Independent review of veterinary education in Australasia - submission date extended

02 Nov 2022

 

The Veterinary Schools of Australia and New Zealand (VSANZ) has commissioned an independent expert review of the veterinary science education capability of Australia and New Zealand as detailed below and here. They have extended the submission date to the 18th of November 2022.

Within the discussion paper there are specific questions directed to the AVA and specific demographics of the profession (employers of veterinarians), although you are free to comment on any of the questions. The AVA will be making a submission and we welcome members’ thoughts on this issue. If you have comments that you think may be useful to inform the AVA submission, please let us know by 14th of November 2022. Comments can be submitted to publicvetaffairs@ava.com.au 

Individual veterinarians are welcome to submit their own submission. The due date  has been extended to the 18th of November and should be emailed to veteducationreview@vsanz.org 

Questions for prospective employers of veterinarians:  

  • How is the demand for veterinary services changing in Australasia and the rest of the world? 
  • Are there roles in which veterinary graduates are under-represented, despite being well qualified to fulfil them?  
  • Does the current curriculum equip veterinary graduates with the necessary breadth and depth of skills and knowledge needed to successfully contribute to the sector?  
  • Do governments believe that enough veterinarians graduate each year in Australasia to meet the expected workforce capacity in the face of a severe exotic disease outbreak such as foot-and-mouth disease? 

Questions for AVA, NZVA and veterinary practice employers:  

  • Is the omni-competent new veterinary graduate still the preferable educational goal for veterinary schools, or would employers prefer graduates with narrower but deeper knowledge and skills? 
  • What options exist for structural reform in relation to induction/transition to the profession?  
  • Is more formal mentoring and support required for new graduates, perhaps similar to the UK’s Veterinary Graduate Development Programme model? 
  • Should the veterinary profession play a greater role in the education of veterinarians and if so, in what way?