Historical perspective and future directions in training of veterinary pathologists with an emphasis on zoo and wildlife species

This article discusses the history of the field of zoo and wildlife pathology, training opportunities for veterinary students and graduate veterinarians, and current and future job opportunities. The niches occupied by veterinarians in this field and their contributions to animal and human health are also highlighted. The field of zoo and wildlife, or "non-traditional" species, pathology has its roots in comparative anatomy, zoology, wildlife biology, and medical pathology in the mid- to late nineteenth century. The initial emphasis was on comparisons between animal and human diseases or on management of game animals. Veterinarians became increasingly involved during the twentieth century, gradually changing the emphasis to improvement of conservation strategies, captive care, and elucidation of diseases of concern for the animals themselves. Currently there are several zoos and wildlife agencies in the United States employing full-time veterinary pathologists. Private and government diagnostic laboratories, veterinary schools, and other academic institutions in the United States with pathology departments are other employers. The field requires post-DVM training by means of a residency program leading to board certification, graduate school (MS or PhD degrees), or both. Veterinary students can gain valuable experience in the field through externships and, at some schools, through elective courses in the curriculum. Current concerns about ecosystem health, bioterrorism, and the recognition that captive and free-ranging wildlife can serve as sentinel species will increase the demand for veterinary pathologists choosing this very rewarding career path specializing in non-traditional species.

Exemplary efforts in psychology to recruit and retain graduate students of color

Many psychology departments are striving for a greater representation of students of color within their graduate preparation programs with the aim of producing a more diverse pool of psychological service providers, scientists, and educators. To help improve the minority pipeline in psychology, the authors identify and describe recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color. The strategies most consistently used included engaging current minority faculty and students in recruitment activities, offering attractive financial aid packages, having faculty members make personal contacts with prospective students, creating linkages with historical institutions of color, having (or approached having) a critical mass of faculty and students of color, offering a diversity issues course, and engaging students in diversity issues research. Despite the similarities, the programs and departments were each distinctive and innovative in their overall approaches to student recruitment and retention. Highlighting the strategies used at successful institutions may help others develop plans for improving the minority pipeline within their own departments and programs.

US Doctoral Education: Critical Shortages and Plans for Reshaping the Future

The paper describes the major features of doctoral curricula in the United States for speech-language pathology, speech, language, hearing science and the AUD degree in audiology. Critical shortages in doctoral personnel in the United States, factors that are considered to be contributing to the problem of shortages and actions that have been recommended for reshaping the future of doctoral education are also discussed.

Charting a global future for education in physiology

The 2005 Claude Bernard Distinguished Lecture was presented at the XXXV International Congress of Physiological Sciences (IUPS) in San Diego, CA, by Ann J. Sefton. Dr. Sefton is an Emeritus Professor of Physiology of the University of Sydney and co-Chair of the IUPS Education Committee. A full profile of Dr. Sefton is included in this issue's The Physiology Teacher.

Constructive suggestions for the practical education of professional life counselors

Professional life counselors will serve an increasingly important role in the life quality of global citizens in the 21st century. The optimal preparation of service providers will reflect basic principles of human development, professional helping, and educational processes. The dynamic systems appreciations of constructivism offer valuable scaffoldings for mentoring and apprenticeship in human helping. Suggestions are made for practical refinements in professional education.

The return of science to education in clinical psychology: a reply to Snyder and Elliott

Clinical psychology currently exists in a state of isolation from the other scientific domains. This disconnect is explained, in part, by the continued adherence to mind-body dualism by many clinical psychologists and the rift between researchers and practitioners within the discipline. However, natural science researchers are reasserting the connection between physical and biological properties and psychological phenomena. As a result, knowledge and skill pertaining to the scientific method will become increasingly important in the education of future clinical psychologists. Modifications to both undergraduate and graduate training are suggested.

A new paradigm for graduate research and training in the biomedical sciences and engineering

98Emphasis on the individual investigator has fostered discovery for centuries, yet it is now recognized that the complexity of problems in the biomedical sciences and engineering requires collaborative efforts from individuals having diverse training and expertise. Various approaches can facilitate interdisciplinary interactions, but we submit that there is a critical need for a new educational paradigm for the way that we train biomedical engineers, life scientists, and mathematicians. We cannot continue to train graduate students in isolation within single disciplines, nor can we ask any one individual to learn all the essentials of biology, engineering, and mathematics. We must transform how students are trained and incorporate how real-world research and development are done-in diverse, interdisciplinary teams. Our fundamental vision is to create an innovative paradigm for graduate research and training that yields a new generation of biomedical engineers, life scientists, and mathematicians that is more diverse and that embraces and actively pursues a truly interdisciplinary, team-based approach to research based on a known benefit and mutual respect. In this paper, we describe our attempt to accomplish this via focused training in biomechanics, biomedical optics, mathematics, mechanobiology, and physiology. The overall approach is applicable, however, to most areas of biomedical research.

Toward promoting generative cultures of intentional mentoring within academic settings

Mentoring promotes ongoing learning of clinical psychologists, regardless of their expertise and experience. Most academic programs, however, do not possess vigorous mentoring cultures in which mentors simultaneously are learners. Academic programs are largely based on "mastery" philosophies that tacitly aim mentoring at less-experienced peers. This orientation can make stigmatizing mentoring opportunities, especially for psychologists from underrepresented populations. Using concepts from experiential learning theory, we articulate interventions to invigorate mentoring cultures and make mentoring less stigmatizing.

Graduate Study in Psychology: 1971-2004

This article traces the evolution of graduate study in psychology in the United States and Canada during the past 3 decades. The authors summarize the 2003-2004 characteristics of graduate programs and departments in psychology and compare these data to those obtained in 1970-1971, 1979-1980, and 1992-1993. The most recent data were obtained from the 2005 edition of Graduate Study in Psychology and were based on 495 institutions, 601 departments, and 1,970 graduate programs. Information is presented for both entire departments (e.g., faculty characteristics, student profiles, admission criteria, Graduate Record Examination and grade point averages, tuition costs, financial assistance) and individual graduate programs (e.g., areas of study, number of applicants, acceptance rates, enrollment statistics, retention rates). Particular attention is devoted to the emergence of PsyD programs in professional psychology, the ascendancy of neuroscience programs in academic psychology, and the steady rise in acceptance rates across programs over the past 33 years.

The challenges for clinical ethics education in Europe

The experiences of bioethics education tend to be provided at three levels. At undergraduate level a more general approach to bioethics is offered that may include both medical and non-medical students. Post graduate education may be formal, usually at advanced degree of doctorate level, or part of continuing professional development, either in the form of a course in clinical bioethics or through experienced gained by sitting on a clinical ethics committee. Two of these postgraduate approaches--a Masters programme in bioethics and the experience gained in developing a Hospital based bioethics programme--are considered in more detail in this presentation.

Promoting graduate student interest and participation in human gross anatomy

For many years, graduate students at the University of North Texas Health Science Center (UNTHSC) were reluctant to enroll in dissection-based human gross anatomy courses. Furthermore, few graduate faculty mentors would allow their students to enroll in these courses. The significant amount of time allotted to courses such as anatomy and its effect on students' research programs have been identified by faculty as the primary reason for this lack of enthusiasm. For example, prior to 1999, graduate students taking human gross anatomy at UNTHSC registered for a 13-semester credit hour (SCH) course that was offered only in the fall semester. In the last 5 years, the anatomy teaching faculty in the Department of Cell Biology and Genetics (CGEN) restructured the human gross anatomy course for graduate students. A series of small, compact anatomy courses, ranging from 3-7 SCHs, are now offered throughout the school year to replace the single anatomy course. The CGEN faculty designed courses based on single or multiple body systems that varied in length from a few weeks to an entire semester. This change was initiated with the implementation of a system-based approach to anatomy instruction in our medical school curriculum and the elimination of our graduate anatomy course. With the development of six anatomy courses covering the entire human body, we have had a significant increase in graduate student participation. Moreover, the shorter duration of the courses has made them more appealing to graduate faculty mentors who want to keep graduate students focused on their research.

Articulation of undergraduate and graduate education in health administration: barriers and strategies for the future

The initiation of the hospital administration degree at the master's level and not the baccalaureate level was an intentional decision. Unfortunately, during this formative half-decade, the baccalaureate programs developed in a vacuum, isolated from one another and from the long-established graduate programs. While there is not a clear professional consensus that the lack of undergraduate degree articulation with graduate education is a problem, the authors believe this to be the case and believe that many faculty agree. This paper will address the history of health administration education, current academic pathways to careers in health administration, and detailed barriers and strategies to academic degree articulation. The paper concludes that discussion of health administration degree articulation has received modest attention and discussion for more than twenty years, and neither formal relationships nor certification/accreditation has addressed the issue. The authors believe that creation of articulated degrees is desirable and call for AUPHA and CAHME to develop a task force to address barriers and strategies for articulation. Concurrently, while national policy would facilitate more rapid change, we recommend that individual undergraduate and graduate degree programs explore individual relationships as a means to achieve models for the profession as an alternative to the status quo.

Reconciling the rift: Improving clinical psychology graduate training in the twenty-first century

Most graduate programs in clinical psychology adhere to and reportedly are satisfied with the scientist-practitioner model of training. In the present commentary, I take the position that this model must be updated to reconcile the rift that currently exists between the scientists and the practitioners within the field. A return to scientific rigor within the field is espoused, and suggestions of ways to improve both undergraduate and graduate curricula are made.

Individual and cultural-diversity competency: focus on the therapist

The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was held in Arizona in November 2002. One of the workshops, Individual and Cultural Differences (ICD), focused on racism, homophobia, and ageism. The consensus was that self-awareness and knowledge about the three "isms" are critical components in the education and training of psychologists. This article, authored by four of the workshop attendees, is a review of the current research and theoretical literature. Implications that address both content and context in graduate programs and training sites are presented. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

Consultation and interprofessional collaboration: modeling for the future

Consultation and interprofessional collaboration by psychologists occur with individuals, groups, programs, and organizations. The practice of consultation and interprofessional collaboration involves interdisciplinary relationships, preparation, and advanced skill development within specialty areas of psychology (e.g., clinical, counseling, industrial-organizational, and school). The Workgroup on Consultation and Interdisciplinary Relationships engaged in a planning process at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology to address fundamental issues regarding consultation and interprofessional collaboration in professional psychology. The Workgroup articulated working definitions, consensus points about psychologists as consultants and interprofessional collaborators, a consulting and interprofessional competency blueprint for preparation and assessment strategies, and future directions. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.