Education In Veterinary Medicine Research Articles

Ability To Distinguish Between Standard Vocabulary And Non-Standard Vocabulary In Indonesian Language Courses For Semester 1 Class F Students At Faculty Of Veterinary Medicine In 2023

Standard words are words that follow linguistic rules recognized in Indonesian. Spelling, conventional grammar, and common dictionary words are just some of the linguistic norms that can be found in standard words. This research aims to describe the level of students' ability to differentiate standard vocabulary from non-standard vocabulary in Indonesian. The population in this study were students in semester 1 (one) class F of the Veterinary Medicine Education Study Program, Faculty of Veterinary Medicine, Mandalika Education University totaling 39 people. Data collection was carried out using test techniques, while data analysis was carried out using percentage techniques. Based on the results of the research that has been carried out, it is known that the level of student ability is adequate. This can be seen from the results of data analysis which shows that 74.36%Sample students who got a score of 6.5 and above, while students who got a score below 6.5 were 25.64%%.On this basis, it is hoped that in the learning process in class, lecturers who teach Indonesian language courses will intensively provide assignments or training to students, especially in terms of the differences between standard and non-standard vocabulary. So that in the end students are able to determine the differences between the two

Türkiye’de Veteriner Fakültesi Öğrencilerinin COVID -19 Pandemisinde Uzaktan Eğitim Sürecine Yönelik Derslerin İşlenme Yöntemi ve Teknik Olanakların Değerlendirilmesi

Covid-19 has caused the death of nearly 5 million people and severe problems in education and all areas of life. When the first case was detected in Turkey, education was suspended in all educational institutions on March 16, 2020. It was decided to continue education in the digital environment through distance and open education for the 2019-2020 spring academic semester. The survey study aimed to evaluate the opinions and thoughts of veterinary students about the methods and technical possibilities of distance education courses. The survey was conducted with 2nd, 3rd, 4th, and 5th-year 1,599 students studying at Veterinary Faculty in Turkey who have experience in both face-to-face and distance education via “Google Docs” between December 10, 2020, and January 11, 2021. It was determined that the rate of those using their computer is 67.2%. However, the difficulties of online courses were determined by the lack of professional development (75.4%), technical problems (73.3%), accessing the Internet (56.8%), etc. Although students find the course time sufficient, courses should be supported with PDF, Word, and PowerPoint documents (78.2%). In addition to the safety concerns of distance education, students say they do not prefer it since it is an application-oriented field in veterinary medicine education and technical problems. It can be suggested that the concerns of students, such as professional development and professional-social interaction due to being away from school, can be eliminated with support training to be held after the pandemic.

Using Zoom Annotate to Facilitate Online Focus Groups in Veterinary Medicine Education Research

Focus groups allow researchers to collect data from multiple participants on a set of questions while simultaneously observing participant interactions during sessions. Traditionally, researchers conduct focus groups in person, though online focus groups have been increasingly used as technologies have improved. The pandemic increased the need for researchers to innovate online focus group practices. This paper aims to present best practices for using annotation functions on digital video conference platforms to conduct focus group interviews in veterinary medicine education research. We explain how Zoom, specifically its Annotate functions, offers a useful tool to facilitate online focus groups and assist veterinary medicine education research and practice. This method addresses many of the challenges that in-person focus groups have—dominant participants, geographical barriers, and confidential (instead of anonymous) participation—while still being able to collect quality data during a group interview. The best practices described here allow for capturing both qualitative and quantitative data from online participants while preserving their anonymity and increasing the ease of participation. Based on data we have collected, participants report being comfortable providing honest and direct responses across a variety of questions. This practice also allows the collection of simultaneous or delayed answers, which means that participants have more flexibility in how and when they respond compared to many in-person focus groups. This practical approach to online focus group research can assist in conducting veterinary medicine education research not just during the pandemic but whenever geographical barriers or a need for increased confidentiality are researcher concerns.

PECULIARITIES OF IMPROVEMENT OF CONDUCTING CLASSES ON «PHISIOLOGY OF ANIMALS» TO STUDENTS, FUTURE DOCTORS OF VETERINARY MEDICINE

The article is about main approaches of improvement of conducting classes on «Phisiology of Animals». The teaching process of this educational component has many features, that is why scientific and pedagogical workers constantly looking for the most effective and necessary methods of giving lessons on it to students of higher education.
 The science of physiology occupies a prominent place in the training of a doctor of veterinary medicine. Under such circumstances, the students' study of the vital activity of the animal organism and their acquisition of integral and general biological knowledge in the process of studying the educational discipline " Physiology of Animals " is quite important and useful for learning other disciplines.
 The subject of studying "Physiology of Animals" is the basic regularities of the emergence, formation and regulation of the processes of interaction of a whole organism with the environment, its behavior in different conditions of existence at different stages of growth and development, taking into account the peculiarities and evolution.Studying the fundamental patterns of biological development through the nature of physiological processes provides a foundational basis for the efficient acquisition of specialized technological disciplines and future practical activities related to the organization, breeding, and responsible use of animals in accordance with their physiological needs, as stipulated by the Law of Ukraine 'On the Protection of Animals from Cruelty.'
 Thus, in the modern stage of higher education development, the presence of diverse educational programs and services allows for obtaining a comprehensive education in veterinary medicine through new approaches to organizing the educational process and subsequently integrating student youth into European educational structures. Under such conditions, higher education in the world tends to constantly improve. This is what prompts certain reforms in veterinary education. At the same time, bringing something new and progressive to the teaching of disciplines that are already taught, in particular to physiology, is an imperative requirement of the time. In view of the above, the teaching of the educational discipline " Physiology of Animals " with the use of the latest technologies is aimed at the ultimate goal - high-quality training of highly qualified specialists.

Implementing Competency-Based Veterinary Education: A Survey of AAVMC Member Institutions on Opportunities, Challenges, and Strategies for Success

Competency-based education is increasingly being adopted across the health professions. A model for competency-based education in veterinary medicine was recently developed by a working group of the American Association of Veterinary Medical Colleges (AAVMC) and is being used in institutions worldwide. The purpose of this study was to gather information on progress in and barriers to implementing competency-based education (including use of the AAVMC competency-based veterinary education [CBVE] Model) by AAVMC member schools to inform the development of strategies to support institutions in successful implementation of the CBVE Model. A cross-sectional survey was developed and distributed to AAVMC member institutions via an AAVMC web-based communication platform. Thirty-four of 55 AAVMC member institutions responded to the survey (62% response rate). Twenty schools reported using a competency-based education framework. Eleven of these institutions had implemented the AAVMC CBVE Framework, with an additional 12 institutions anticipating implementing it over the next 3 years. Timing, resources, and change management were the most commonly reported challenges to implementation. Suggestions for development of training resources included translation of milestones to pre-clinical courses, development of assessments, guidance on making progress decisions, illustrative overviews of specific components of the CBVE Model (e.g., the AAVMC CBVE Framework, EPAs, entrustment scales, milestones), and curriculum mapping. This study assesses progress in implementing the CBVE Model in AAVMC member schools and aids in identifying key challenges and resources to support faculty and institutions in the successful adoption and implementation of this educational model.

Veterinary medicine education and services in Sudan: Challenges and potential solutions

The livestock sector plays a critical role in the Sudanese economy and the welfare of the whole population. Despite the sector’s significant contribution to peoples’ livelihoods, the veterinary services and education environment has always faced daunting challenges in Sudan. However, there is no literature on the challenges faced by the veterinary sector in the country. The purpose of this study was to identify and document veterinary services and education challenges and their potential solutions in Sudan. A structured questionnaire survey was conducted and hosted online on the Microsoft Forms platform. The questionnaire comprised closed questions on participants’ demographics, veterinary profession challenges and potential solutions that were distributed through social media. A total of 357 participants identified the challenges and solutions through the prioritization of 30 and 29 multiple responses, respectively. The main top challenges identified were not giving priority to the veterinary sector (57.4%), migration of veterinary professionals (55.7%), inadequate allocation of resources to the veterinary sector (53.8%), practice of veterinary medicine by nonprofessional people (52.4%), and weak leadership and management (50.4%). The leading solutions suggested included training and capacity building (76.8%), spreading the culture of animal welfare (62.7%), application of the Animal Welfare Law (62.5%), giving priority to the veterinary sector (61.6%), and improving healthcare infrastructure (61.1%). We conclude that most problems and their solutions lie within the prioritization of the veterinary profession, veterinary professional migration, allocation of resources, leadership and management, culture and application of the Animal Welfare Law. These should be accorded the highest priority for better veterinary profession outcomes.

Use of an Escape Room Experience in Emergency Veterinary Medicine Education

Escape room experiences have been used as an educational tool in several health professions, and to the authors’ knowledge, it is not yet documented in veterinary medicine. They are an example of gamification in a simulated environment where course objectives guide puzzle development. Veterinary emergency medicine can be very stressful as veterinarians often have to make quick decisions. The element of a time limit adds stress to the experience as learners must complete the puzzles within a specified time to successfully escape the room. This article describes the development and delivery of an escape room experience in emergency veterinary medicine to third year students at the Western College of Veterinary Medicine at the University of Saskatchewan. In a survey following the experience, learners indicated they enjoyed participating in the learning activity. They felt it encouraged the use of communication, collaboration, and leadership skills which have been identified as core competencies in veterinary education. While on average learners would disagree with the experience being stressful, several commented that it was a “good stress”. This indicates that the experience may have been considered challenging to learners, which in simulation, supports a positive way to achieving learning objectives that may not overstress participants.

Assessing the Effectiveness of 3D-Printed Testes and Ovary Biomodels in Veterinary Reproduction Education: Student-Centered Approach

The use of biomodels is prevalent across multiple educational disciplines, with a particular emphasis on their utilization in teaching the anatomy of organs. These tools have not only enriched education, but have also provided an alternative to the ethical and cultural controversies, increased costs, and health and safety risks associated with the use of live animals and cadavers. However, while there is limited data on testes and ovary biomodels in the literature, no findings on their effectiveness in education have been reported. Understanding the morphology of testicular and ovarian tissues is vital for veterinarians. This study aimed to investigate the effectiveness of three-dimensional (3D) printed testes and ovary biomodels in veterinary reproduction education and students’ perspective on them. To assess their educational effectiveness, biomodels created to align with specific learning objectives were evaluated against slaughterhouse materials. This comparison was carried out on a total of 94 students divided into two groups. A questionnaire containing 19 different judgments was administered to determine students’ attitudes toward biomodels. Following the assessments, students reported that they perceived biomodels to be a more advantageous resource than the slaughterhouse materials for their practical training ([Formula: see text]: 3.12). In addition, they strongly ([Formula: see text]: 4.14) expressed their wish to use biomodels in other practical fields of veterinary medicine education. As a result, this study demonstrated for the first time that testes and ovary biomodels can be produced to cover learning objectives in veterinary medicine education. In addition, it was observed that veterinary students supported and demanded the use of these biomodels.

The use of animals in veterinary medicine education in Brazil: students’ perspectives and the right to conscientious objection

Resumo: Esta pesquisa teve como objetivo avaliar o uso de animais no ensino da Medicina Veterinária no Brasil, do ponto de vista de discentes e egressos. Por meio de questionário online, foram abordados tópicos sobre desconforto frente aulas e pesquisas, direito de objeção de consciência e uso de métodos alternativos de ensino, respondido por 523 discentes e 414 egressos, de instituições públicas e particulares. Verificou-se que atualmente há maior oferta de disciplinas sobre direitos dos animais, bem-estar animal e/ou bioética, porém, há maior vivência de desconforto, com influência direta sobre o aprendizado. O conhecimento da objeção de consciência é baixo. Dos indivíduos objetores, apenas a minoria enfrentou dificuldades, mas foi significativo o receio de prejuízos decorrentes de suas manifestações. Diversos métodos alternativos de ensino são utilizados e o aprendizado com eles tem aprovação por discentes, apesar de ainda haver professores que se opõem a seu uso.

A first look at the history of Turkish veterinary medicine with Mehmet Âkif (Ersoy)

The history of the Agricultural and Civil Veterinary School in Halkalı, where Mehmet Âkif was a student first and then served as a lecturer, is in a very important place in terms of teaching veterinary medicine and agriculture in Turkey. The opening of the Halkalı Agricultural School and the opening of the Civil Veterinary School coincided with the same time period. The Civil Veterinary College was the partner of the Agricultural College opened in Halkalı in the first years. The Civilian Veterinary College was later moved to Sultanahmet, and agricultural education was continued in Halkalı. The teaching staff of the Halkalı Higher Agricultural College has published a journal called “Halkalı Ziraat Mekteb-i Âlisi Mecmuası”. Mehmet Âkif Bey (Ersoy), who was on the teaching staff of the College at that time, wrote an article containing the history of the School in the first issue of the Magazine. The article provides information about the Halkalı Agricultural College, as well as information about the beginning of the teaching of Civil Veterinary College. In the article, besides the information about Halkalı Higher Agricultural School, information about the beginning of civilian veterinary medicine education is also given. In this study, the relationship of Mehmet Âkif Ersoy's article, which was determined to be related to the history of the profession, with the research conducted on the teaching of veterinary medicine in Turkey and the history of agricultural teaching, was analyzed. The article, which contains information about Âkif's profession, was evaluated in terms of the history of veterinary medicine and presented to the field of science history and research ethics.

Distance Education in Veterinary Medicine: History, Current Situation, and Future Perspectives (a Systematic Review)

Technology has revolutionized education making it more accessible, overcoming time and space barriers, and reducing costs for undergraduates and professionals. In veterinary medicine as well as in other knowledge areas, distance education has evolved, going to the forefront of technological advances. Today, many tools, courses, and online platforms are available to facilitate and enhance the teaching-learning process for institutions and students. However, because of the Covid-19 (Sars-CoV-2) pandemic, educational institutions and veterinary medicine students around the world were forced to use distance education tools, many of them without being prepared or knowing the tools available or not having the necessary tools. In this sense, seeking to offer students and educators information about the evolution of distance education in veterinary medicine, its current situation and available tools, it was made a systematic review using the databases Science Direct, Scopus and Google Scholar, gathering more than 244 journal articles, and finally 116 articles were selected. The selected articles were analyzed for the history, platforms, and resources available, difficulties, current situation, and future perspectives, as well as the advantages and need of distance education in the actual pandemic situation. We can conclude that distance education is currently an indispensable tool in veterinary medicine, complementing face-to-face courses and reducing costs. This has led to the development of several platforms, applications and online educational resources that facilitate and enhance the teaching-learning process for educational institutions, veterinary students, and professionals. Keywords: Online learning. E-learning. Distance learning. Digital tools. Veterinary education.

Interprofessional survey on communication skills in veterinary and veterinary-related education in Germany

BackgroundCommunication is an indispensable skill in the everyday working life of a veterinary team. In German higher educational institutions, communication skills training is explicitly mentioned in the curricula of veterinary assistants, including veterinary nurses and veterinary technicians, and of animal keepers, but not for undergraduate veterinary medicine. Little is known about interprofessional education in veterinary medicine and related professions. Therefore, the purpose of this study is to describe and explore the current interprofessional state of knowledge regarding communication skills of the aforementioned groups in Germany.MethodsTo explore the perception, assess the knowledge and identify the attitude regarding communication skills and interprofessional training, an online survey was distributed. The survey was sent to all five veterinary higher educational institutions, 38 schools for veterinary assistants and 15 schools for animal keepers throughout Germany.ResultsIn total, 294 veterinary students, 111 veterinary assistant trainees and 62 animal keeper trainees participated. The majority of participants (98.07%, n = 458) perceived communication skills as highly important for their everyday work. In total, 413 participants (88.44%) felt that their communication skills needed improvement and more than half admitted having difficulties in effective communication (59.31%; n = 277). In addition, 62.74% of respondents (n = 293) were not sufficiently informed about the training content of their future colleagues. Most were convinced that training could positively influence on their communication with clients (95.72%; n = 447) and the team (92.29%; n = 431), and 76.45% of respondents (n = 357) wished to participate in an interprofessional training.ConclusionsResults of this study confirm that communication skills are perceived as highly important for professional life. Students and trainees show a great interest in communication skills and interprofessional training. The findings indicate that appropriate adjustments to existing curricula are necessary in Germany.

Is there a Role for Entrepreneurship Education in Veterinary Medicine? A UK Study

This article examines entrepreneurship education (EE) provision within UK veterinary schools. Applying institutional theory as a critical lens, the core research question centers on whether there is a defined role for EE within veterinary curricula. Qualitative data gathered from veterinary educators, students, and employers are critically analyzed. Areas where veterinary entrepreneurship educators might enhance their offering to improve graduate employability and increase entrepreneurial activity within the sector are identified. The article contributes to extant scholarship by: identifying the challenges associated with introducing EE into Science, Technology, Engineering, Arts, and Mathematic (STEAM) discipline areas such as veterinary medicine; highlighting the value of institutional theory in critiquing EE within veterinary curricula; furthering understanding of how veterinary EE is perceived amongst key veterinary stakeholder groups/“institutions,” and identifying a potential role for veterinary EE. Novel avenues worthy of future research attention are also highlighted.

A Research on some socio-demographic characteristics of companion animal veterinarians and economic structures of companion animal clinics in Istanbul

Having a pet has become an important phenomenon in recent years and Istanbul stands out as the largest market. The aim of the study is to shine a spotlight on both the veterinarians working in this field and the students who plan to work by examining the economic status of clinics and the socio-demographic structures of veterinarians in Istanbul. Studies were conducted mostly face-to-face in 225 clinics between April 2019 and April 2021. The questionnaires were sent to a small number of veterinarians via e-mail. The first findings were that 42.4% and 63.6% of the mean age of the clinicians are male and the majority were Istanbul University graduates with 77.3%. Vast majority had a negative attitude towards the opening of new faculties (24.9% Bad - 75.1% Very Bad), and the majority (79.1%) had a negative attitude towards the provision of veterinary medicine education in foundation universities. According to the study, for the year 2020 the average monthly earning was 17618 TL (2499 USD) and 28.4% were less than 10000 TL (1418 USD). The largest income item was vaccination with 28.8%, and the largest expense item was drug expenditures with 23.9%. It had been determined that the average rental price paid was 9569 TL (1357 USD). According to the results, the average annual expenditure was 2822 TL (400 USD) for cats and 4516 TL (641 USD) for dogs. In addition, the annual average uncollectible receivables per clinic has been determined as 28444 TL (4034 USD), which meant a large loss of approximately 21 million TL (approx. 3 million USD) on a provincial basis. In general, the research concluded that veterinarians were satisfied with their professions with deficiencies in basic business information and could spend little time on their social lives due to long hours of work. From this point of view, it is of utmost importance to regulate the working conditions and to increase education programs in business matters during university year and beyond.

Attitudes of Turkish veterinary students towards farm animal welfare

AbstractPeople's awareness of livestock welfare has increased in recent years and veterinarians have a critical role to play in maintaining and improving these standards. The aim of this study was to explore the attitude of veterinary students to livestock welfare and an online questionnaire was utilised to gauge the opinions of students from the Bursa Uludag University Faculty of Veterinary Medicine in Turkey. A five-point Likert scale covered judgments ranging from ‘Strongly disagree’ to ‘Strongly agree.’ Female students were found to have a higher score for questions related to the welfare of livestock than males. It was also found that students yet to undertake courses in clinical science and animal welfare, ie first and second years, gave higher scores than third, fourth and fifth years who had completed both of these. Moreover, students having owned or dealt previously with livestock provided lower animal welfare scores than their counterparts who had done neither. Seemingly, the sensitivity of veterinary students decreases during the latter stages of their education. To conclude, we suggest further investigation into the extent to which veterinary medicine education influences students’ attitudes to animal welfare as they progress through the course.

Contemporary Challenges for Veterinary Medical Education: Examining the State of Inter-Professional Education in Veterinary Medicine.

Educational training in professional programs forms the foundation for how a person problem-solves throughout their career. However, training focused on only one profession ignores the value realized through collaborations among multiple professions for solving health-related problems. This is at the core of inter-professional education (IPE). Effective IPE programs can result in inter-professional collaboration and translation science endeavors across the health sciences and beyond. Recent events such as the COVID-19 pandemic and the opioid crisis highlight the importance of veterinary medicine in advancing One Health through IPE. The prevalence of IPE programs in veterinary curricula, and the process by which these have been established, has not been widely described in the literature. Through an 18-question survey sent to associate deans (ADs) of 50 veterinary schools, we sought to determine the status of IPE in the veterinary curriculum. Thirty-nine schools agreed to participate, representing primarily United States Doctor of Veterinary Medicine public and private programs with some representation from Canadian, United Kingdom, and Australasian programs. Schools that provide IPE courses developed their programs in collaboration with other health sciences programs across the 4-year curriculum. The perceived barriers for IPE offerings were no different between schools with or without opportunities; however, a lack of faculty and student-perceived value and lack of adequate space in the academic schedule were common threads. Our findings provide a snapshot of the current state of IPE in veterinary medical curricula, with a particular emphasis on the United States, and point to areas of programmatic need for the field.

Direct Measurement of Veterinary Student Learning Outcomes for the NAVMEC Professional Competencies in a Multi-User Virtual Learning Environment.

Education in veterinary medicine, as in other allied health care-health science professions and academia in general, has been subject to the public call for accountability for the quality of its student learning outcomes. A principal stakeholder in veterinary medicine is the American Veterinary Medical Association-Council on Education (AVMA-COE). AVMA-COE has adopted program accreditation standards requiring veterinary colleges to provide evidence that they are measuring and assessing the clinical competency of students before graduation and again shortly after graduation. Schools and colleges are required to develop relevant measures to validate scientific knowledge, skills, and values aligned with North American Veterinary Medical Education Consortium (NAVMEC) core competencies. Beginning in May 2012, the College of Veterinary Medicine and Biomedical Sciences at Texas A&M University modified the professional veterinary medical curriculum by including a required clinical rotation centered on veterinary emergency preparedness and response. A distinguishing major component of the instructional design of the clinical rotation includes Second Life, a commercially obtained computer-generated multi-user virtual simulation learning environment. The virtual reality situations require high-volume, mass-casualty medical triage decision making. The interpersonal communications and interactivity among students, faculty, and third-party actors enable faculty and instructor observers and simulation facilitators to evaluate students actively engaged in critical thinking and complex problem solving while demonstrating skill in the NAVMEC professional competencies. The Second Life virtual simulation has been adopted as a primary tool for direct measurement of student learning objectives outcomes achieved in this clinical rotation and is being implemented in other clinical teaching platforms.

Drug Calculations in Veterinary Medical Education-Where Are We?

Veterinary studies tracking medical errors and their underlying causes are lacking. In human health care, the importance of drug calculation errors in patient safety is well documented. As much as 25% of all medical errors in people are reportedly drug errors, and as much as 14% of those can be attributed to poor drug calculation skills among doctors and nurses. Assessment of the math and analytical skills needed to perform drug calculations accurately is not standardized in veterinary medical education, and there is potential for significant deficit. The purposes of this "Challenges and Issues" article are to briefly discuss the potential impact of poor drug calculation skills on veterinary patients; share one instructor's experience incorporating drug calculations into a veterinary curriculum; and promote further discussion and research that might yield more insight into the assessment and delivery of drug calculation education in veterinary medicine.

Active learning methodology in suture training: the use of EVA in the construction of craft suture model

This article aims to illustrate the practice of the active methodology learning in veterinary medicine education. The presentation of a low cost and feasible handmade model for the improvement of the suture technique for training veterinary surgeons. Research carried out at the Montes Belos University (UniMB) - São Luís de Montes Belos, Goiás - at the undergraduate degree in Veterinary Medicine. This technique of suture studies and improvement is a scientific continuity of the research of the use of Scientific Methodology and how such educational tool improves and molds a professional with greater qualification and scientific ability.

Contact Sensitization to Formaldehyde in Veterinary Medicine - An Unexplored Field in Occupational Health.

Background:Veterinary staff and students could be exposed to formaldehyde – a ubiquitous agent, common cause of contact allergy.Aim:To evaluate the incidence of contact sensitization to formaldehyde in exposures in veterinary medicine.Settings and Design:A cross-sectional study was conducted during July–December 2017.Materials and Methods:A total of 206 individuals were included, patch tested with formaldehyde 1.0%/aq – 36 veterinary medicine students, 20 veterinarians, 47 students and 28 trainees of dental medicine, 41 dental professionals, and 35 non-occupationally exposed individuals.Results:The incidence of contact sensitization to formaldehyde among the whole studied population was 48.1%, highest being among the students of veterinary medicine (94.4%) and the veterinarians (85%). With very high significance, the sensitization incidence was higher in the groups of students of veterinary medicine and veterinarians, if compared to the control group (P < 0.001); (P = 0.004), dental professionals (P < 0.001); (P = 0.001), trainees of dental medicine (P < 0.001); (P = 0.005), and students of dental medicine three-fourth year of education (P < 0.001); (P = 0.001). Significantly, higher was the incidence of contact allergy in the control group if compared to those of dental professionals (P = 0.033) and dental students three-fourth year of education (P = 0.028).Conclusions:The exposure to formaldehyde during the education in veterinary medicine and practice could be an important risk factor for the onset of contact sensitization. Stricter preventive measures are needed to reduce veterinary student's and lecturer's exposures. Equipment of dissection tables with local exhaust ventilation system could reduce the concentration of formaldehyde in the gross anatomy laboratory.