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History

Veterinary Education in Americas Benedito Fortes de Arruda, DVM Brazilian Federal Council of Veterinary Medicine President. History. Lyon - France (1761 ). History. Mexico – 1853; Canada – 1862; U.S.A . – 1879 ; Argentina – 1883; Brazil – 1917;. Present Situation.

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History

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  1. VeterinaryEducation in AmericasBenedito Fortes de Arruda, DVMBrazilian Federal CouncilofVeterinary MedicinePresident

  2. History • Lyon - France (1761)

  3. History • Mexico – 1853; • Canada – 1862; • U.S.A. – 1879; • Argentina – 1883; • Brazil – 1917;

  4. PresentSituation Modifiedfrom: Asociación Panamericana de Facultades y Escuelas de Veterinaria

  5. PANVET • Panamerican Association of Veterinary Sciences; • Membershipfromveterinaryassociationswithin North, South, and Central America; • Platform todevelopstrategiestoaddressissuesof mutual interestandconcern: • veterinaryworkforceneeds, • controloftransboundarydiseases, and • qualityofveterinary medical education

  6. COPEVET • Panamerican Council of Education in Veterinary Sciences: • PANVET; • American Federation of Colleges of Veterinary Science (FPFECV); • Committees: • Accreditation; • Certification; • Homologation;

  7. QualityofVeterinaryEducation • Higher to lower quality: • Professors; • Teaching system; • Static curricula; • Infra-structure; • Excessively specialized teaching; • Budget; • Accreditation systems with low demands; • Lack of certification in some countries;

  8. Howto improve thequality? • Well formed professors with experience in pratical veterinary medicine; • Flexible curricula which reaches the social needs (national and international organizations); • Increment or improve the management of the budget

  9. Howto improve thequality? • Investment in infra-structure (some schools); • Expose the students to the maximum number of professional situations, in different areas, avoiding premature specialization; • Veterinary Education Core Curriculum (OIE);

  10. Howto improve thequality? • Increment the political action of international organization (OIE, PANVET) to more demanding accreditation systems, as well as, for professional certification;

  11. More transformative teaching rather than formative and informative teaching;

  12. MUITO OBRIGADO

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