Professional Education & Aquatic Animal Health

1. Professional Education & Aquatic Animal Health Aquatic Animal Health Programmes: Their Benefits for Global Food Security • Panama City, Panama • June 28-30, 2011 W. Ron DeHaven DVM, MBA CEO, American Veterinary Medical Association Chair, OIE ad hoc Group on Veterinary Education

2. Outline • Imperatives • Requirements • OIE Education Initiatives • Education Resources: What’s Available: Now & Future

3. Aquatic Animal Health Is Imperative to Enhance Global Food Security “… predictions are that by 2050 half the animal protein consumed by people will come from aquaculture.” Barry O’Neil, President OIE – May 24, 2009

4. Increasing Global Need for Food • By 2050: • 100% more food production needed • Global shift in import/export • Increased risk & impact from disease

5. Contribution of Seafood to Food Supply Data – FAO & Other Sources All Animal Industries Protein Production Aquaculture & Harvest Fisheries

6. Impact of Aquatic Disease Outbreaks Direct Losses from Aquatic Animal Diseases Thailand 1983-93 US $100M China 1993 US $400M India 1994US $17.6M Thailand 1996 US $600M Ecuador 1999 US $280M Global loss 1997 US $300M Shrimp Diseases – Americas WSSV 1999 US $ >1B TSV 1991-92 US $ 1-2B YHV 1992 US $ 0.1-0.5B IHHNV 1981 US $ 0.5-1.0B

7. Basic Requirements to Assure Aquatic Animal Health on a National and Global Level

8. Delivery of National Veterinary Services • Veterinary & Competent Authority Infrastructure • Voluntary and/or regulatory biosecurity programs (disease prevention, control, & eradication) • Support services • Epidemiology, surveillance, diagnostics, reporting, response plans, etc. • Increased number of well-educated and trained: • government veterinarians • accredited private veterinarians • veterinary paraprofessionals

9. OIE Initiatives Related to Delivery of National Veterinary Services

10. Education in Current OIE Codes and PVS Tools • OIE has developed PVS tool to evaluate a country’s National Veterinary Service • References initial and ongoing education as criteria that can be “practically applied to the evaluation of Veterinary Services” • OIE now has separate PVS tool for evaluation of aquatic animal heal services

11. OIE ad hoc Group on Veterinary Education • Established following OIE Global Conference “Evolving Education for a Safer World” 12-14 October 2009 • AHG Charge is multifold, but focused on defining minimum competencies for delivery of national veterinary services • Each of the 5 OIE regions represented on AHG

12. Ad hoc Group Charge • Develop Day 1 Competencies that new veterinary graduates need to have to fulfil National Veterinary Services tasks as defined by the OIE • Charge is not to: • Define accreditation standards • Prescribe a specific curriculum • Accredit veterinary medical educational programs or institutions

13. Tenets of ad hoc Group • Only some veterinarians will focus careers on delivery of National Veterinary Services, BUT • All veterinarians are responsible for promoting animal health & welfare and veterinary public health, AND • Many veterinarians perform work for National Veterinary Services, thus the NEED FOR • Development of minimum competencies relative to delivery of entry-level national veterinary services

14. Ad hoc Group Work Progress • Developed during 2 in-person meetings - June & Dec 2010 • Background provided by all AHG members and OIE • OIE Members provided opportunity to comment on drafts • Terrestrial Code Commission reviewed • Sept 2010 • Jan 2011 • Introduced at 79th OIE General Session “Minimum Competencies Expected of Day-1 Veterinary Graduates to Assure Delivery of High-Quality National Veterinary Services”

15. Competencies Include… • Skills - ability to perform specific tasks • Knowledge- cognitive abilities, meaning mental skills • Attitude- affective abilities, meaning feelings and emotions • Aptitude- a student’s natural ability, talent, or capacity for learning

16. 3 Categories of Competencies • General • Specific • Advanced

17. General Competencies • Basic and clinical veterinary sciences fundamental to the entirety of the curriculum -not just to delivery of national veterinary services • Only those general competencies specifically relevant to national veterinary services are more precisely defined by the ad hoc Group

18. General Competencies • Basic Veterinary Sciences • Clinical Veterinary Sciences • Animal Production • Food Hygiene and Safety • Animal Welfare

19. Specific Competencies • Directly relate to critical competencies found in OIE Terrestrial Code • Each specific competency is defined by the AHG, and learning objectives for the entry-level veterinarian are provided

20. Specific Competencies Outlined • Zoonoses (including food-borne diseases) • Transboundary animal diseases • Emerging and re-emerging diseases • Regulation of animal welfare • Veterinary products • Epidemiology • Disease prevention and control programs • General certification procedures • Veterinary legislation and ethics • Communication skills

21. Advanced Competencies • Instruction introduced during professional curriculum • Expertise better obtained through postgraduate education & “on-the-job” training • Primary learning objective for each advanced competency focuses on the new veterinary graduate having a general awareness of - and appreciation for - each competency

22. Advanced Competencies Outlined • Organization of veterinary services • Inspection and certification procedures • Application of risk analysis • Research • International trade framework • Administration and management

23. 79thOIE General Session May 22-27, 2011 • Minimum Competencies draft introduced (not adopted) • Adoption of language in Article 3.2.14, paragraph vi, of Terrestrial Code: • “Curriculum addressing the minimum competencies of day 1 graduates to assure the delivery of quality Veterinary Services as described in the relevant chapters of the Code” • Resolution adopted supporting: • The work of the ad hoc Group • Continued and enhanced assessment of veterinary education within the context of the PVS tool • Recommendation that AHG also address Aquatic Veterinary Education

24. Ad hoc Group Next Steps Next meeting of AHG (August 2-4, 2011) • Review Member comments and refine “Minimum Competencies” document  • Develop recommendations regarding CE & “on-the-job” training Code Commission (September 2011) • Review report & recommendations Additional AHG meetings and Code Commission reviews • As needed, late 2011 into early 2012 80th OIE General Session (May 2012 ) • Potential adoption of final Minimum Competencies &Postgraduate Trainingrecommendations, likely as a separate guidance document referred to in Codes Consideration of Aquatic Veterinary Education

25. Sources for Acquisition of Aquatic Veterinary Competencies • Veterinary medical and paraprofessional curricula • Continuing education & professional development • Self-study & “on-the-job” experience Need to: • Accommodate different workforce & geographical needs • Set clear learning objectives • Develop evaluation systems

26. Initiative to Certify Day-One Competency in Aquatic Veterinary Medicine

27. WAVMA Certified Aquatic Veterinary Practitioner Program Cert-AqVP: developing knowledge, skills, education, and assessment requirements for: • Anatomy and physiology unique to aquatic animals • Environmental evaluation affecting aquatic animal health • Industry structure and function, including commercial & natural resource aquaculture and ornamental and public aquaria • Pathobiology and epidemiology of important aquatic animal diseases

28. WAVMA Cert-AqVP Program (cont) Cert-AqVP: developing knowledge, skills, education, and assessment requirements for: • Veterinary clinical diagnostic techniques and technologies for assessing important aquatic animal diseases • Appropriate use of therapeutic and biologic agents for preventing, controlling and treating aquatic animal diseases. • Public health, zoonotic diseases and seafood safety aspects relevant to aquatic veterinary medicine. • International, federal, state/provincial and local legislation, regulations and standards affecting the practice of aquatic veterinary medicine.

29. Examples of Continuing Education and Advanced Competency Training & Assessment Programs

30. National Veterinary Accreditation Programs Supplement government regulatory activities & workforce Support OIE PVS Support OIE Education initiatives

31. Aquatic Education Initiatives: USA Implemented through the National Aquatic Animal Health Plan & incorporated into regulations Select aquatic veterinary modules: • Disease Prevention and Biosecurity in Aquaculture – going live September 1, 2011 • Regulations and Health Certifications for Aquaculture – going live March 1, 2012 • Aquatic Animal Diseases and Related Regulatory Activities– going live September 1, 2012 Will be available to other countries • www.aphis.usda.gov/animal_health/vet_accreditation/

32. Aquatic Education Initiatives: Canada Implemented through the National Aquatic Animal Health Program & incorporated into regulations • 5 National Training Initiatives for veterinary inspectors and inspection staff conducting regulatory activities • “National Aquatic Animal Health Species and Disease Guide” handbook • Used for training government personnel & accredited veterinarians under existing Accredited Veterinary Program • Used for domestic movements and international activities (import and export) where accepted • www.dfo-mpo.gc.ca/aquaculture/health-sante-eng.htm

33. Aquatic Education Initiatives: Australia • www.daff.gov.au/animal-plant-health/aquatic/aquaplan • www.animalhealthaustralia.com.au

34. Supporting Resources for Education in Advanced Competencies

35. AquaVetMedwww.aquavetmed.info • Free online global directory to aquatic veterinarians & laboratories • Provides e-News on disease outbreaks, training available, & other issues

36. OIE Missions & Collaborating Centers • Potential for future utilization of OIE missions & collaborating centers to expand training opportunities • CC: Information on Aquatic Animal Diseases (UK) • CC: Epidemiology and Risk Assessment of Aquatic Animal Diseases (Canada)

37. Thank You! • Acknowledgements • OIE ad hoc Group on Veterinary education • OIE Director General & Staff • Janet Whaley (USDA-APHIS, Aquaculture) • Joanne Constantine (CFIA, Aquatic Health Division) • David Scarfe (AVMA Staff)