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Veterinary Education in the Future

International Symposium “PROSPECTS FOR THE 3rd MILLENNIUM AGRICULTURE”. Veterinary Education in the Future. Marcel Wanner Prof. Dr. Dr. h.c. President of EAEVE. Cluj-Napoca 8 October 2009. Veterinary Education for the Future. Academic veterinary medicine is a challenge because it

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Veterinary Education in the Future

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  1. International Symposium “PROSPECTS FOR THE 3rd MILLENNIUM AGRICULTURE” Veterinary Education in the Future Marcel Wanner Prof. Dr. Dr. h.c. President of EAEVE Cluj-Napoca 8 October 2009

  2. Veterinary Education for the Future Academic veterinary medicine is a challenge because it must anticipate the changing needs of the society and the profession and veterinary education must prepare the graduates, the future veterinarians, for what might come in the future, not just for what can be seen now. (Willis, 2007) Veterinary education needs to be updated (Vallat, 2009)

  3. Outline • The EC-Directive 2005/36 old-fashioned but with leeways • Theoretical and clinical teaching • Tracking / streaming • Faculties with core competencies • Final remarks

  4. The Old Fashioned New Directive Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications defines minimum requirements for veterinary training (The important issues in the new Directive are copied from the old Directives 78/1026/EEC and 78/1027/EEC) Old-fashioned but it gives a leeway!

  5. Exploitation of the Leeway Directive 2005/36/EC The programme shall include at least the following basic subjects: - Physics - Chemistry - Animal biology - Plant biology - Biomathematics These high-school subjects can (have to) be adapted to the needs of the veterinary curriculum • Physics  basic principles of radiology, of motor activity • Chemistry  part of biochemistry • Plant biology  feed science

  6. Heart Organ Centered Teaching Physiology Anatomy - skeleton - skeletal muscles - heart and cardiovascular system - …… - …… Organ Centered Teaching Anatomy Diagnostic Imaging Histology Pathology Physiology Pharmacology Propaedeutics

  7. Theoretical Training Lectures Tele-teaching Reduction of the contact hours Self directed learning e-learning Collaboration with other faculties Common interests Common language

  8. Clinical Training The students need contact with patients right from the start of the curriculum ! - Clinical demonstrations - Supervised practical training - Clinical work - Mobile clinic - Emergency service - Night shift Collaboration with other faculties, with excellent private clinics and practitioners Intra- and extramural clinical training under (academic) expert supervision

  9. Omnicompetence after 5 Years The distribution of the theoretical and practical training among the various groups of subjects shall be balanced and coordinated in such a way that the knowledge and experience may be acquired in a manner which will enable veterinary surgeons to perform all their duties. (Annex V, point 5.4.1 Directive 2005/36/EC) • Omnicompetent new graduates Omnipotent new graduates Is this still modern and forward?

  10. Tracking/Streaming • - Decreasing interest in farm animals • Increasing interest in pets and horses • Increasing impact of food hygiene feminisation Consequences ? Tracking/Streaming Farm Animal Practitioner

  11. Tracking / Streaming New curriculum with tracking/streaming  Master degree - pet medicine - horse medicine - farm animal medicine - food hygiene - veterinary public health - biomedical research …. Advantages - for the students: focus on the preferred intended career - for the teachers: more interested students - for the faculties: focus on core competencies

  12. Farm Animal Practitioner The specialist for the monitoring of the whole food chain from feed to food

  13. Faculties with Core Competencies - Each faculty defines its core competence - The teaching hospitals are focused on specific clinical areas (Students choose the faculty wich is offering the favoured track) - Faculties have to collaborate so that on the national level all the educational tracks are available

  14. Modern Curriculum Development • The ingredients for a modern curriculum development • formulate, in conjunction with the profession, governmental • bodies and industry, the day-1 skills of graduates • develop a curriculum in which healthy and diseased animals • make the central core up and integrate animal health and • welfare and public health • develop extramural clinical training under academic • supervision • strengthen evidenced based veterinary medicine by • interconnecting research outcomes in the curriculum • develop objective criteria to judge the performance and • quality of teaching staff (Cornelissen, 2009)

  15. Final Remarks Faculties need networks and collaboration Academic teaching is a research based transfer of knowledge and skills and of doubt Veterinary training has to be focused on animals and animal patients Don‘t forget: Our students are critical young adults whom we train for the future professional life as veterinary surgeons

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