Objective—To identify changes in the teaching of nontechnical skills, knowledge, aptitudes, and attitudes (SKAs) at US colleges and schools of veterinary medicine between 1999 and 2009.
Sample—All 28 US colleges and schools of veterinary medicine.
Procedures—An electronic questionnaire was sent to the entire study population. Results were compared with published results of a similar survey performed in 1999 of colleges and schools of veterinary medicine in the United States and Canada.
Results—A 100% response rate was achieved. All respondents were found to offer at least 1 course related to SKAs in 2009, compared with 94% (29/31) of respondents in 1999. A total of 110 such courses were documented, compared with 47 in 1999. In 2009, 26 of the 28 (93%) colleges and schools had at least 1 course related to SKAs that was required, compared with 17 of the 31 (55%) respondents to the 1999 survey. Courses were most commonly incorporated in years 1 and 3 of the curriculum and were most often valued at 1 or 2 credit hours. Forty-one of 67 (61%) courses had been developed since 1999. The most common topics were communication and financial management.
Conclusions and Clinical Relevance—Results demonstrated an increased commitment to teaching the SKAs on the part of the US colleges and schools of veterinary medicine. However, the question remains as to how effective these initiatives will be in enhancing the economic success of graduates and the veterinary medical profession in general.
Objective—To evaluate US consumer expenditures for veterinary services, pets-pet supplies, and pet-related services.
Design—Retrospective economic analysis.
Sample Population—US consumers from 1980 through 2005.
Procedures—Descriptive statistics and probit regressions were calculated.
Results—From 1980 to 2005, total inflation-adjusted expenditures on pet-related and veterinary services increased, as did the percentage of households with a pet-related expenditure. The percentage of households with veterinary service expenditures was fairly constant. Among households with a pet-related expenditure, the percentage purchasing veterinary services decreased. The probability for pet-related and veterinary service expenditures increased with income, education, and family size and was higher for household heads who were white, were married, owned their residence, and lived in a rural area.
Conclusions and Clinical Relevance—Overall spending on veterinary services increased substantially, providing no indication that successful practices should change strategy. Households that spent money on veterinary services increased their spending sufficiently to exceed the loss of income for veterinarians associated with the increasing proportion of pet-owning households that did not spend anything on veterinary services. Because the probability of veterinary service expenditures was strongly related to household income, caution is suggested in planning provision of veterinary services when incomes are constrained. Among households with pet-related expenditures, the decreasing percentage of households with veterinary service expenditures suggests a growing proportion of pet owners who are not having their veterinary service needs met. Because non-white households were less likely to purchase veterinary services, the veterinary profession cannot afford to delay efforts to enhance diversity and cultural competence.
To quantify the extent that professional skills topics were presented to veterinary students at US colleges and schools of veterinary medicine (ie, veterinary schools) in 2019 and compare findings with similar data collected in 1999 and 2009.
All 30 US veterinary schools in 2019.
An electronic questionnaire was sent to the associate deans for academic affairs of all 30 veterinary schools in the United States during fall of 2019. Results were compared with published results of a similar survey performed in 1999 and 2009.
A 100% (30/30) response rate was achieved for 2019. A total of 173 courses on professional skills topics were reported, of which 115 (66%) were required. The most common topic was communication (79/136 [58%] courses). Overall, courses were most frequently delivered in the first 3 years of the curriculum (129/158 [82%]), with required courses most common in years 1 and 2 (79/112 [71%]). Most courses (116/150 [77%]) were assigned 1 or 2 credit hours. These results represented continuation of a substantial increase in the teaching of professional skills, compared with findings for 1999 and 2009.
CONCLUSIONS AND CLINICAL RELEVANCE
Results suggested a growing commitment to the teaching of professional skills on the part of US veterinary schools and the willingness to change on the basis of the current perceived needs of their graduates. The observed increases align nicely with the emerging framework for competency-based veterinary education and its substantial focus on assessing competency in professional skills as an important outcome of veterinary medical education.