Search

There is on-going debate regarding whether veterinary students should focus on one (or a small number of) species during their undergraduate training (ie, track). The aims of this study were to: evaluate UK stakeholders' opinion on partial tracking (whereby students continue to qualify able to practise in all species) and full tracking (students qualify in a limited number of species necessitating restricted registration); and evaluate students' career aspirations in relation to the UK veterinary profession's employment profile. This paper presents the quantitative results of surveys completed by practitioners, students and university staff. The majority of respondents (69.4 per cent) disagreed or strongly disagreed with full tracking, however, there was widespread support for partial tracking (79.0 per cent agreed or strongly agreed). Students favoured partial tracking more so than practitioners (P<0.001). Univariate analysis of demographic factors did not identify differences in opinion regarding tracking within stakeholder groups. Students' knowledge of the UK veterinary employment profile appeared accurate. However, their career aspiration changed with year of the course, and only final year students' intentions were aligned with the profession's current profile. Qualitative data from these surveys are presented in a second paper and include the advantages, disadvantages and implications of partial and full tracking. [ABSTRACT FROM AUTHOR]

There is ongoing debate in the profession as to whether veterinary students should focus on one (or a small number of) species during their undergraduate training (ie, track). This paper presents the qualitative data from surveys evaluating UK stakeholder opinion on introducing partial tracking (whereby students continue to qualify able to practise in all species) and full tracking (students qualify in a limited number of species with restricted registration). Surveys were distributed to practitioners, students and university staff; 1061 responses were completed. Thematic framework analysis was conducted on the free-text responses; responses were coded to a hierarchical framework developed inductively from the data. Six major themes were identified: choice, flexibility, competency and knowledge, stakeholder implications, specialisation and 'what is a vet?'. The majority of the themes related to both full and partial tracking, usually being more pronounced in full tracking. The theme 'choice' is particularly important in light of the study's quantitative findings on students' awareness of the profession and their career aspirations (presented in a previous paper); should tracking be implemented, veterinary schools will need to take a proactive role in educating and assisting students while making career choices. [ABSTRACT FROM AUTHOR]

The article offers information on the position paper published by the Responsible Use of Medicines in Agriculture Alliance (RUMA) earlier in August 2014 on antibiotic resistance and antibiotic use in livestock. It mentions that the paper aims to clarify the position of RUMA on antibiotic resistance and how antibiotics can be used responsibly in livestock in Great Britain. Moreover, RUMA is also supporting calls for the collection of better data on the use of antibiotics in animals.

The author reflects on veterinary education in Great Britain. Topics discussed include the outcome-based education as a dominant health profession education paradigm, the papers by E. Crowther and colleagues on the concept of tracking system in British veterinary education, and the professional competency among veterinary students and schools.