Veterinary Medicine Curriculum Research Articles

Exploring veterinary students' awareness and perception of zoonoses risks, infection control practices, and biosecurity measures in Ethiopia.

Universities and colleges are often regarded as playing a key role in educating veterinarians and animal health workers who advise farmers on herd health and animal husbandry. However, to date, studies examining veterinary students' knowledge of zoonotic diseases of public health importance and the source of this knowledge, as well as their preparedness to respond to these diseases, have focused on the Global North rather than the Global South. This study takes Ethiopia as a case study in exploring veterinary medicine students' knowledge of zoonosis risks, infection control practices and biosecurity measures, recognizing that it is imperative to reconcile national-level veterinary education curricula with emerging global trends, such as One Health-focused training. This training advocates for a collaborative, interdisciplinary response at local, national, and international levels to the adverse impact of zoonotic diseases on animal health and productivity, and human and environmental health. Data for this study were collected through a pre-tested online questionnaire administered to 154 veterinary students from several universities in Ethiopia. The findings of this study suggest veterinary students were aware of the public health risks posed by zoonoses and the important role that collaboration between the disciplines of human and animal health can play in addressing zoonoses and emerging health risks. However, students demonstrated poor knowledge of the need to adopt infection control measures (ICPs) and biosecurity measures to reduce occupational risks and prevent within and between herd transmission of infection. Moreover, students' vaccination rates against zoonotic diseases associated with occupational risks, such as rabies, were low. The results of this study suggest that there are currently gaps in Ethiopia's veterinary curriculum and that enhancing veterinary students' access to information regarding infection control practices and biosecurity measures could contribute to reducing their future occupational exposure to zoonoses. This study highlights the policy implications of the current veterinary medicine curriculum in Ethiopia and the scope for aligning the curriculum with important global initiatives, such as One Health-focused training.

Advancing One Health through veterinary education: a mixed methods needs assessment for implementing a WOAH-harmonized national veterinary medicine curriculum in Ethiopia.

International organizations now actively promote and implement One Health collaborative approaches to prevent, detect, and control diseases in humans and animals, recognizing the critical importance of the veterinary and agricultural sectors. Moreover, Veterinary Services are chronically under-resourced, especially in low- and middle-income countries. Given the importance of National Veterinary Services to food security, nutrition, poverty alleviation, and global health security, strengthening veterinary capacity is a priority for the international community. The World Organisation for Animal Health (WOAH) outlines a set of minimum competencies veterinarians need to support National Veterinary Services effectively. To improve the quality of veterinary education, Ethiopia has developed a new 2020 national curriculum that is harmonized with the WOAH competencies. A mixed methods needs assessment was conducted to identify barriers and challenges that Ethiopian veterinary medicine programs have faced in implementing the new WOAH-harmonized national curriculum. Representatives from active veterinary programs granting a Doctor of Veterinary Medicine (DVM) degree were invited to share their experiences via an online survey and follow-up focus group discussion. Fourteen veterinary programs, representing 93% of eligible programs nationwide, participated in the needs assessment. Quantitative analysis indicated that the most difficult topics associated with the new curriculum included Organization of Veterinary Services (Competency 3.1), Inspection and Certification Procedures (3.2), and practical applications of the regulatory framework for disease prevention and control (multiple competencies). Challenges associated with specific instructional methodologies, particularly the facilitation of off-site (private and public sector) student training, were also perceived as barriers to implementation. Focus group discussions elucidated reasons for these challenges and included limitations in faculty expertise, resource constraints (e.g., supplies, infrastructure), and access to off-site facilities for hands-on teaching. The results of this needs assessment will be used to identify and prioritize solutions to implementation challenges, helping Ethiopian veterinary medicine programs move the new WOAH-harmonized curriculum from theory to practice. As veterinarians are integral partners in advancing One Health, strengthening the capacity of Veterinary Services can ultimately safeguard animal and human health, grow economies, and improve lives.

The Transition from Letter Grading to Modified Pass-Fail Grading at a College of Veterinary Medicine: A Narrative Inquiry of Student Experiences

Compared with traditional letter grading, pass/fail grading is an assessment approach that can alter the educational environment and enhance student wellbeing without compromising education quality. Little is known about the experiences of students during the transition from traditional grading to pass/fail grading. The onset of the COVID-19 pandemic resulted in an abrupt move to modified pass-fail (MPF) grading at North Carolina State University College of Veterinary Medicine (NCSU-CVM), followed by a decision to permanently adopt MPF grading for the entire core pre-clinical doctor of veterinary medicine (DVM) curriculum. This study employed a narrative inquiry of surveys and interviews to facilitate deep understanding of student perspectives during the transition to MPF grading. Focus was placed on understanding what this transition meant for DVM students in terms of life and learning quality. Our analysis identified seven key themes that captured student experiences, which were generally positive, during this transition: education culture, student perceptions of instructor impact, shift from extrinsic to intrinsic valuation of curricular content, competitiveness for external merit-based opportunities, use of letter grading and MPF in a single semester, student recommendations, and wellbeing. Through exploration of these themes and presentation of concerns identified in students’ stories, this study provides guidance for other programs considering revision of their own assessment frameworks.

Plastinate Library: A Tool to Support Veterinary Anatomy Learning.

The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students' acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory.

Defining Learning Communities in the Veterinary Medicine Curriculum.

Learning communities (LCs) are a type of high-impact, collaborative educational practice where students cooperate with other students in two or more classes to improve learning. Additional criteria used for defining LCs vary across the literature and have focused on high school and undergraduate programs. Similar benefits may also be experienced in professional programs; however, before further studies can investigate and describe these benefits, the structure for LCs in the veterinary curriculum must first be defined. To accomplish this, a survey instrument was developed and distributed to veterinary students attending Iowa State University College of Veterinary Medicine during the 2019 to 2020 academic year. The survey focused on a number of criteria and included both qualitative and quantitative questions. Criteria included demographics, prior experiences, and structure of an ideal LC. Recurring themes in the qualitative responses were identified, reviewed, and categorized based on an established coding theme. Significant correlations included an association between respondents' opinions on the ideal number of people in a LC and prior participation in LCs; age and preference for LC focus; ideal number of LC members and LC focus; and gender identity and thoughts on LC diversity. Based on the survey results, the typical veterinary student would consider an ideal LC to (1) be selected by the students of the LC, (2) have faculty mentors, (3) have a focus on coursework with some social aspects, (4) have fewer than seven members, (5) be composed of friends, (6) meet both during and after class, and (7) be diverse.

Stress Levels and Stressors of Veterinary Students in Indonesia

Despite the growing collection of scientific publications on student stress levels, stress experienced by veterinary students in Indonesia has been less investigated. This study assessed the stress levels of veterinary students and investigated the stressors faced by veterinary students in Indonesia, both in undergraduate and professional programs. The study participants were 165 veterinary students from all universities offering veterinary medicine in Indonesia. The Perceived Stress Scale was used to evaluate stress levels, and the modified Veterinary Medical Stressor Inventory was used to indicate several stressors in this study, including academic performance, clinical graduation, negative evaluation, and online classes experienced by veterinary students. The findings show that most veterinary students in Indonesia experienced moderate stress levels. Results also found that female students experienced higher levels of stress than their male counterparts. The multiple regression result shows that stressors belonging to the academic group were the most significant, primarily in undergraduate students. Aside from academics, the rigorous veterinary medicine curriculum, loneliness, and peer competition are the major potential stressors.

Evidence-Based Human Homeopathy and Veterinary Homeopathy. Comment on Bergh et al. A Systematic Review of Complementary and Alternative Veterinary Medicine: "Miscellaneous Therapies". Animals 2021, 11, 3356.

Simple SummaryAccording to the simile principle (Similia similibus curentur, or ‘Let like be cured by like’), classical (=individualized) homeopathic therapy is based on the individual and not on the indication. Based on the following three facts, the discussion of the evidence in human and veterinary homeopathy lays the foundations for a comprehensive presentation of the evidence on homeopathy: (a) homeopathic medicinal products without indication are 100% identical with regard to production, quality, safety, and principles of application, regardless of whether they are used in animals or humans; (b) if the simile principle is adhered to that classical (=individualized) homeopathic therapy is based on the individual and not on the indication; and (c) if the proof of effectiveness of individualized homeopathy in one or more indications is available, the logical consequence seems to be that it can be concluded that it is effective in other indications. When criteria for evidence-based medicine for design, conduction, documentation, and rating of studies in homeopathy are considered, effects on all quality levels according to Cochrane criteria are recognizable, especially for individualized homeopathy, even in methodologically high-quality studies. In view of One Health and of the demands of the European Green Deal (Farm2Fork Strategy) and the EU Organic Regulation 2018/848, the application of homeopathy in the sense of integrative veterinary medicine (a combination of patient-oriented conventional and complementary veterinary medicine) and the integration of complementary medicine including homeopathy at the universities seems a necessary consequence and requirement in the interests of the patient.(1) Background: Classical (=individualized) homeopathic therapy is based on the individual and not on the indication. (2) Methods: The prerequisite for conducting methodologically high-quality studies on indvidualized homeopathy is that the principles of homeopathy are considered, since the selection of the simile (the individually appropriate homeopathic medicinal product) is decisive for the effectiveness of the homeopathic treatment, because only an application lege artis can be effective for the respective patient. Apart from this, criteria for evidence-based medicine must be considered for design, conduction, documentation, and rating of studies in homeopathy. (3) Results: When criteria for evidence-based medicine for design, conduction, documentation, and rating of studies in homeopathy are considered, effects on all quality levels according to Cochrane criteria are recognizable, especially for individualized homeopathy, even in the methodologically high-quality studies. (4) Conclusions: Based on the following three facts, the discussion of the evidence in human and veterinary homeopathy lays the foundations for a comprehensive presentation of the evidence on homeopathy: (a) homeopathic medicinal products without indication are 100% identical with regard to production, quality, safety, and principles of application, regardless of whether they are used in animals or humans; (b) if the simile principle (Similia similibus curentur, or ‘Let like be cured by like’) is adhered to that classical (=individualized) homeopathic therapy is based on the individual and not on the indication; and (c) if the proof of effectiveness of individualized homeopathy in one or more indications is available, the logical consequence seems to be that it can be concluded that it is effective in other indications. In view of One Health and of the demands of the European Green Deal (Farm2Fork Strategy) and the EU Organic Regulation 2018/848, the application of homeopathy in the sense of integrative veterinary medicine and the integration of complementary medicine including homeopathy at universities seems a necessary consequence and requirement in the interests of the patient, which is already expressed in the American consensus guidelines for an integrative veterinary medicine curriculum and is legally anchored in Switzerland by the Medical Professions Act for university teaching and research.

Welfare worries: a preliminary, cross-sectional study of general practice, small animal veterinarians perceptions and management of canine and feline behaviour problems.

Behavioural disease is one of the leading reasons for euthanasia in shelter dogs and cats. Information acquired via a survey of veterinarians (n=59) was used to understand the way canine and feline behaviour problems are viewed and managed by nonshelter, small animal general practice veterinarians. Participants (20%, n=12) felt that the following diseases were more of a welfare issue than behaviour problems: food sensitivity, osteoarthritis, puppy/kitten farms, skin disease, nutritional disease, parasitic disease, dental disease, obesity, in-breeding, over-population, neoplasia, greyhound racing, hyperthyroidism and renal disease. Behaviour problems in dogs and cats were not ranked in the top four welfare problems by 40% (n=23) of respondents. Behaviour case follow-up was poorer than physical health case follow-up. Respondents (20%, n=12) felt that veterinarians should 'possibly' be able to identify behaviour problems in dogs and cats, and 54% (n=32) felt that this was 'absolutely' their professional responsibility. Twelve percent (n=7) would reschedule behaviour appointments that had been booked in for them. Behaviour was more likely to be seen as a welfare issue by more experienced veterinarians and also, those with shelter experience. Half of respondents felt reluctant to discuss behaviour problems with clients because of deficiencies in behaviour knowledge. Eighty percent (n=47) felt their education equipped them poorly or extremely poorly in dealing with behaviour problems in dogs and cats. Consideration should be given for the inclusion of adequate behavioural medicine content in veterinary medicine curriculum to allow for graduates to possess a basic level of training and competency in this discipline.

Variables Affecting Veterinary Students' Ability to Accurately Interpret Ovulation in Live Mare Palpation.

In a veterinary medicine curriculum, students' hands-on practice is essential but is still considered one of the major deficiencies in veterinary schools in Europe. After theoretical and basic practical training, students, under the control of experienced veterinarians (supervisors), monitored the reproductive cycle of embryo recipients by transrectal palpation and ultrasound. To evaluate the skills of students, the question "Has she ovulated?" was posed when a dominant follicle ≥ 35 mm was recorded in the previous day's examination and a score of 1 or 0 was assigned in the case of a correct or incorrect answer (test palpation), respectively. Study 1 involved the retrospective evaluation of 3,509 test palpation records of 43 students (31 females, 12 males) and showed a statistically significant positive correlation between the number of test palpations performed and the proportion of correct answers. There was a statistically significant effect of the number of test palpations performed by each student, their gender, and the season on the correct answers. When performing > 50 test palpations, a statistical difference between gender was observed (p < .05). Study 2 involved the prospective evaluation of 687 records on 52 standardbred or thoroughbred recipient mares collected from nine right-handed female students. The different mares, breed, occurrence of ovulation on the left or right ovary, and the presence of one or more large follicle(s) per ovary had no effect on the correct answers (p > .05). Individual students' performances were statistically different (p < .05), ranging from 60% to 92%.

Writing for Wikipedia: An Exercise in Microbiology, Writing, Research, Communication, and Public Service.

The COVID-19 pandemic has had a tremendous impact on how postsecondary education was and is delivered. Educators were forced to rapidly move their instruction online and find new and innovative ways to convey content, stimulate student engagement, and satisfy curricular requirements. The purpose of this article is to describe the use of a Wikipedia writing assignment in Veterinary Bacteriology and Mycology, a second-year course in the Doctor of Veterinary Medicine (DVM) curriculum at the University of Saskatchewan. Students had the opportunity to write and edit incomplete articles on topics related to course content. In addition to deep exploration of a topic, this fostered in students the development of research and communication skills, which have been articulated as core competencies in veterinary programs.

Veterinarians in a Changing Global Climate: Educational Disconnect and a Path Forward.

Objective: To synthesize the beliefs, knowledge and interest of veterinarians on the relationship between veterinary medicine and climate change, with the intent to identify any educational gaps and opportunities.Sample: Responses from 560 U.S., and 54 non-U.S. veterinarians.Procedures: An anonymous, online survey of veterinarians was distributed through electronic media, state and professional associations, and a veterinary magazine advertisement. The survey was conducted between July 1st and December 31st of 2019.Results: Overall, veterinary respondents were confident that climate change is happening, is caused by human activities, and is impacting both human and animal health. Veterinarians also agreed that the profession should have an advocacy role in educating the public on climate change and its health impacts, particularly in clinical practices where environmental sustainability promotion can be shared with clients. Although veterinarians agreed the profession needs to be involved with climate change advocacy, most reported having had no educational opportunities within their veterinary medicine curriculum or access to continuing education on climate change.Conclusions and Clinical Relevance: The results highlight the need for the development of educational opportunities on the topic of climate change such that veterinarians are equipped to address their concerns about current and future animal health threats.

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

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

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.

Body Painting of the Horse and Cow to Learn Surface Anatomy.

Gross anatomy is considered one of the most challenging subjects in teaching veterinary medicine. The use of body painting is reported in teaching surface human anatomy, but such reports are scarce in veterinary medicine. The aim of this study was to describe a practical session for teaching surface anatomy using body painting with second-semester students of veterinary medicine. Two practical sessions using live animals (equine and bovine) were offered with a focus on the locomotor and nervous systems and splanchnology. Students believed that the body painting sessions helped them to understand the localization of structures, promoting long-term retention and integration of knowledge, and to approach large animals with more self-confidence. Forty-nine students took three short theoretical and practical exams: a pre-test on splanchnology (Q1), an immediate post-test on splanchnology (Q2), and a post-test after 7 weeks on the locomotor and nervous systems (Q3). Correct answers for theoretical Q1 and Q2 were statistically different (2.04 and 3.11 out of 5, respectively; p < .001), and higher scores were found for Q3 compared with Q1 (2.49 and 1.02 out of 5, respectively). The most common error observed in practical Q1 was underestimation of the real size of organs such as lungs, rumen in cattle, and cecum in horses. The results showed that body painting sessions improved learning of anatomical concepts and could serve as a bridge between cadaver anatomy and living animal anatomy. More body painting sessions could be included in other semesters of the veterinary medicine curriculum to better integrate anatomy knowledge.

Curriculum Mapping as a Tool for Review of the Professional Veterinary Medicine Curriculum at University College Dublin-Strategic and Organizational Considerations.

Curriculum review and enhancement is a requirement of accredited veterinary medicine degree programs to ensure they are fit for purpose. This article presents a curriculum review process undertaken by the School of Veterinary Medicine, University College Dublin, Ireland. A four-dimensional curriculum review conceptual framework was adopted to analyze the undergraduate and graduate entry veterinary medicine programs. Curriculum mapping was chosen as the methodology to gather data and structure curriculum review activities. Curriculum mapping was considered a useful methodology to review the program for three of the four dimensions of the curriculum framework.

Proof of concept of a workflow methodology for the creation of basic canine head anatomy veterinary education tool using augmented reality.

Neuroanatomy can be challenging to both teach and learn within the undergraduate veterinary medicine and surgery curriculum. Traditional techniques have been used for many years, but there has now been a progression to move towards alternative digital models and interactive 3D models to engage the learner. However, digital innovations in the curriculum have typically involved the medical curriculum rather than the veterinary curriculum. Therefore, we aimed to create a simple workflow methodology to highlight the simplicity there is in creating a mobile augmented reality application of basic canine head anatomy. Using canine CT and MRI scans and widely available software programs, we demonstrate how to create an interactive model of head anatomy. This was applied to augmented reality for a popular Android mobile device to demonstrate the user-friendly interface. Here we present the processes, challenges and resolutions for the creation of a highly accurate, data based anatomical model that could potentially be used in the veterinary curriculum. This proof of concept study provides an excellent framework for the creation of augmented reality training products for veterinary education. The lack of similar resources within this field provides the ideal platform to extend this into other areas of veterinary education and beyond.

Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course

Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian-client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum.

Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges.

Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative.

Factors Influencing Seminar Learning and Academic Achievement

Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup.

Quality assurance in veterinary education in Serbia and EU: Constructive alignment in curriculum design

Veterinary medicine is a profession of public importance and strictly regulated profession, which means that veterinarians are highly qualified staff, which is studied veterinary medicine curriculum aligned to national and EU standards at university level. The curriculum of veterinary medicine is by nature a curriculum focused on student competencies. In order to students acquire the necessary competencies, it is necessary to do constructive alignment of curricula that include: precise definition of learning outcomes, the use of optimal learning process for the adoption of competence as well as a scoring system derived from the learning outcomes that are guaranteed by the curriculum. All of this represents new needs in the veterinary higher education in Serbia and the region. Teaching skills have to be improved because Veterinary medicine is kind of trade, science, art and philosophy.