Thesis (M. S.)--Texas A&M University, 2007. / "Major Subject: Veterinary Public Health" Title from author supplied metadata (automated record created on Oct. 13, 2008.) Vita. Abstract. Includes bibliographical references.

Thesis (M. S.)--Texas A&M University, 2008. / "Major Subject: Veterinary Public Health" Title from author supplied metadata (automated record created on Oct. 13, 2008.) Vita. Abstract. Includes bibliographical references.

A framework for curriculum harmonization at veterinary colleges in Latin America is proposed. The framework was developed considering the expansion of knowledge, particularly in veterinary public health. Also described are the generic or process skills for a life-long commitment to learning. The proposed core curriculum consists of four one-year academic blocks which include process skills in veterinary education, basic biology, animal health, and animal production. Each are considered fundamental disciplines crucial for successful veterinary practice in Latin America. Optional species-oriented elective blocks are also discussed. The proposed block-based core curriculum encourages curricular flexibility, and reduces the problem of information overload. The curriculum framework also promotes mobility for students, teachers, researchers, and administrators in Latin America. A qualitative approach using interviews was developed and tested. Data were collected from an extensive literature review and responses obtained from interviews with 25 veterinarians selected from Argentina (3), Bolivia (2), Chile (3), Colombia (2), Costa Rica (3), Guatemala (2), Mexico(6), and Peru (4). Several techniques were used to complement the research, among which were: note taking during interviews, triangulation, peer debriefing, and confidentiality. Adopting the proposed framework will help face current societal demands from the veterinary profession such as those skills for a more service-oriented practice that are becoming increasingly important to veterinarians. It will also enhance the competencies of trained veterinary professionals within the various branches that comprises the wide scope and diversity of veterinary practice found in Latin America. And it will increase preparation of veterinary students to cover both the broad and in-depth knowledge required to address the various veterinary fields related to the regional, national, and international societal demands in a globalized competitive world. The major conclusion from this study was that veterinary public health has become an overarching educational theme for veterinary education in Latin America. Further, the public expectation of veterinary practitioners in Latin America includes expertise not only in medicine and the animal sciences, but also in food animal production, economics, and public health. In fact, the concept of veterinary public health has become an over-arching educational theme that well characterizes veterinary education in Latin America.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1946.

No description available.

Thesis (MSc (Paravet. Studies))--University of Pretoria, 2007. / Includes bibliographical references.

Master of Public Health / Department of Diagnostic Medicine/Pathobiology / Justin J. Kastner / David G. Renter / The history of veterinary medicine is intimately intertwined with duties to public health. This has remained true over centuries, and is becoming even more important with recent significant threats to public health. Despite this, the veterinary profession is failing to meet increasing needs for veterinarians trained in population medicine and public health, nationally and internationally. Current accreditation requirements for veterinary schools and colleges are vague with regard to public health education, leaving each college or school of veterinary medicine to implement its own perception of veterinary public health education. Is the public health education in veterinary curricula adequate among U.S. veterinary colleges and schools? Our inventory of the veterinary curricula in the 28 U.S. veterinary schools and colleges revealed inadequacies in veterinary public health education delivery. We found that most colleges and schools are lacking in the major veterinary public health subjects as recommended by the American College of Veterinary Preventive Medicine and the World Health Organization. The issue of inadequacies, even deficiencies, within health professional curricula is not unique to the veterinary profession. What have other health professions proposed to correct their own perceived deficiencies within their educational curricula? We identified deficiencies and proposed solutions from three health professions and discussed their solutions as potential approaches to remedy the inconsistency in public health delivery in veterinary curricula. The dental profession addressed lack of faculty effectiveness with faculty development programs. The medical profession identified an outdated and irrelevant pre-medical curriculum and is currently considering reforming it. The chiropractic profession identified a lack of public health education in its curriculum and organized a standardized public health course. Health professions are similar in content of curricula and length of professional program. In addition, the health professions have similar pre-requisites. They also share similar challenges: faculty shortages, high student debt loads, and rising educational costs. Because of these similarities, solutions to perceived curricular deficiencies proposed in one health profession can be used to address deficiencies in other health professions. Therefore, the dental, medical, and chiropractic professions have proposed solutions that should be considered in addressing the veterinary profession's curricular deficiency of inadequacy in public health education.

Vergleich der Ausbildung von Tierärzten im Fachbereich Lebensmittelhygiene an den europäischen veterinärmedizinischen Bildungsstätten

Procedeu-se ao estudo comparativo entre as provas de soroneutralização (SN) e imunofluorescência indireta (IFI) para a avaliação de anticorpos anti-rábicos em soros de cães. A prova de IFI apresentou associação significante de alta ntensidade e elevada concordância com a prova de SN, não se verificando, porém, correlação significante entre os resultados obtidos por ambas as provas. A avaliação do comportamento da vacina anti-rábica, preparada em cérebros de camundongos lactentes e aplicada em cães nunca antes vacinados, revelou pela prova de SN uma ascensão lenta e de pequena magnitude e um declínio rápido, da curva das medianas dos títulos de anticorpos anti-rábicos, já aos 45 dias da vacinação. Relativamente à prova de IFI, a resposta imunitária revelou-se mais intensa, e o declínio da curva das medianas dos títulos de anticorpos ocorreu aos 60 dias da vacinação. / A comparative study was made between the serum-neutralization (SN) and indirect immunofluorescence CIIF) techniques for the evaluation of rabies antibodies in sera from dogs. The IIF technic showed significant association of high intensity and concordance with the SN technic. No significant correlation, however, was observed between the results obtained from both techniques. The evaluation of the suckling-mouse-brain rabies vaccine, applied in dogs never vaccinated before, showed by the SN technic a slow rise of small magnitude and a fast decline of the curve of the median rabies antibodies titers, as early as 4S days after vaccination. With regard to the IIF technic, the immunitary reaction showed itself more sensitive, and the decline of the curve of the median antibodies titers occurred 60 days after vaccination.