International Harmonization of Veterinary Medicine Studies

Anastasia S. Tsingotjidou*, Christos A. Batzios** and

George C. Papadopoulos*

* Lab. of Anatomy and Histology, ** Lab. of Animal Production Economics, Faculty of Veterinary Medicine, Aristotle University of

Thessaloniki, Thessaloniki, Greece

Thessaloniki, Greece

The Bologna declaration (1999) addresses the following main themes towards globalization in education:

the recognition of degrees and degree structure

the establishment of a system of credits,

the promotion of mobility of students and

co-operation in quality assurance

the promotion of the European dimension in higher education and the attractiveness of the European Higher Education Area

lifelong learning

Veterinary Medicine Schools are participating in this process of globalization:

In Europe, this has been achieved through the active involvement of

and

the Federation of Veterinarians in Europe (FVE)

the European Association of Establishments for Veterinary Education (EAEVE)

EAEVE

promotes the standardization of veterinary education

and

contributes to the production of knowledgeable veterinarians

REFORM OF THE CURRICULUM

VETERINARY MEDICINE

An effort to satisfy Bologna Declaration

Veterinary education entails diverse fields including:

The animal body

Growth and development

Animal production

Food hygiene, with its obvious direct implications for societal well-being

Function and dysfunction

Mechanisms of disease

Animal health and disease

Animals, vets and society

Clinical rotations

Curriculum for veterinary education should also offer:

Participation in research

Participation in clinical activities very early in the education process

Traditional teaching of courses, integrated

teaching or problem based learning represent

educational alternatives.

It is necessary to look at learning outcomes,

as defined according to market needs of the

individual countries, while complying with

European regulations

Educational direction

The rapid advances and almost ubiquitous availability of information and communication technologies

coupled with government-led initiatives to increase student numbers and widen participation has led many universities

to rethink curriculum design

Curriculum contents

Veterinary education should take into account the following events:

The importance of the agricultural/animal industries is declining in most European countries, while the demand of the owners of companion animals is increasing

Society in general, and in particular the gender profile of the profession, is changing

There is an important role for the veterinarian in relation to the new emerging diseases of animal origin with human implications, as well as aspects of the safety of food of animal origin

Concerns about the environment and natural resource development must be taken into consideration

VETERINARIANS

BRANCHES OF VETERINARY MEDICINE

Veterinarians may be employed in various disciplines ofprivate and industrial sector

(e.g.: milk and meat production),

academia and research institutions, civil-community areas

(e.g.: agricultural ministries, food and drug administration, community veterinarians)

One should keep in mind that

…. on day one after graduation, the new veterinarian

cannot have all the competences and skills in all areas

in which the veterinary profession is involved

Veterinary education should lead to producing

“competent” professionals with expertise

Failing to act will lead to consequences like:

Omni-competence will increasingly become omni-incompetence

The veterinarian will increasingly become a veterinary technician

The level of competence in all branches of veterinary practice will fall

VETERINARY MEDICINE PROGRAMS

In Europe there are over 30 different countries having veterinary medicine programs

The situation in Greece:- Traditional one-tier system

The situation in other European countries :- Some have adopted two-tier system

In the United States, over 20 veterinary medical schools exist and in many cases the acceptance to these schools is as competitive as the admission to medical schools

Today, curriculum reform is an on-going process in most Veterinary Schools by:

Increasing direct self-learning periods

Reducing formal teaching

Increasing practical and extra-mural services

Introducing electives/optional oriented to animal species and future specialization areas

POSSIBILITIES FOR INTEGRATION

A joint initiative was created consisting of 22

Veterinary Education Institutions from 20 E.U. and

associated countries, EAEVE and FVE, who

considered that the adaptation of curricula and

educational methods should be studied and

tackled on a long term basis and according to social

and market needs

The paradigm of VET2020

An existing network (VET2020) (

www.fmv.utl.pt/vet2020) working closely with an

Italian firm (Nomisma) are collecting data, the analysis

of which will identify problems and non-agreement

issues

Common general frames for curriculum development

will be established

Declaration on the harmonization of Ph.D.

programs in Medicine and Health Sciences (

www.mefos.hr/mefos/pds/zagreb_declaration_us.html)

EUROPEAN CONFERENCE ONHARMONIZATION OF Ph.D. PROGRAMSIN MEDICINE AND HEALTH SCIENCES University of Zagreb – Medical SchoolZagreb, Croatia, April 24 - 25, 2004

Accreditation (or certification) is a result of the review of an educational or an institution following certain quality standards agreed beforehand

In the long run, accreditation:

Provides students with clearly defined and appropriate programs

Facilitates student mobility and the pre-recognition of degrees and

Facilitates recognition of degrees, thus facilitating graduate mobility

European Evaluation and Accreditation

EAEVE initiative Self evaluation reports of the Veterinary Schools Visits by expert teams (interdisciplinary

academicians and professionals) Report by the expert team (suggestions and

observed deficiencies) Reply and attempted remedies are approved or

disapproved by the expert team Appearance of the School in the list of approved

or non-approved Veterinary Schools Official Accreditation of the approved School by

the member states waits a major political decision

The Italian paradigm (Dr. Romagnoli):

To establish criteria to evaluate quality in academia To write an annual report on quality in academia To promote the adoption of techniques for evaluation of

quality To assess the quality of data coming from universities To establish a yearly program of evaluation of quality in

academia To evaluate proposals of establishing new Universities To assess the status of academic teaching, right to

study and free access to university To establish new criteria to distribute national

resources to universities To advise the Ministry on quality of all academic

activities related to teaching, research and administration

The integration of diverse components of veterinary training within an interdisciplinary approach counterbalances the increasing specialization of knowledge which is critical for progress

Furthermore, the aim of this effort should include the retention of the independence of academics along with the rich diversity of European education systems

CONCLUSIONS-FUTURE AIMS