1. Veterinary Education in the Future Marcel Wanner Prof. Dr. Dr. h.c. President of EAEVE International Symposium “PROSPECTS FOR THE 3rd MILLENNIUM AGRICULTURE” Cluj-Napoca 8 October 2009

2. Veterinary Education for the Future Academic veterinary medicine is a challenge because it must anticipate the changing needs of the society and the profession and veterinary education must prepare the graduates, the future veterinarians, for what might come in the future, not just for what can be seen now. (Willis, 2007) Veterinary education needs to be updated (Vallat, 2009)

3. Outline  The EC-Directive 2005/36 old-fashioned but with leeways  Theoretical and clinical teaching  Tracking / streaming  Faculties with core competencies  Final remarks

4. The Old Fashioned New Directive Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications defines minimum requirements for veterinary training (The important issues in the new Directive are copied from the old Directives 78/1026/EEC and 78/1027/EEC) Old-fashioned but it gives a leeway!

5. Exploitation of the Leeway The programme shall include at least the following basic subjects: Directive 2005/36/EC - Physics - Chemistry - Animal biology - Plant biology - Biomathematics These high-school subjects can (have to) be adapted to the needs of the veterinary curriculum - Physics  basic principles of radiology, of motor activity - Chemistry  part of biochemistry - Plant biology  feed science

6. Organ Centered Teaching - skeleton - skeletal muscles - heart and cardiovascular system - …… Physiology Anatomy Organ Centered Teaching Heart Anatomy Physiology Diagnostic Imaging Pathology Pharmacology Propaedeutics Histology

7. Theoretical Training Self directed learning Lectures Reduction of the contact hours Tele-teaching Collaboration with other faculties e-learning Common interests Common language

8. Clinical Training Intra- and extramural clinical training - Clinical demonstrations - Supervised practical training - Clinical work - Mobile clinic - Emergency service - Night shift The students need contact with patients right from the start of the curriculum ! Collaboration with other faculties, with excellent private clinics and practitioners under (academic) expert supervision

9. Omnicompetence after 5 Years The distribution of the theoretical and practical training among the various groups of subjects shall be balanced and coordinated in such a way that the knowledge and experience may be acquired in a manner which will enable veterinary surgeons to perform all their duties. (Annex V, point 5.4.1 Directive 2005/36/EC)  Omnicompetent new graduates Omnipotent new graduates Is this still modern and forward?

10. Tracking/Streaming - Decreasing interest in farm animals - Increasing interest in pets and horses - Increasing impact of food hygiene Consequences ? Tracking/Streaming feminisation Farm Animal Practitioner

11. Tracking / Streaming New curriculum with tracking/streaming  Master degree - pet medicine - horse medicine - farm animal medicine - food hygiene - veterinary public health - biomedical research …. Advantages - for the students: focus on the preferred intended career - for the teachers: more interested students - for the faculties: focus on core competencies

12. Farm Animal Practitioner The specialist for the monitoring of the whole food chain from feed to food

13. Faculties with Core Competencies - Each faculty defines its core competence - The teaching hospitals are focused on specific clinical areas (Students choose the faculty wich is offering the favoured track) - Faculties have to collaborate so that on the national level all the educational tracks are available

14. Modern Curriculum Development The ingredients for a modern curriculum development - formulate, in conjunction with the profession, governmental bodies and industry, the day-1 skills of graduates - develop a curriculum in which healthy and diseased animals make the central core up and integrate animal health and welfare and public health - develop extramural clinical training under academic supervision - strengthen evidenced based veterinary medicine by interconnecting research outcomes in the curriculum - develop objective criteria to judge the performance and quality of teaching staff (Cornelissen, 2009)

15. Final Remarks Academic teaching is a research based transfer of knowledge and skills and of doubt Faculties need networks and collaboration Veterinary training has to be focused on animals and animal patients Don‘t forget: Our students are critical young adults whom we train for the future professional life as veterinary surgeons