Doctor Of Veterinary Medicine Research Articles

Evaluation of Retention of Veterinary Clinical Pathology Knowledge between Second-Year and Fourth-Year Clinical Pathology Courses.

There is a concern over long-term retention of knowledge in professional programs. The goal of this study was to evaluate the retention of veterinary clinical pathology knowledge between the fourth-semester and fourth-year clinical pathology courses. We hypothesize that students will forget a significant amount of content area knowledge between the fourth semester and fourth year in the Doctor of Veterinary Medicine (DVM) program. We further hypothesize that a review of material during the fourth-year clinical pathology rotation will help students rebuild existing knowledge and increase performance on specific test questions, between T2 (rotation pre-test) and T3 (rotation post-test). Initial mastery of course material was assessed via a 94-item multiple-choice final exam (T1) given in the semester 4 clinical pathology course. Retention of course material from semester 4 to year 4 was assessed via a 55-item multiple-choice pre-test, administered at the start of the clinical pathology rotation in year 4 while learning/mastery during the clinical rotation was assessed via a 55-item multiple-choice post-test, administered at the end of each clinical pathology rotation. In this study, evidence of knowledge retention between semester 4 and year 4 was 55.5%. There is a small increase in the measure of knowledge gain from the beginning to the end of the rotation. As an added benefit, we were able to use identified trends for retention of knowledge within specific subject areas as a mechanism to evaluate the effectiveness of our course and reallocate additional instructional time to topics with poorer retention.

Importation of cats and risk of parasite spread: a Caribbean perspective and case study from St Kitts

BackgroundIn more recent years, international travel with cats has increased. The distribution of cat parasites can change with this movement. Already, subtropical and tropical parasites have been reported by veterinarians in areas where they are not naturally present. Understanding the prevalence of tropical and subtropical parasites in Caribbean islands and the risk of importation to temperate areas could enable improved prevention recommendations and border control import requirements.MethodsWe present a study focused on cat owning students enrolled in a Doctor of Veterinary Medicine (DVM) programme on St Kitts. Owners were interviewed about their cats and their use of parasiticides. Cats were examined for Trichuris felis and Platynosomum fastosum using sugar flotation, Lynxacarus radovskyi using an adhesive tape test, and Dirofilaria immitis using commercial antigen and antibody tests.ResultsData on 115 cats owned by 87 DVM students were collected and 90 cats, all expected to travel to the USA, were examined. Most of the cats were adults and born in St Kitts. Prevalence was reported as 6.8% (95% confidence interval (CI): 2.2–15.1%) for T. felis, 16.2% (95% CI: 8.7–26.6%) for P. fastosum and 6.8% (95% CI: 2.5–14.3%) for L. radovskyi. All D. immitis tests were negative. DVM students reported a high level of deworming (83.3% of the cats), but the number of cats treated per recommendations were low (56.1% for endoparasites and 70.8% for ectoparasites). Also, there was a lack of clarity regarding the purpose of the treatments used and treatments did not appear to be targeted for the parasites present.ConclusionOur results indicate a low prevalence of the parasites of interest in the DVM student cat population compared to other prevalence studies from the Caribbean. However, a degree of non-compliance with parasiticide uses and the high number of cats traveling to the USA indicate a medium risk of importation of tropical and subtropical cat parasites to temperate areas. We recommend stronger health inspections and health screening requirements at the borders including the development of specific parasiticide protocols for cat importation.

Clinicians perception and assessment of risk factors for surgical site infections in small animal practice in South-West, Nigeria

This study evaluated the prevalence of Surgical Site Infections (SSIs), the enhancing risk factors in small animal hospitals and clinics, and clinicians’ perception of SSIs in South-west, Nigeria. Ten years (2007-2017) surgical patients’ case records from four government veterinary hospitals were initially studied. Fifty-seven copies of structured pre-tested questionnaires were further administered to practice representatives in government and private small animal facilities in 6 states of South-West, Nigeria. Data were analyzed with descriptive statistics and Pearson Chi-square at 95% confidence intervals. One hundred and twenty-six out of 584 small animal surgical patients satisfied the inclusion criteria. Eight (6.3%) cases from the case records had SSIs. Fifty out of 57 retrieved questionnaires satisfied the inclusion criteria for analysis. Sixty-four percent of respondents had the Doctor of Veterinary Medicine (DVM) degree while 36% had additional degrees. The majority (64%) of respondents had 1 to 3 years practice experience with the rest having above 3 years. Most of the respondents (96%) had good knowledge of SSI, 78.7% usually manage SSI cases and 18% had lost patients due to SSIs. Only 48% of the practices perform surgery in designated operating rooms. The environment (94%), hands of clinicians/caregiver (80%) and patients’ skin (62%) were the main sources of SSIs in respondents’ practice. Few respondents (19.1%) administer prophylactic antibiotics for all surgeries, 6.1% discontinue within 24 h post-surgery, while 75.5% continue antibiotic therapy for 3 to 7 days post-surgery. Lack of facilities (40%) and funds (54%) prevented some clinicians from keeping up with SSIs prevention measures. There was an association between the risk factors of post-operative wound dehiscence (P=0.006), classification of the surgical procedures (P=0.032) and SSI occurrence. Although many small animal practitioners are aware of SSIs risk factors, only few adhere to prevention protocols. Key words: Surgical site infection (SSI), risk factors, small animal clinicians, perception.

Improvement of DVM Curriculum to Meet OIE Recommendations at Chattogram Veterinary and Animal Sciences University, Bangladesh.

A veterinary education twinning project between Chattogram Veterinary and Animal Sciences University (CVASU) and Tufts Cummings School of Veterinary Medicine (TCSVM) was supported by the World Organisation for Animal Health (OIE) to align CVASU's veterinary curriculum with OIE's recommended Core Curriculum and Day 1 Competencies. The major objectives were curriculum development with improvement to the internship program, introduction of problem-based learning (PBL), and implementation of continuing education (CE). Major activities to achieve these objectives involved several workshops and seminars at CVASU and establishing student exchange and CVASU faculty training programs. Major accomplishments were (a) implementation of a revised Doctor of Veterinary Medicine (DVM) curriculum at CVASU aligned with the OIE-recommended curriculum and Day 1 Competencies; (b) incorporation of PBL into the curriculum and development of 23 PBL cases relevant to Bangladesh-specific diseases; (c) improvement of the internship program by including Day 1 Competencies; (d) development and implementation of 11 structured CE sessions including hands-on training; (e) improvement of curriculum, teaching, and clinical training at CVASU following training of CVASU faculty and students at TCSVM; and (f) three peer-reviewed publications from summer research projects by TCSVM students at CVASU. The twinning project allowed CVASU to improve its DVM curriculum by aligning with OIE's recommended curriculum and Day 1 Competencies. The impact of the project went beyond CVASU as evidenced by other veterinary schools adopting the CVASU curriculum and PBL, veterinary school deans engaged in improving veterinary curriculum and clinical training, and implementation of a national CE program for veterinarians.

Quantitative Histopathological Analysis of a Diet‐Induced NASH Mouse Model Using Artificial Intelligence

Non‐alcoholic fatty liver disease (NAFLD) is one of the most common causes of chronic liver disease. It results in an accumulation of fat in the liver, and can progress to a more pathologically significant form of NAFLD known as non‐alcoholic steatohepatitis (NASH). Patients with NAFLD and NASH present on a spectrum of the disease, characterized by hepatitis (inflammation) and hepatocellular ballooning (cellular injury), which can lead to excessive fibrosis and scarring. Currently, diagnosis is confirmed by liver biopsies that are qualitatively analyzed by experienced pathologists who assign scores for each feature. However, documented inter‐pathologist variability in scoring and the semi‐quantitative nature of the scoring system itself highlight the need for new methods to differentiate NAFLD and NASH, and ensure the unbiased, consistent assessment of disease to better diagnose and stratify patients for treatment options. To support this effort we developed imageDx™: NASH, a collection of artificial intelligence (AI)‐based pathology models, to histopathologically validate and characterize NASH in a novel Diet Induced NASH BL6 Model. Livers from mice on a NASH‐inducing diet and a control diet were processed, sectioned, stained and digitally scanned to generate whole slide images. Quantification of each of the pathological features in mice was performed using imageDx™: NASH, including steatosis (macro‐ and micro‐vesicular), inflammation, hepatocellular ballooning/degeneration, fibrosis and the presence of Mallory bodies. These validated machine learning algorithms were developed with input from experienced pathologists with the goal of providing a more informative analysis of the pathology. The AI‐generated results were compared with semi‐quantitative scores provided by a board‐certified doctor of veterinary medicine. Using this diet‐induced NASH rodent model both with and without therapeutic interventions, these algorithms effectively identified small differences in tissue morphology that may not be easily discernible by visual examination. By developing highly reproducible and sensitive computational models, this study provides a foundation for a better understanding of disease mechanism and the development of effective therapeutics for NASH.

Exploring fourth-year students' perceptions of the hidden curriculum of a doctor of veterinary medicine program through written reflections

Introduction: Hidden curriculum (HC) is embedded into interactions and learning opportunities involved with a formal curriculum. The curriculum of US-based Doctor of Veterinary Medicine (DVM) Programs is still understudied. We explored how fourth-year students perceive the HC during their final clinical year in a US-based DVM program. Methods: We used a thematic analysis approach that involved iterative steps of coding and re-coding to explore fourth-year DVM students' perceptions of the HC. We analyzed 182 students' written reflections to a brief reading on HC in veterinary medicine and collected reflections from three cohorts of students during their clinical (4th) year. Results: The three features of the HC (individual development process [IDP], teaching–learning environment [TLE], and communication approaches) were well represented from the coding analysis of fourth-year student reflections. From the three larger features of HC, a total of twenty sub features emerged. The sub features were reported as different frequencies, with the IDP and TLE sub features being reported the most. The different features and sub features of HC are interdependent and further illustrate the complexities of HC. Moreover, findings show that HC is made up of various elements that create a unique HC of DVM programs. Conclusion: Student perceptions of the HC in veterinary settings are diverse and portray many interrelated themes that come together to form a unique HC culture that is supplementary to the formal curriculum of a DVM setting.

A survey of knowledge and use of telehealth among veterinarians

BackgroundAs usage of digital information and communication technologies continues to grow, the incorporation of telehealth and telemedicine has become a topic of interest in the veterinary industry. Veterinary telemedicine presents the opportunity to expand veterinary medicine by increasing access to healthcare services for clients and patients and improving medical quality. The objective of this study was to assess veterinarians’ knowledge and utilization of telehealth and telemedicine.ResultsSeventy-six veterinarians participated in the study and both qualitative and quantitative analyses were performed on the data collected. Several key themes emerged from the qualitative analysis of open-ended questions, including telecommunication, Doctor of Veterinary Medicine (DVM)-patient services, and remote interaction, among others. Through coding and qualitative analysis, researchers identified a lack of knowledge of the American Veterinary Medical Association (AVMA) definitions of telehealth and telemedicine. Specifically, a notable amount of participants were unaware of the distinction between the two practices per AVMA guidelines. Quantitative analyses revealed that the largest group of respondents reported sometimes utilizing telehealth and telemedicine in practice, with no distinct difference in utilization among the different age demographics of participants.ConclusionsThese observations indicate a need for interventions both in veterinary school and continuing education programs with the purpose of increasing both knowledge and utilization of telehealth and telemedicine among veterinarians. While these recommendations serve as a starting point, future studies are needed to further enhance the understanding of veterinary telehealth and telemedicine in practice.

Information seeking and evaluation: a multi-institutional survey of veterinary students.

ObjectiveTo practice evidence-based medicine, clinicians must be competent in information literacy (IL). Few studies acknowledge the critical role that reading strategies play in IL instruction and assessment of health professional students. The purpose of this study was to understand the information-seeking and evaluation behaviors of doctor of veterinary medicine (DVM) students in regard to scientific papers.MethodsThe authors studied DVM student behaviors across eight programs in North America using a web-based survey of closed- and open-ended questions about finding and evaluating scientific papers, including a task to read a linked scientific paper and answer questions about it.ResultsA total of 226 individuals responded to the survey. The sections of a scientific paper that were most commonly read were the abstract, introduction, and conclusions. Students who reported reading a higher proportion of scientific papers were more likely to feel confident in their abilities to interpret them. A third of respondents answered open-ended questions after the paper reading task. Respondents felt the least amount of confidence with one of the final steps of evidence-based medicine, that of interpreting the significance of the paper to apply it in veterinary medicine.ConclusionsDVM students may lack the skills needed to evaluate scientific literature and need more practice and feedback in evaluating and interpreting scientific papers. Librarians who support DVM students can (1) help DVM students to efficiently evaluate scientific literature, (2) seek training opportunities in alternative modes of teaching and learning IL skills, and (3) partner with veterinary faculty and clinicians to provide students with practice and feedback in information evaluation.

Integrating Individual Student Advising into Financial Education to Optimize Financial Literacy in Veterinary Students.

The debt-to-income ratio (DIR) of Doctor of Veterinary Medicine (DVM) students has exceeded the recommended 1.4 and it is predicted that the DIR will approach 2.18 by 2026. The associated stressors negatively impact professional satisfaction and well-being. In conventional approaches to financial education, content is delivered to groups of students as part of the curriculum, but with little opportunity for application. Research in medical and financial education suggests that convenient timing, relevant subject matter and individualization are key characteristics of a successful program that promotes retention and application of knowledge. In this article, we describe an integrative approach to financial education developed by the Colorado State University (CSU) Financial Education Specialist (FES). The FES position requires that the individual be qualified to provide one-on-one financial advising to DVM students as well as develop targeted curricular interventions and optional workshops. Data from student and alumni surveys suggest that this integrative approach to financial education both improves knowledge and alters behaviors surrounding financial management. Interest from academic and professional entities across the United States reflects recognition of the program as an emerging best practice. We describe lessons learned through program implementation, including demands for FES services throughout the academic year, and topics relevant to each student cohort. We propose that providing one-on-one financial advice to DVM students is a critical component of a broader financial education program. Actualizing timing, relevance, and individualization, this integrated approach optimizes opportunities for knowledge application and ultimately behavioral change.

Knowledge and Opinions of Third Year Veterinary Students Relevant to Animal Welfare Before and After Implementation of a Core Welfare Course.

Although leading veterinary organizations emphasize the importance of animal welfare knowledge, there exists a gap in current veterinary student animal welfare education and training. A survey instrument was created to assess third-year Doctor of Veterinary Medicine (DVM) student knowledge of key animal welfare topics, opinions regarding the inclusion of welfare education in the veterinary curriculum, and views on veterinarian responsibilities as advocates. In Spring 2018, Colorado State University added a required animal welfare course to the DVM curriculum. Pre- and post-course paper surveys were distributed to the third-year students enrolled in the animal welfare course. One hundred thirty one completed pre-course surveys were collected and 125 completed post-course surveys were collected. Of the pre and post-course surveys collected, 61 were paired with identification codes and utilized for statistical comparison. Results indicated that the course led students to view the inclusion of an animal welfare course in the veterinary curriculum more favorably (p = 0.009) and improved their confidence in conducting research on animal welfare topics (p < 0.001). The course did not change students' sense of responsibility toward welfare advocacy. Associations were not found between attitudes toward these issues and demographic variables of home community, respondent gender, and track selection (p > 0.06). Veterinarians were consistently ranked by students as the most influential member of a community in matters of animal welfare. Future research on the lack of veterinary student knowledge of animal welfare should be done on a national scale to facilitate strategic development of mandatory animal welfare courses in veterinary curricula. Future research should be designed to gain knowledge regarding DVM students' opinions and attitudes regarding effective methods of incorporating animal welfare education into their professional training.

Morphological changes in cows’ mammary gland tissue under chronic form of mastitis

Nowadays, there are many different methods for diagnosing cow’ mammary gland diseases. This is a clinical examination of the general condition of the animal, organoleptic, physico-chemical, bacteriological research of the secretion of the mammary gland, radiological, ultrasound, laser, histological, cytological diagnostics, etc. Since all these methods in most cases are aimed at evaluating functional changes in the mammary gland and do not reflect the structural changes of the organ, so in the development of therapeutic and preventive measures to prevent the occurrence of pathological processes in the mammary gland in cows do not display information on pathomorphological changes in the tissues of mammary glands for mastitis of various forms. Histological diagnostics becomes an integral part of the clinical examination of animals in the activity of the doctor of veterinary medicine, because it allows taking into account the changes occurring in the tissues of the mammary gland, not only on the macroscopic, but also on the microscopic levels, which is especially important in differential diagnosis. Microscopic studies of biopsy revealed that normally the wall of the lacrimal alveolus consists of a single-layer cubic epithelium, a layer of myoepithelial (basintine) cells, a basement membrane and perialveolar connective tissue that contains numerous blood and lymphatic capillaries and nerve fibers. On the internal walls of the alveoli, there are secretory cells (lactoxytes) which, at different stages of their accumulation of secretion, or its separation into the lumen of the alveoli. The entire lumen of the alveoli is completely filled with a secret, which is rather intensely colored with eosin. In damaged alveoli, we detected the destruction of in situ lacticates, their excretion into the lumen with subsequent destruction there. In the destruction and removal of a small number of lacto-cysts in the lumen of the alveoli was a formed secret, in which an increased number of lactocytes and single neutrophils and lymphocytes were recorded. The given results indicate the pathohistological changes in cows’ mammary gland tissues under the chronic form of the mastitis. The method can be used as one of the important tests in the differential diagnosis of mastitis, which makes it possible to carry out in-depth study of the structure of the mammary gland of cows for various types of pathology using the method of biopsy of tissues from the affected area and the histological examination of the biopsy. Histology, as the most important scientific instrument of biology and medicine, is the only way to detect pathological changes in the tissues of the mammary gland. That is why histology of breast pathology serves as the most accurate diagnostic method in veterinary medicine and helps to choose the most effective way of treatment.

Building and validating a predictive model for DVM academic performance

Background: Predicting success in the veterinary curriculum with admissions variables is a longstanding interest of veterinary faculty. As linear models have consistently outperformed experts' opinions when making quantitative estimates, integrating them into admissions could both improve the outcome and reduce the burden of the admissions process. Aims and Objectives: To build and test linear models for predicting first year grade point average (GPA) and practice readiness in the Doctor of Veterinary Medicine (DVM) program. Materials and Methods: The authors built and validated models for predicting first year GPA and clinical rotation performance using data from the college's application management system and internal records. Lasso regression was used to select the subset of variables that best predicted both first year GPA and clinical faculty's ratings of practice readiness. Results: Validated models indicated no application variables reliably predicted practice readiness. Only total undergraduate GPA, GRE verbal/quantitate score, reference letter positivity, and number of unexplained course withdrawals reliably predicted first year GPA. Conclusion: Selecting applicants who will be successful in the first year of the veterinary curriculum is an important objective, particularly given the challenges many students face during this part of the veterinary curriculum. The overarching goal of a veterinary curriculum, however, is to produce practice ready veterinarians, thus additional work must be done to improve our ability to identify applicants who will be poised for success upon graduation.

Understanding veterinary students' intrinsic, extrinsic, and lifestyle values

Introduction: Workplace values are a significant factor in facilitating successful transitions from the classroom to the workforce and in the career development process. Furthermore, employees whose value system aligns with that of their coworkers and leaders report higher rates of job satisfaction. This study sought to determine what current doctor of veterinary medicine (DVM) students' value with respect to intrinsic, extrinsic, and lifestyle factors. Methods: A modified version of the work values checklist was administered to 100 3rd-year students at a large veterinary school located in the United States. Results: The three values rated most important among participants were “Have fun in your life and at work,” “Feel respected for your work,” and “Gain a sense of achievement.” The three values rated least important were “Be involved in politics,” “Compete with others,” and “Live abroad.” Conclusion: Overall, intrinsic and lifestyle values appear to play a larger role in DVM students' workplace preferences than extrinsic values. Researchers are encouraged to replicate this study at other institutions to determine the extent to which findings from this study are generalizable across the veterinary medical profession.

Exploring Shyness among Veterinary Medical Students: Implications for Mental and Social Wellness.

Background: Shyness is defined as “the tendency to feel awkward, worried or tense during social encounters, especially with unfamiliar people.” While shyness is not necessarily a social disorder, extreme cases of shyness may classify as a social phobia and require medical treatment. Extant research has noted shyness may be correlated with social problems that could be detrimental to one’s health, career, and social relationships. This exploratory study examined the prevalence, source, and nature of shyness among incoming Doctor of Veterinary Medicine (DVM) program students at one veterinary medical school. Methods: One hundred first-year DVM program students were administered a modified version of the Survey on Shyness. Results: Results indicate most students (85%) self-identified as at least a little shy, a figure that is believed to be significantly higher than national population norms in the United States. Students attributed the primary source of shyness to personal fears and insecurities. Students reported frequent feelings of shyness and generally perceived shyness as an undesirable quality. Students reported that strangers, acquaintances, authority figures, and classmates often make them feel shy. Conclusions: Given the high prevalence of self-reported shyness among veterinary medical students, institutions may wish to include strategies to address shyness as part of a comprehensive wellness program.

Sleep hygiene among veterinary medical students.

OBJECTIVE:The objective of this study was to better understand veterinary medical students’ sleep hygiene and identify the extent to which sleep hygiene behaviors may result in consequences (either positive or negative) for students.SAMPLE:A total of 187 doctor of veterinary medicine (DVM) program students at a large College of Veterinary Medicine in the United States.METHODS:The Epworth Sleep Scale and Daytime Sleepiness Scale were administered to 393 students enrolled in the DVM program.RESULTS:About 55.1% of students reported <7 h of sleep per night, 28.9% reported having trouble sleeping, and 50.3% reported feeling sleepy all day. With respect to sleep quality, 5.3% described it as excellent, 52.4% as good, 34.2% as fair, and 8.0% as poor.CONCLUSIONS:A significant percentage of veterinary medical students exhibit poor sleep hygiene habits that may be detrimental to both their health and academic endeavors.

English

Nigerian veterinarians&rsquo; attitude and responses to pain management predominantly in small animals were evaluated using a structured questionnaire. The questionnaires were administered to representatives of seventy small/large animal clinics and hospitals distributed across ten states of the country. The respondents possess the Doctor of Veterinary Medicine (DVM) (58.6%), Master of Veterinary Science MVSc (32.9%) degrees, fellowship diplomas (5.7%) and PhD (2.9%) degree. Majority of the respondents (92.9%) had less than 20 years of post DVM clinical experience. Seventy- nine percent (79%) had good understanding of animal pain perception while 43% still hold the misconception that some degree of pain is beneficial to an animal after surgery. Pain rating excellently assigned to fracture reduction by 83% of practitioners, but inappropriately assigned by 66% of practitioners to caesarean section, 66% to laparotomy, 63% to ovariohysterectomy, 60% to mastectomy and 60% to dental procedures. Xylazine, lignocaine and ketamine were anaesthetic/analgesics commonly used. Respondents (98%) recognized pain based on animal&rsquo;s response to painful body part palpation, attitude of animal (97%), history by care giver (80%) and inappetence (73%). Determinants of analgesic drug choice for dogs/cats were: analgesic efficacy (99/29%); potential for toxicity (95/38%); availability (93/43%), side effect (86/42%), cost (82/37%), availability of information on the drug (76/36%), and ability of analgesic drug to cause sedation in the animal (65/33%). Respondents sourced information for analgesic therapeutics from: literature (73%), internet (80%), and drug leaflet (98%). In conclusion, most veterinarians surveyed had understanding of animal pain perception and use anaesthetic protocols that provide analgesia. Nonetheless, some of them still hold on to the misconception that minimal pain perception is beneficial to the patient at the post-operative period which may have influenced their non-provision of additional analgesia post-operatively. Key words: Pain, management, small animals, Nigerian veterinarians.

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.

Perceptions of the Veterinary Profession among Human Health Care Students before an Inter-Professional Education Course at Midwestern University.

Conflicts among health care professionals often stem from misperceptions about each profession's role in the health care industry. These divisive tendencies impede progress in multidisciplinary collaborations to improve human, animal, and environmental health. Inter-professional education (IPE) may repair rifts between health care professions by encouraging students to share their professional identities with colleagues in unrelated health care disciplines. An online survey was conducted at Midwestern University (MWU) to identify baseline perceptions about veterinary medicine among entry-level human health care students before their enrollment in an inter-professional course. Participation was anonymous and voluntary. The survey included Likert-type scales and free-text questions. Survey participants expressed their interest in and respect for the discipline of veterinary medicine, but indicated that their unfamiliarity with the profession hindered their ability to collaborate. Twenty percent of human health care students did not know the length of a Doctor of Veterinary Medicine (DVM) program and 27.6% were unaware that veterinarians could specialize. Although 83.2% of participants agreed that maintaining the human-animal bond is a central role of the veterinary profession, veterinary contributions to stem cell research, food and water safety, public health, environmental conservation, and the military were infrequently recognized. If IPE is to successfully pave the way for multidisciplinary collaboration, it needs to address these gaps in knowledge and broaden the definition of veterinary practice for future human health care providers.

An Exploration of the Relationship between Psychological Capital and Depression among First-Year Doctor of Veterinary Medicine Students.

This study examined the impact of psychological capital on depressive symptoms among Doctor of Veterinary Medicine (DVM) students (n=84) over their first two semesters of studies. Our results indicated elevated rates of depression in both the first and second semesters relative to published norms. Using the typology developed by Hafen, Reisbig, White, and Rush (2008), students were classified as either "adaptive" (i.e., improving depressive symptomatology from semester to semester) or "struggling" (i.e., worsening depressive symptomatology from semester to semester). All four components of psychological capital (i.e., self-esteem, optimism, hope, and resilience) were positively associated with adaptive response to depression. These results are significant, as the components of psychological capital can be learned and strengthened through deliberate interventions, providing tangible guidance for students, faculty, and health professionals in their efforts to improve student wellness.

Developing Cultural Competence through the Introduction of Medical Spanish into the Veterinary Curriculum.

The AAVMC has prioritized diversity as one of its core values. Its DiVersity Matters initiative is helping veterinary medicine prepare for the changing demographics of the United States. One example of the changing demographics is the growing Hispanic population. In 2013, the Texas A&M University College of Veterinary Medicine & Biomedical Sciences responded to the needs of this growing sector by introducing medical Spanish into the core curriculum for Doctor of Veterinary Medicine (DVM) students. The medical Spanish course takes place over 5 weeks during the second year of the curriculum, and is composed of lectures and group learning. While this may seem like a very compressed time frame for language learning, our goal is to provide students with basic medical vocabulary and a limited number of useful phrases. In this paper, we outline the implementation of a medical Spanish course in our curriculum, including our pedagogical approaches to the curricular design of the course, and an explanation of how we executed these approaches. We also discuss the successes and challenges that we have encountered, as well as our future plans for the course. We hope that the successes and challenges that we have encountered can serve as a model for others who plan to introduce a foreign language into their curriculum as a component of cultural competency.