as part of its overall assessment program. The first assessment of students occurs when they are enrolled in ASC 101 (Domestic Animal Biology), an introductory animal science class. There, baseline data of student demographics, background, critical thinking skills and knowledge of animal science are collected. The class is required for students in both the Animal Science (ASC) and Equine Science and Management (ESMA) degree programs, and those students comprise the majority of the class population. This study was undertaken to describe these two student populations and determine whether they differ in demographic characteristics, critical thinking skills and academic performance. Records from 270 ASC and ESMA students in the 2010 and 2011 ASC 101 classes were used for the analysis. At the start of the semester, students completed a background survey, took a 20-question animal science subject matter test and the California Critical Thinking Skills Test (CCTST). Later, the students’ final course percent in ASC 101 was added to these results. The chi-square test was used to test for associations in categorical data and the Wilcoxon rank sum or Kruskal-Wallis test was used to test for differences between group means. A p-value of 0.05 was the benchmark for significance. Results of the study showed that a significantly higher proportion of the ESMA students were from out-of-state (62% versus 38% for ASC, p < 0.0001) and were female (p < 0.005), but the two populations did not differ significantly with regard to community type (urban, suburban, rural nonfarm, or rural farm), high school type (public, private religious, private independent or homeschooled), or high school GPA. A significantly higher proportion of ASC studentswere in a pre-veterinary program of study (80% for ASC versus 23% for ESMA students, p < 0.0001) and ASC students scored significantly higher on the CCTST (p 1⁄4 0.03). The two populations did not differ significantly in their background knowledge of animal science or their final course grade percent in ASC 101. Differences in student demographics suggest that the twodegree programs attract different populations of students, with a lower proportion of ESMA students interested in careers in veterinary medicine and a higher proportion coming from outside Kentucky. The lower average CCTST score for the ESMA students indicates that critical thinking is an area for improvement that could be emphasized in the curriculum, however the lack of differences in high school GPA, animal science subject matter knowledge and the final course grade percent inASC101 suggest thatother skills are also important to academic performance. Developing compost management skills through experiential learning R.C. Bott, and E.L. Cortus College of Agriculture and Biological Sciences, South Dakota State University, Brookings, SD, 57007 It is critical for college graduates to enter thework force not only knowledgeable in a topic area, but also confident in their ability to apply their knowledge.Manuremanagement

Is vet school for you?

Each year, Bristol vet school holds a one-day workshop for year 11 and 12 students who are considering a career in veterinary medicine. Ed Hall explains what is involved

Impact of gender and race-ethnicity on reasons for pursuing a career in veterinary medicine and career aspirations

To determine the impact of gender and race-ethnicity on reasons applicants to the Purdue University School of Veterinary Medicine decided to pursue a career in veterinary medicine and their career aspirations. Retrospective cross-sectional study. Personal statements from 694 veterinary medical school applications submitted in 2008. Personal statements were read by investigators to identify the turning point for each applicant's decision to pursue a career in veterinary medicine and each applicant's intended career path. Veterinary practice experience and animal ownership were the most frequently stated reasons for pursuing a veterinary career; differences were not identified between males and females. More Caucasian applicants than underrepresented minority (URM) applicants stated veterinary practice experience and more URM applicants than Caucasian applicants cited animal ownership as a reason for pursuing a veterinary career. Many applicants did not cite a specific career path within veterinary medicine; applicants who indicated a career path most often cited veterinary practice. More females than males stated an interest in equine medicine, and more Caucasian applicants than URM applicants indicated an interest in mixed animal practice. More URM applicants than Caucasian applicants indicated a desire to pursue specialty training. Results suggested that veterinary practice experience and animal ownership were important factors influencing applicants' decision to pursue a veterinary career, but many applicants had not selected a specific career path. Opportunities exist to influence the decisions of individuals to become veterinarians and the selection of specific career paths within the veterinary profession.

Veterinary students’ understanding of a career in practice

Lack of a clear perception of the realities of a career in veterinary medicine could adversely affect young graduates’ satisfaction with the profession and their long-term commitment to it. Veterinary...

John D. Biggers: A conversation with Michael Summers & Catherine Racowsky

Q: John, you originally attended the Royal Veterinary College, London, presumably to follow a career in veterinary medicine. How did the transition occur from an interest in veterinary medicine to ...

Job satisfaction, changes in occupational area, and commitment to a career in food supply veterinary medicine

Major concerns in the demand and supply of veterinarians for food supply veterinary medicine (FSVM) involve job satisfaction, changes in occupational area (ie, switching careers within veterinary medicine), and commitment to a career in FSVM. To create meaningful strategies aimed at increasing the commitment of veterinary students and practitioners to this area of veterinary medicine, a thorough understanding of the forces that influence job satisfaction, changes in occupational area, and career commitment in the field of FSVM is needed. The study reported here was conducted to generate information about veterinary students and practitioners who change their focus from food animal medicine to other occupational areas in the veterinary profession. The phenomenon of switching careers in veterinary medicine has been discussed in terms of the early years during the career of veterinarians, when they choose to leave their first job and change their occupational area. It has been reported 1

Use of a Non-traditional University Ambulatory Practice to Teach Large Animal Medicine

While many other veterinary schools have moved away from a traditional university-based ambulatory practice, the Ohio State University's Large Animal Practice has continued to provide a cost-effective and valuable method of preparing students for today's careers in veterinary medicine. The practice provides a full array of services to production, equine, and camelid clients, including herd health, individual animal medicine and surgery, and emergency services. Acquiring established practices from alumni has formed the client base. Four full-time veterinarians operate the clinic. While these same clinicians do some classroom teaching, their primary responsibility is devoted to the five to six fourth-year veterinary students who rotate through the clinic every two weeks. Teaching methods and objectives for these students include case discussions, homework, truck quiz books, and practice management issues. Financially, the clinic runs as a private practice, with minimal support from the college (201,000 US dollars per fiscal year) and a gross income of 676,000 US dollars per year. Thus, in a cost-effective manner, this required core ambulatory rotation provides students with a scientific learning experience that exposes them to all aspects of large animal production medicine in a real-world setting.

Skills, Knowledge, Aptitude, and Attitude Colloquium

Three projects recently funded by the American Veterinary Medical Association (AVMA) through the National Commission on Veterinary Economic Issues (NCVEI) focused on the veterinary school applicant pool, leadership skills in the veterinary profession, and a veterinary teaching hospital business model, respectively. The Skills, Knowledge, Aptitude, and Attitude (SKAs) Colloquium was designed to present the results of these three projects, to discuss their importance for the future of the veterinary profession, and to develop action plans accordingly. In all, 24 veterinary colleges were represented at the workshop and a total of 72 attendees participated, achieving a broad representation of the veterinary profession ( both academic and non-academic). Through an orchestrated combination of general sessions and facilitated small group discussions, recommendations for implementation and initial action plans for next steps were developed. From these, a list of potential AAVMC follow-up activities was developed, including advocating and facilitating programs across schools to engage and educate faculty regarding the results of these projects; developing realistic information on careers in veterinary medicine; organizing an AAVMC leadership consortium; working toward further development and implementation of the veterinary teaching hospital (VTH) business model; coordinating and sponsoring a national forum on the future of the VTH; reviewing admissions processes; integrating leadership into veterinary curricula; and organizing opportunities for faculty development in leadership.

Leaders in laboratory animal science: in their own words.

There are a number of challenges facing young people planning their future with little but a love of animals to guide them. Pursuing a successful career in veterinary medicine can be a trying experience; there are a limited number of highly competitive academic programs, and even if one manages to enroll in such a program and complete the degree, there remains the daunting dilemma of whether to proceed directly to private practice, or whether instead to strike out on a new path and explore an alternative career in animal medicine. The eleven men and women profiled here are all respected figures from the laboratory animal science community, representing a broad cross-section of backgrounds and interests: genetics researchers, exotic species specialists, animal welfare advocates, nutritionists, facility managers, and so forth. Some worked their way through veterinary school and private practice before deciding on a radical career shift that brought them to where they are now, others started their careers in a laboratory, while others still followed a more indirect path, guided only by chance, curiosity, and a love of animals.All eleven, however, have each made their own unique contribution to the field, and Lab Animal has invited them to tell their own stories, in their own words, to illustrate some of the interesting, entertaining, and surprising turns a career in laboratory animal science can take.

Experiential learning in the animal sciences: development of a multispecies large-animal management and production practicum.

Students enrolled in an introductory animal science course (ASG 3003) at the University of Florida were surveyed (n = 788) over a 3-yr period to ascertain their current experience and career goals in animal agriculture. Sixty-one percent of the students indicated that they were from an urban background. Only 4% were raised on a farm or ranch where the majority of family income was attributed to production agriculture. Eighty-six percent of the students had minimal or no experience working with large domestic farm animals, but nearly 64% of the students wanted to pursue a career in veterinary medicine. Disciplinary and species interests of the students were highly associated with previous background experiences. Students from nonagricultural backgrounds, who were most likely to indicate a career interest involving veterinary medicine, were most interested (P < 0.05) in animal behavior, whereas the students of rural background were more interested (P < 0.05) in animal management. Thirty-three percent of students were primarily interested in small companion animals; 22% in horses; 20% in domestic farm animals, including beef, dairy, swine, or sheep; and 24% in undomesticated zoo animals or wildlife. The career goals indicated by most students necessitate practical application of animal husbandry skills that are often assumed as general knowledge. Thus, a multispecies large animal management and production practicum (ANS 3206) was developed to provide students with hands-on experience. It was an elective course, and students were encouraged to enroll for two consecutive semesters. Teams of students rotated responsibilities among four livestock species (beef, dairy, equine, and swine). Daily responsibilities at each of the units included feeding and monitoring growth of feedlot cattle and finishing swine, farrowing assistance and baby pig processing, and equine training and foaling assistance. Students were also involved with all facets of a working dairy. Additionally, students completed written assignments specific to their individual species responsibilities that included daily journals, worksheets, or calculation of performance measures. Weekly class meetings allowed for instruction and were used to manage the varied course activities. Using a 5-point scale (1 = poor, 5 = excellent), students indicated that the course further stimulated their interest (4.73) and facilitated their learning (4.63) of animal science concepts. Overall course evaluations ranged from 4.54 +/- 0.55 to 4.85 +/- 0.38 over a 4-yr period. As more students enter animal science programs with nonagricultural backgrounds, it will become necessary to reemphasize basic animal-handling skills and practical applications through experiential learning activities.