Journal of Veterinary Medical Education, Vol 34, Issue 4, 381-382
DOI: 10.3138/jvme.34.4.381
Copyright © 2007 by Association of American Veterinary Medical Colleges
Pathology - Global Challenges in Education |
Education in Veterinary Pathology: Innovations and Global Challenges
Theme Editor: Susan M. Rhind
The theme of this issue of JVME is education in veterinary pathology, and the articles that follow range from reflections on the changing nature of the discipline, through new teaching and learning methods and their impact "at the coal-face," to current programs and challenges for residency training.
The emphasis and location of pathology within veterinary curricula have undergone much change over recent years, and yet pathology can be viewed as a central "cog" in the whole curriculum. Traditionally this cog was located at the mid-point of curricula, forming the bridge between pre-clinical and clinical work. In this context, we can learn much from the human medical world—in particular, the change to more integrated curricula that occurred in the United Kingdom in wake of the "Tomorrows Doctors" documents,1 as described in this issue by Reid. The resulting concern from the "disciplines" about the consequences of potential loss of identity within these new integrated curriculum models was profound with a danger, as described elsewhere, that "while the medical education train accelerates away, pathologists are at risk of being left on the platform arguing the benefits of steam."2 New and innovative approaches to learning and teaching in veterinary pathology using case-based approaches are described in this issue that embrace integration yet maintain the identity of the discipline. The utility of technology as it relates to "virtual microscopy" is also described in several articles—both for histopathology and for cytopathology—and there is good evidence to suggest real benefits to the quality of teaching and learning in this traditionally challenging area.
Globally, there are three major bodies concerned with standards and training in veterinary pathology, as described in a number of articles in this issue. These are the American College of Veterinary Pathologists, the Royal College of Pathologists, and—the most recent addition—the European College of Veterinary Pathologists, established in 1995 and described by Kipar et al. in this issue, together with a related article on the associated summer-school series to support residents in training.
In addition to these colleges, other national bodies exist (such as the Australian Society for Veterinary Pathology), and 2006 saw the launch of the British Society of Veterinary Pathology,3 which has at its heart the desire to promote continuing professional development (CPD) but is not involved in examination or accreditation processes. Other key players in pathology training and CPD include the Armed Forces Institute of Pathology4 and the Charles Louis David Foundation.5 These national and international initiatives serve to emphasize the dynamic nature of the field and the real commitment to ensuring that suitable opportunities to support future training needs in the discipline are met. This would appear timely, as discussed in several articles in this theme that highlight the global shortage of veterinary pathologists in all sectors. Fitzgerald et al., however, indicate that there is some room for optimism, providing data showing expansion in residency training programs in North America in recent years. Nevertheless, funding of residencies remains a significant challenge; Scudamore and Smith highlight in their article the need to address the "fundamental issue of providing adequate long-term funding."
Despite the clear challenges that currently exist for the discipline, the energy and effort being invested in innovative teaching and learning methods in veterinary training programs and CPD are laudable and should give us optimism for the future. We should, of course, not be complacent, and particularly we must heed the warnings regarding funding for residency training and continue to lobby at the highest levels to ensure that adequate resources exist to support veterinary pathology for the future of our discipline.
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Footnotes
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AUTHOR INFORMATION
Susan M. Rhind, BVMS, PhD, MRCPath, MRCVS, FHEA is a veterinary pathologist and Professor of veterinary medical education at the Royal (Dick) School of Veterinary Studies, University of Edinburgh, Scotland, UK. E-mail: susan.rhind{at}ed.ac.uk. Interests include curriculum design, e-learning, and assessment.
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REFERENCES
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- General Medical Council [GMC]. Tomorrow's Doctors: Recommendations on undergraduate medical education <http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors.asp>, GMC, 2003 Accessed 07/04/07.
- Marshall R, Cartwright N, Mattick K. Teaching and learning pathology: a critical review of the English literature. Med Educ 38:302–313, 2004 p309.[CrossRef][Medline]
- British Society of Veterinary Pathology [BSVP]. BSVP home page <http://www.bsvp.org/default.htm">http://www.bsvp.org/default.htm> BSVP, 2007 Accessed 07/04/07.
- Armed Forces Institute of Pathology [AFIP]. AFIP home page <http://www.afip.org/index.html>, AFIP, Washington, DC, 2007 Accessed 07/04/07.
- Charles Louis Davis. Foundation for the Advancement of Veterinary and Comparative Pathology. Foundation home page. <http://www.cldavis.org/>, C.L. Davis Foundation, 2007 Accessed 07/04/07.
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