首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 655 毫秒
1.
The development of veterinary medicine in the Czechoslovak Socialist Republic is evaluated on the occasion of the 200th anniversary of the first lectures on veterinary science at Charles University in Prague (1784). Efforts to found a special veterinary school in Prague date back to the beginning of the 19th century; more than 20 petitions and interpellations concerning the establishment of such a school had been presented to the Bohemian Diet and the Imperial Parliament since 1841. The efforts for the establishment of this school were gradually conjoined with the national-revivalist and national-liberation movement. However, the veterinary university was established only in 1918, in Brno, when Czechoslovakia won independence. The development of veterinary medicine in the territory of today's Czechoslovakia is appreciated positively, mainly in the last 100 years. However, it was only after 1948--in the process of the transition from small-scale farming to large-scale socialist agricultural production--that all the needed practical and economic conditions were created for the development of veterinary medicine. The veterinary service was nationalized in 1951 and adequate material and technical backgrounds were built. Another veterinary university schools was introduced, and post-graduate studies and veterinary extension activities were started.(ABSTRACT TRUNCATED AT 250 WORDS)  相似文献   

2.
Objective To estimate the time veterinary graduates spend in private practice and in veterinary work generally, and to determine what factors influence this.
Methods Questionnaires were completed in the sixth year after graduation by 119 veterinarians who had participated in this longitudinal study since starting the veterinary course, and the data were analysed using the SAS System for Windows.
Results Of those who started the veterinary course, 90% graduated, and 96% of these then entered private practice. Five years later 94% (73% in full-time equivalents) were working as veterinarians, and 64% (50% in full-time equivalents) were still in private practice in Australia. Hours, attitudes of principals and clients, and inadequate rewards were the main reasons for leaving private practice. The likelihood of being still in private practice was greater for those who had had significant responsibility for animals before they entered the course, but it was not related to geographical origin (city vs country), age at entry or gender. Women were, however, more likely than men to be working part time as veterinarians. Predictions of veterinary working life were not affected by geographical origin or by previous experience with animals or on farms, but men expected to work longer than women.
Conclusion The average veterinary career, estimated by veterinarians who graduated 5 years earlier, is 24 years in fulltime equivalents for men, and 16 years for women. Almost all (94%, representing 73% in full-time equivalents) still work as veterinarians after 5 years, most of them (76%, representing 59% in full-time equivalents) in private practice. The likelihood of remaining in private practice is related to previous responsibility for animals.  相似文献   

3.
Born in Méricourt-l'Abbé (France,) 1744, Marie-Fran?ois de Beauvais entered the veterinary school in Lyon in 1762 where he was granted. In 1766, he is appointed professor at Alfort where he worked in anatomy with Fragonard. On 1771, he is sent to lle de France (today Isle Mauritius) where he studied cattle diseases. In 1784, he founded on the isle the 3rd French Royal Veterinary School. He was director until the occupation of the isle by British troops in 1810. He died in 1815 in Mauritius.  相似文献   

4.
The Recognition Lecture is an annual honor awarded by the Association of American Veterinary Medical Colleges (AAVMC) to an individual whose leadership and vision have made significant contributions to academic veterinary medicine and the veterinary profession. In 2011, this prestigious honor was awarded to Dr. Peter Eyre, Dean Emeritus of the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM). Dr. Eyre is a fierce advocate for veterinary medical education, with a clear vision of its value in ensuring that veterinarians are well positioned to meet societal needs. Dr. Eyre possesses an international perspective regarding the challenges and problems facing veterinary medical education and has a keen eye for getting to the heart of these challenges. He is known to ask hard questions and propose difficult choices. Dr. Eyre received his undergraduate veterinary degree (BVMS), bachelor of science degree, and PhD from the University of Edinburgh. He was Lecturer in Pharmacology at the Royal (Dick) School of Veterinary Studies for seven years before joining the faculty of the University of Guelph's Ontario Veterinary College, where he was Chair of the Department of Biomedical Sciences and Associate Director of the Canadian Centre for Toxicology. Dr. Eyre was appointed Dean of the VMRCVM in 1985, where he established the Center for Government and Corporate Veterinary Medicine in 1989. After retiring in 2003, he was named Interim Dean of the University of Calgary's new veterinary school. Among his many awards are the Norden Distinguished Teacher Award and the Sigma Psi Excellence in Research Award. In 2008 the American Veterinary Medical Association (AVMA) honored him with the President's Award, and in 2010 the University of Edinburgh awarded him the honorary degree of Doctor of Veterinary Medicine and Surgery. The Peter Eyre Student Leadership Award at the VMRCVM and the Peter Eyre Prize in Pharmacology at the University of Guelph are both named in his honor. He is a past president of the AAVMC, a fellow and former board member of the American Academy of Veterinary Pharmacology and Therapeutics, and a former member of the AVMA Legislative Advisory Committee. In the following article, Dr. Eyre offers his insights on the current debate about the future of veterinary medical education.  相似文献   

5.
Food-supply veterinary medicine has been an essential part of veterinary degree programs in Australia since the first veterinary school opened in the late nineteenth century. Australian veterinary schools, like others internationally, are being challenged by the relevance of material in current curricula for modern food-supply veterinary medicine. Additionally, student aspirations are a major issue, as curriculum designers balance companion-animal training with the herd/flock-based issues that focus on productivity and profitability. One of the challenges is to examine the relative balance of education in generic skills (self-knowledge, change management, teamwork, leadership, negotiation) with more technically or scientifically based education. An ongoing process of curriculum review and renewal, which involves input from both external and internal stakeholders and allows regular review and assessment, is needed to ensure continuing curriculum relevance.  相似文献   

6.
The move to outcome-based education has been one of the most important trends in health-profession education in recent years. This paper defines outcomes and outcome-based education, describes the development of outcome-based education, identifies several different ways that outcomes have been presented, and discusses the advantages and disadvantages of the outcome-based educational approach. The implementation of outcome-based education at the University of Dundee medical school, Scotland, UK is described as a case study for curriculum planners in veterinary medical education. The lessons learned in Dundee from six years' experience with outcome-based education are identified to aid veterinary medical educators wishing to implement the approach.  相似文献   

7.
Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.  相似文献   

8.
This article is the first in a series of three to be published in the Journal of Veterinary Medical Education (JVME). These articles are abridged versions of six lectures that make up an elective course on the history of the veterinary profession in North America offered at Cornell University's College of Veterinary Medicine in spring 2010. The course was based in large part on an oral history collection titled "An Enduring Veterinary Legacy"(1) that captures interesting and relevant veterinary stories. The course was designed to increase awareness of the history of veterinary medicine as we approach the sesquicentennial of the American Veterinary Medical Association (AVMA) in 2013 and as we join with our international colleagues in marking the 250th anniversary of the establishment of the world's first veterinary college in Lyon, France, in 2011.(2) The overarching goal of this course and the articles is to record and also to share first-person stories that describe the development of veterinary education and the veterinary profession in North America from the mid-1860s to the present. In the process, it is hoped that this history will encourage respect, love, and admiration for the veterinary profession and an appreciation of veterinary medicine as a versatile profession. The articles are somewhat Cornell-centric because the lectures on which they are based were presented to Cornell students at their home institution. However, it is hoped that the events are representative of the broader American experience. For educators interested in the course itself, a brief synopsis and a summary of student evaluations for the first year of presentation is appended here and in subsequent articles in this series.  相似文献   

9.
OBJECTIVE: To study the role of lectures from the perspective of staff and students involved in the veterinary course at The University of Queensland. METHODS: The Nominal Group Technique of Delbecq et al, which provides the maximum opportunity for group members to put forward points, was used to help develop a questionnaire which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the five years of the veterinary course, and was analysed using the SAS System for Windows. RESULTS: Almost all the staff and students agreed that lectures should fulfil many roles including stimulating and motivating students and encouraging them to think, as well as presenting ideas and concepts and an indication of the structure and relevance of the material. They should provide a guide for effective deep learning, but not encourage rote (or superficial) learning. A smaller percentage of staff and even fewer students agreed that lectures did fulfil these roles, especially those directed at encouraging students to look beyond simple memorisation of facts. The perceived disparity between reality and the ideal was greater amongst the older, clinical students than amongst their more junior colleagues. CONCLUSIONS: The focus of attention in lectures needs to change from the superficial, rote learning of information to deep, active learning directed at using information to solve problems that are perceived by the students to be relevant. If done in a stimulating and interesting way, this should develop skills in reasoning and critical analysis as well as providing a framework for storage and recall. It should also increase the motivation towards learning both during the veterinary course, and over the professional lifetime. Furthermore, the place of the lecture in veterinary education needs to be reassessed regularly in the face of newly-emerging educational technology.  相似文献   

10.

Objective

To investigate the course‐related and other costs involved in obtaining a veterinary education in Australia and how these costs are met. The study also aimed to identify sociodemographic and course‐related factors associated with increased financial stress.

Methods

Students from seven Australian veterinary schools were surveyed using an online questionnaire. A total of 443 students participated (response rate 17%). Responses to survey items relating to finances, employment and course‐related costs were compared with sociodemographic factors and prior research in the area of student financial stress.

Results

Respondents reported spending a median of A$300 per week on living costs and a median of A$2,000 per year on course‐related expenses. Over half of respondents received the majority of their income from their parents or Youth Allowance (56%). A similar proportion (55%) reported that they needed to work to meet basic living expenses. Circumstances and sociodemographic factors linked to perceived financial stress included requiring additional finances to meet unexpected costs during the course; sourcing additional finances from external loans; an expected tuition debt at graduation over A$40,000; being 22 years or older; working more than 12 hours per week; living costs above A$300 per week; and being female.

Conclusion

The costs involved in obtaining a veterinary education in Australia are high and over half of respondents are reliant on parental or Government income support. Respondents with certain sociodemographic profiles are more prone to financial stress. These findings may have implications for the psychological health, diversity and career plans of veterinary students in Australia.  相似文献   

11.
Communication is a core clinical skill of veterinary medicine and one that needs to be taught and learned to the same degree as other clinical skills. To provide this education and essential expertise, veterinary schools in many countries, especially including North America, the United Kingdom, and Australia, have begun to develop programs and communication curricula. Human medical education, however, has 30 years' experience in developing communication curricula, and is thus an excellent resource upon which veterinary educators can build and shape their own communication programs. This article describes a skills-based communication course that has been successfully implemented for veterinary medical education at Ontario Veterinary College (OVC) and was based on the University of Calgary Faculty of Medicine's well-established program. The Calgary-Cambridge Guides and supporting textbooks provide the scaffolding for teaching, learning, and evaluation in both programs. Resources such as space and materials to support the OVC program were also patterned after Calgary's program. Communication skills, and the methods for teaching and learning them, are equally applicable for the needs of both human medicine and veterinary medicine. The research evidence from human medicine is also very applicable for veterinary medicine and provides it the leverage it needs to move forward. With this extensive base available, veterinary medicine is in a position to move communication skills training forward rapidly.  相似文献   

12.
Objective To provide information on changes in the social and educational backgrounds of veterinary students over a 10 year period in an effort to determine the extent to which they are representative of the community.
Methods Questionnaires were completed by first-year veterinary students at The University of Queensland in 1985 and 1986 (152 students), and 1995 and 1996 (154), and the data were analysed using the SAS System for Windows.
Results The gender ratio of first-year veterinary students was 50:50 (male:female) in 1985 and 1986 but 10 years later it had changed to 38:62. In 1985 and 1986 77% had come directly from school, with 43% of the total coming from government schools, 17% from Catholic schools and 34% from other private (Independent) schools. A decade later the percentage coming directly from school had decreased to 40%, that from Independent schools increased to 45% and that from cities increased from 53% to 64%. The educational backgrounds of parents varied widely though a high percentage had university degrees; mothers had received less formal education than fathers, and the educational attainments of both parents were higher at the beginning than at the end of the study. More than half (57% initially; 67% 10 years later) the fathers were in professional or managerial occupations, and a similar number (50% initially; 48% 10 years later) of mothers were teachers, nurses or clerks. The number of males from country areas decreased from 26 to 16 over this period.
Conclusion These veterinary students differed from the community generally in that progressively more were female, more were from Independent schools, their parents had more formal education and more of their parents were in professional, managerial or clerical occupations.  相似文献   

13.
Claude Bourgelat     
Abstract— A note on the life and work of Claude Bourgelat, 1712–1778. Bourgelat founded the first veterinary school in the world at Lyons, France in 1762. His difficulties at Lyons and later at Alfort, Paris, in 1766, where he established a second school are discussed.
Résumé— Un commentaire sur la vie et I'oeuvre de Claude Bourgelat, 1712–1778. Bourgelat fonda la première école vétérinaire au monde à Lyon en 1762. Les obstacles qu'il a rencontrés, d'abord à Lyon puis plus tard à Alfort près de Paris, où il établit une deuxième école, sont discutés.
Zusammenfassung— Eine Aufzeichnung über das Leben und Schaffen von Claude Bourgelat (1712–1778). Bourgelat gründete in Lyons, Frankreich, im Jahre 1762 die erste Veterinärschule. E werden die Schwierigkeiten beschrieben, denen er in Lyons und später, im Jahre 1766, in Alfort, Paris, wo er eine zweite Schule einrichtete, begegnete.  相似文献   

14.
OBJECTIVE: To determine the status of rural veterinary services in Western Australia. PROCEDURE: Two questionnaires were mailed to eligible, registered veterinary surgeons in Western Australia in 2006. The first was mailed to government veterinarians and the second to private practitioners in rural practice. Part A presents the replies from government veterinary officers and Part B the replies from rural practitioners. Replies were transferred to Microsoft Excel for analysis. RESULTS: Sixty-seven per cent of government veterinary officers responded to the questionnaire. Eighty per cent of these had been in the service for 20 years or more and their average age was 54. Work with sheep and beef cattle occupied 75% of their time, with dairy cattle receiving 10% and pigs and poultry less than 10%. The majority of respondents reported changes in the attitude of farmers to the service as a result of rural recessions and the decision to make a direct charge for government veterinary services. Although most respondents thought that the government veterinary service would continue in the future there were differences of opinion as to what form that would take. CONCLUSION: Government veterinary services in Western Australia are undergoing major changes, with the service decreasing in size and scope. Recently the Department of Agriculture has been renamed the Department of Agriculture and Food and it is likely that the role of its veterinary officers will change accordingly.  相似文献   

15.
Concepts presented here were derived from breakout sessions constituted by the 90 attendees of the Veterinary Medical Education for Modern Food Systems symposium, held in Kansas City, Missouri, USA, in October 2005. The attendees were food-animal educators, veterinary faculty, college deans and administrators, and veterinarians employed in government, industry, and private practice. Discussions at these breakout sessions focused on four primary areas: (1) determining the data needed to document the current demand for food-supply veterinarians (FSVs); (2) defining the information/skills/abilities needed within veterinary school curricula to address the current demands on FSVs; (3) outlining pre-DVM educational requirements needed to support FSVs; and (4) considering the role of post-DVM programs in meeting the demand for FSVs.  相似文献   

16.
The final-year Bachelor of Veterinary Medicine (MVB) class of 2005 were the first cohort of students to complete the new curriculum at the Faculty of Veterinary Medicine, University College Dublin (UCD). The new curriculum is a fundamental departure from the traditional curriculum that had served the veterinary profession in Ireland over many years. The change was not a precipitate action but the outcome of a prolonged and thorough examination of the realities of veterinary medicine, its science and its art, in the first decade of a new millennium. Over recent decades, rapid and fundamental changes have been witnessed in the economic, cultural, and ethical environment in which the veterinary profession operates, and these changes, coupled with the "information explosion," dictated an examination of the educational paradigm. The new curriculum exposes the first-year class to veterinary information technology and problem-based learning (PBL). In the second year, students are instructed in clinical examination, history taking, and client communication skills, in addition to further exposure to PBL. The third and fourth years are now systems-based, with coordinated input from microbiologists, parasitologists, pathologists, and clinicians in teaching each body system. The first lecture-free final year in the 104-year history of veterinary education in Ireland consists of clinical rotations and a four-week elective pursued within the faculty or at other recognized institutions. Students must also complete a minimum of 24 weeks' extramural studies (EMS). Critically, the development and assessment of all courses in the new undergraduate degree program has been driven by carefully thought out learning outcomes. The new curriculum will provide graduates with the essential knowledge and skills required for entry into the veterinary profession. Society expects these qualities from veterinarians in the interests of the communities they serve during their professional careers. In addition, the curriculum should foster the ability to adapt to changing circumstances, instill the desire and ability to work in teams, and develop life skills. It is hoped that the academic innovations will arouse the intellectual curiosity and commitment to lifelong learning that future graduates will require if they are to retain the confidence of the society in which they work in the future.  相似文献   

17.
This retrospective, matched case-control study compared the characteristics of veterinary surgeons employed in veterinary research with those who had never held a research post. The cases were randomly selected from graduates of veterinary schools in Great Britain or Ireland who were employed at universities or institutes that conduct research and who played a major role in veterinary research projects during 2001 to 2003. The controls were veterinary surgeons who had not held any post that was primarily a research post since they graduated. The cases and controls were matched by year of graduation and data were obtained for 173 matched sets. Graduates who were significantly (P<0.05) more likely to have a career involving research included male graduates, graduates who had completed a summer studentship, graduates who had completed an internship, residency or houseman's programme, graduates who held a veterinary diploma, and graduates who had intended to pursue a career in research or academia when they graduated from veterinary school. A career involving research was significantly (P<0.05) more likely to be associated with full-time employment and a lower salary than a career that did not involve research.  相似文献   

18.
Veterinary schools in Australia and New Zealand are assessed for accreditation purposes every six years by the Veterinary Schools Accreditation Advisory Committee (VSAAC), which is a standing committee of the Australasian Veterinary Boards Council (AVBC).1 Prior to undertaking an assessment, VSAAC requests a Self Evaluation Report from the school and subsequently spends a week on site to collect additional information. The committee also takes into consideration other quality assurance procedures within the university and aims for a process that complements other evaluation activities. Internal evaluation procedures within VSAAC are designed to reflect the process and outcomes of each visit and lead to annual revisions of the publication Policies, Procedures and Guidelines publication. The committee has close links with the Royal College of Veterinary Surgeons (RCVS), and there is a routine exchange of observers on all visits in the United Kingdom and Australasia. In recent years VSAAC has become increasingly interested in looking at ways to place greater emphasis on the outcomes of veterinary education and, eventually, to reduce our reliance on input measures. There has been good progress in identifying desirable attributes for veterinary graduates, but further work is needed to establish the reliability of assessment procedures. The Australasian accreditation system is very supportive of recent moves to achieve greater compatibility of veterinary accreditation systems in different parts of the world because we believe it has the potential to assist globalization of animal disease control and veterinary education.  相似文献   

19.
Although veterinary medicine endorses high moral character and adherence to a code of ethics, to our knowledge, virtually no studies have examined the influence of veterinary medical education on the moral development of its students. Using the Kohlberg standard moral judgment interview, this study examined that relationship in a sample of 20 veterinary medical students (16.0% of the veterinary college's student body). The students were tested at the beginning and at the end of their veterinary medical education to determine whether their moral reasoning scores had increased to the same extent as those of other postgraduate students. It was found that normally expected increases in moral reasoning did not occur over the four years of veterinary medical education for these students, suggesting that their veterinary medical educational experience somehow inhibited their moral reasoning ability rather than facilitated it. With a range of moral reasoning scores between 313 and 436, the mean increase from first year to fourth year of 12.5 points was not statistically significant. Statistical analysis revealed no significant correlations between the moral reasoning scores on age or gender, although there were significant correlations with Medical College Admissions Test scores and grade point average scores.  相似文献   

20.
At Federation in 1901, Australia retained separate State veterinary services responsible for the control of endemic animal diseases. By 2010 the Commonwealth, State and Territory Governments and the livestock industries had coordinated a structure with supporting activities and shared finances that provides Australia's veterinary services and its livestock industries with preparedness and control programs for nominated exotic and endemic animal diseases. Animal Health Australia operates as the coordinating body for these programs. Since 1901, contagious bovine pleuropneumonia, bovine brucellosis and bovine tuberculosis have been eradicated, providing considerable industry benefits. While the entry of exotic diseases has been restricted, tick fevers, tick infestation, bluetongue infection, avirulent and velogenic Newcastle disease, Hendra virus, lyssavirus infection and Menagle virus infection have arisen from either hosts within Australia or from insect incursion from neighbouring countries. The control of endemic livestock diseases has been accompanied by the development of veterinary laboratory services by the Commonwealth, State and Territory Governments. The Australian Animal Health Laboratory operating since 1985 in Geelong has ensured Australia remains at the forefront of technological advances in veterinary diagnostic techniques. From the 1970s animal welfare has become an important component of national initiatives that remain focussed on satisfying community and international expectations.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号