A short history of veterinary workforce analyses

Demographic and preliminary employment data of the first two graduate cohorts from a rural veterinary school

OBJECTIVE

To report initial career experiences and graduate employment destinations 1 and 5 years following graduation of the 67 graduates from the first two graduating classes of the veterinary science program at Charles Sturt University.

DESIGN

Online survey of graduates from the 2010 and 2011 cohorts undertaken 12 months following course completion and descriptive data on graduate practice locations 5 years post-graduation.

PROCEDURE

Questions covered general demographic information, issues relating to work-life balance and factors influencing vocational choices. Descriptive statistics and qualitative responses are reported, with comparisons between continuous variables by two-sample t-test and between categories by Chi-square analyses. Significance was set at P < 0.05. Graduates' locations 5 years after graduation were obtained from veterinary registration details and staff contact with graduates.

RESULTS

Complete survey responses were received from 39 graduates of whom 34 were employed in regional areas, 1 in a very remote area, 3 in major cities and 1 overseas. Hours worked and salary received were consistent with other survey data, with new graduates working in regional practices earning slightly more than those working in metropolitan practices. At 5 years following graduation, the majority (56/61, 92%) remained in rural or regional Australian veterinary practices, with a further five graduates overseas and one lost to follow-up.

CONCLUSION

This study supported the selection criteria and educational approaches at CSU in establishing most of the new graduates in rural and regional mixed veterinary practice.

The Changing Fiscal Environment for Academic Veterinary Medicine

The fiscal environment for academic veterinary medicine has changed substantially over the past 50 years. Understanding the flux of state and federal government support and the implications for student debt, academic programs, and scholarly work is critical for planning for the future. The recent precipitous decline in public funding highlights the urgent need to develop and maintain an economically sustainable model that can adapt to the changing landscape and serve societal needs.

Fifty Years of Evolving Partnerships in Veterinary Medical Education

The Association of American Veterinary Medical College's (AAVMC's) role in the progression of academic veterinary medical education has been about building successful partnerships in the US and internationally. Membership in the association has evolved over the past 50 years, as have traditions of collaboration that strengthen veterinary medical education and the association. The AAVMC has become a source of information and a place for debate on educational trends, innovative pedagogy, and the value of a diverse learning environment. The AAVMC's relationship with the American Veterinary Medical Association Council on Education (AVMA COE), the accreditor of veterinary medical education recognized by the United Sates Department of Education (DOE), is highlighted here because of the key role that AAVMC members have played in the evolution of veterinary accreditation. The AAVMC has also been a partner in the expansion of veterinary medical education to include global health and One Health and in the engagement of international partners around shared educational opportunities and challenges. Recently, the association has reinforced its desire to be a truly international organization rather than an American organization with international members. To that end, strategic AAVMC initiatives aim to expand and connect the global community of veterinary educators to the benefit of students and the profession around the world. Tables in this article are intended to provide historical context, chronology, and an accessible way to view highlights.

A qualitative study to explore communication skills in veterinary medical education

OBJECTIVE

To explore and gain an understanding of what "clinical communication skills" mean to veterinarians working in private practice and what implications this might have for veterinary medical education.

METHODS

Qualitative research methods were used to purposefully sample a range of veterinary practitioners from a pool of South Australian veterinary practices who were interviewed to determine their understanding of what communication skills mean in the context of veterinary practice. Interviews were conducted with fourteen veterinary practitioners. Participants were sampled from a range of ages, veterinary schools of graduation plus urban and rural locations. Interview transcripts were analysed for themes, definitions and contexts.

RESULTS

Participants' accounts included a number of skills which they considered to be "communication". Some of the definitions of these skills parallel communication skills and competencies for human medicine on which communication skills training incorporated into veterinary curricula to date have largely been based. However, the veterinarians in this study also raised interesting contextual differences unique to the veterinary profession, such as communication with the animal, selling service, discussing money in relation to decisions for care, and communicating about euthanasia.

CONCLUSIONS

Veterinary practitioners require high level communication skills. Education and training in veterinary medicine may be better tailored to reflect the unique context of the veterinary profession.

Career attitudes of first-year veterinary students before and after a required course on veterinary careers

Careers in Veterinary Medicine is a required, one-credit-hour course at the North Carolina State University College of Veterinary Medicine (NCSU-CVM), which meets once weekly during veterinary students' first semester. Lectures in this course are presented by one or more veterinarians representing diverse career areas. A voluntary, anonymous survey was distributed before the first class meeting in 2011 (PRE) and at the end of the semester (POST) to assess if students' career interests changed during the semester. The survey collected basic demographic data and students' preferences (on a Likert scale) for 17 veterinary career paths. Out of 63 students, 36 (57%) in the POST survey said that their career interests had changed during the semester, and 17 of the 26 students (65%) who gave a reason credited the careers course as one factor in reconsidering their career choice. Only 3 of the 17 career paths had statistically significant PRE/POST survey differences in Likert response frequency (equine practice, pathology, and wildlife medicine), but both informal discussions with students and responses to open-ended survey questions indicated that many students valued the introduction to unfamiliar veterinary career areas. Careers in Veterinary Medicine is a vital component of recent career-planning initiatives in the college, which will be especially important to veterinary students as they face continued changes in the profession, such as the increased debt load of the new graduate and the threat of veterinary workforce oversupply.