Veterinarians in Biomedical Research: Building National Capacity

Buss, Daryl D.; Atchison, Michael L.; Corps, Kara N.; Falkowski, Lauren B.; Fox, James G.; Hendricks, Joan C.; Mexas, Angela M.; Rosol, Thomas J.; Stromberg, Bert E.

doi:10.3138/jvme.36.1.62

Cited by 7 publications

(3 citation statements)

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“…A total of 105 articles from the literature search were entered into the data extraction sheet. Most were journal papers (95) and the most frequent journals were Medical Teacher (18), Journal of Veterinary Medical Education (16), BMC Medical Education (11), Academic Medicine (9), Veterinary Record (5), and Medical Education (4). A further 26 journals were represented and there were 10 items from other sources (e.g.…”

Section: Data Extractionmentioning

confidence: 99%

“…Research and EBVM are complementary and interlinked; the need to promote both is stated in accreditation standards [5][6][7][8] and frameworks 9,10 and further highlighted through initiatives such as conferences. 11,12 There are recognized and ongoing challenges when integrating these into the curriculum including student engagement and increasing cohort size. Potential solutions have been proposed, outcomes defined and useful learning resources are available.…”

Section: Introductionmentioning

confidence: 99%

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Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula?

Janicke¹,

Johnson²,

Baillie³

et al. 2020

Journal of Veterinary Medical Education

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Veterinary educators strive to prepare graduates for a variety of career options with the skills and knowledge to use and contribute to research as part of their lifelong practice of evidence-based veterinary medicine (EBVM). In the veterinary curriculum, students should receive a grounding in research and EBVM, as well as have the opportunity to consider research as a career. Seeing a lack of a cohesive body of information that identified the options and the challenges inherent to embedding such training in veterinary curricula, an international group was formed with the goal of synthesizing evidence to help curriculum designers, course leaders, and teachers implement educational approaches that will inspire future researchers and produce evidence-based practitioners. This article presents a literature review of the rationale, issues, and options for research and EBVM in veterinary curricula. Additionally, semi-structured interviews were conducted with 11 key stakeholders across the eight Council for International Veterinary Medical Education (CIVME) regions. Emergent themes from the literature and interviews for including research and EBVM skills into the curriculum included societal need, career development, and skills important to clinical professional life. Approaches included compulsory as well as optional learning opportunities. Barriers to incorporating these skills into the curriculum were grouped into student and faculty-/staff-related issues, time constraints in the curriculum, and financial barriers. Having motivated faculty and contextualizing the teaching were considered important to engage students. The information has been summarized in an online “toolbox” that is freely available for educators to inform curriculum development.

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Section: Data Extractionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula?

Janicke¹,

Johnson²,

Baillie³

et al. 2020

Journal of Veterinary Medical Education

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“…Careful consideration should be given to the very real contemporary concerns that influence the decision to pursue research training in parallel with or in sequence to a pathology residency, including extended time in training, educational debt, and career track expectations of veterinary graduates. 1,2 Program infrastructure. Infrastructure includes access to equipment and technical and clerical support as well as stable funding with reasonable salary scales and deferrals or forgiveness for educational debt.…”

Section: Recommendations For Best Practicesmentioning

confidence: 99%

The Value of Biomedical Research Training for Veterinary Anatomic and Clinical Pathologists

et al. 2011

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Veterinary pathologists traditionally have been actively engaged in research as principal investigators and as collaborators.Pathologists frequently obtain advanced training in research; however, it appears that in the last 10 years there has been a reversal of a previous trend toward increasing numbers of pathologists obtaining PhD degrees. This has arisen despite an established shortage of veterinarians engaged in research. This article evaluates the benefits of research training for individual pathologists, including a wide spectrum of professional opportunities and additional skill development beyond that usually provided by diagnostic pathology training alone. Various training models are discussed, including combined and sequential diagnostic residency and research degree training as well as the nondegree research fellowship programs more commonly pursued in human medicine. Best-practice recommendations for program infrastructure, mentorship, time management, and a team approach to research and research training are advocated to facilitate the development of successful programs and to encourage a continued emphasis on integrated training for pathologists as both clinical diagnosticians and experimentalists. This article is intended to help prospective and active pathology trainees, their mentors, and educational administrators optimize opportunities to ensure the future vitality of veterinary pathologists, and their contributions, in basic and applied research.

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The transition into veterinary practice: Opinions of recent graduates and final year students

et al. 2011

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BackgroundThe transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition.MethodsThe study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples.ResultsResponse rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and zoonotic issues, veterinary legislation and veterinary practice management, commitment to continuing professional development and ability to evaluate information higher than recent graduates. Recent graduates ranked the attributes of integrity, friendliness and compassion higher than final year students.ConclusionsRecent graduates and final year students rate highly the attributes which help foster the client/veterinarian relationship. Recent graduates reflect that a focus on knowledge based attributes is less important once in practice when compared to final year. The study confirms the importance to recent graduates and final year students of attributes considered as non-technical in the transition to working in the veterinary profession.

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Veterinarians in Biomedical Research: Building National Capacity

Abstract: This Executive Summary provides the conclusions from the presentations and discussions at the conference Veterinarians in Biomedical Research-Building National Capacity, a meeting coordinated by the AAVMC and held at the National Institutes of Health (NIH), Bethesda, MD, August 1-4, 2007.

Cited by 7 publications

References 1 publication

Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula?

Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula?

The Value of Biomedical Research Training for Veterinary Anatomic and Clinical Pathologists

The transition into veterinary practice: Opinions of recent graduates and final year students

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