Nutrition Education in European Veterinary Schools: Are European Veterinary Graduates Competent in Nutrition?

Knowledge of nutrition is vital for veterinarians to inform owners about care of healthy pets and management of disease. Owners wish to have information from the veterinary health care team (VHT), and graduate veterinarians should be sufficiently educated to provide evidence-based information. Many veterinary practitioners feel that their veterinary school education in small-animal nutrition was insufficient. This survey presents the information on nutrition education in 63 European veterinary schools, including attitudes about teaching of nutrition, importance of nutrition, satisfaction of graduate performance and skills in nutrition, existing and required curriculum hours in nutrition, existing and required teaching staff, and barriers to achieving adequate teaching. The questionnaire was provided online to university deans and faculty members. The majority of schools felt that nutrition was important, but lacked staff numbers or knowledge to teach adequately. Many were also restricted by a crowded curriculum. Potential solutions include hiring a nutritionist, outsourcing nutrition education, and/or using online materials.

[The importance of nutrition counselling in veterinary practice]. / Die Rolle der Ernährung in der Kleintierpraxis.

OBJECTIVE: Collection of epidemiological data about the importance of nutrition counselling and current nutritional knowledge of veterinary surgeons. MATERIAL AND METHODS: A total of 707 veterinarians were interviewed based on a standardized questionnaire. The survey was divided into three sections and comprised the topics person and working environment, level of education and current knowledge regarding nutrition, as well as the significance of nutrition in daily practice. RESULTS: The majority of respondents (91.3%) worked in a practice with up to four veterinarians, where most of the participants (89.3%) treated up to 50 patients daily. On a scale from 1 to 5, the veterinarians evaluated their knowledge with a mean of 2.59 (± 0.798) and the importance of nutrition with a mean of 2.02 (± 0.818). Nutrition consulting was provided for at least half of the patients by 37.3% of the participants. The counselling was performed in different ways. The main reasons for a lack of consultancy despite a current indication were time and labor (37.1%) as well as the low willingness of customers to pay (34.6%). The majority of veterinarians were interested in further training concerning nutrition counselling. CONCLUSION: Nutrition consulting is an important part of daily veterinary practice but there is a demand for further training. CLINICAL RELEVANCE: Although the importance of nutrition is clear, only some of the veterinary surgeons perform consulting on a regular basis. In particular, in case of an existing indication, a nutrition consulting is advisable to ensure maximum success of treatment.

Faculdade de Medicina Veterinária e Zootecnia - FMVZ/USP - Home

Desde sua fundação em 1919, a Faculdade de Medicina Veterinária e Zootecnia (FMVZ) tem como um de seus principais objetivos formar profissionais altamente qualificados para pesquisar e atuar na área de medicina veterinária. Adicionalmente, seus serviços de extensão à comunidade envolvem atendimento anual de cerca de 60 mil animais e 70 mil exames laboratoriais para auxílio do diagnóstico veterinário. É constituída de seis Departamentos: de Cirurgia, de Clínica Médica, de Medicina Veterinária Preventiva e Saúde Animal, de Reprodução Animal, de Patologia e de Nutrição e Produção Animal. Conta com o museu de anatomia animal, biblioteca especializada, hospital veterinário que atende animais de pequeno e grande porte e ambulatório para atendimento de aves silvestres e exames laboratoriais.

An unexpected life in nutrition.

In this biographical article, I describe the evolution of my career in nutrition from an early period as an animal nutritionist interested in amino acid metabolism and genetic variation in nutrient requirements to an involvement in human nutrition and international public health. The career changes were in some respects a mirror of the evolution of nutritional science in my lifetime. I spent my entire career at Cornell University in what I think of as three distinct phases. As a researcher and teacher in the Poultry Science Department, I was able to do research in animal nutrition and witness the rapid industrialization of the production of poultry meat and eggs, helped by the findings of the era of nutrient discovery in nutritional science. Later I had the opportunity to lead the reorganization of human nutrition at Cornell during a period when research in nutritional science turned away from identifying new nutrients and became increasingly concerned with the roles of diet and chronic disease. During this period my research focus evolved as I became interested in aspects of international nutrition problems, particularly the influence of parasitic infections on child health and nutrition. I also became involved nationally in nutrition issues through participation in organizations such as the National Nutrition Consortium, the Food and Nutrition Board, and National Institutes of Health study sections at a time of great ferment in nutrition about the relationship of dietary patterns to health. Finally, I became provost of Cornell University and involved in the administration of a major research university. I describe my career in the context of my origins and early education springing from life on a sustainable family farm in rural Illinois.

Increasing fruit and vegetable consumption among preschoolers: evaluation of color me healthy.

OBJECTIVE: Determine whether Color Me Healthy (CMH), an interactive nutrition and physical activity program for preschool children, increases fruit and vegetable consumption. DESIGN: Intervention study. Data were collected at baseline, 1 week post-intervention, and 3 months post-intervention. SETTING: Child care centers. PARTICIPANTS: Preschool children (n = 263) in 17 child care centers. INTERVENTION: Child care centers were randomly assigned to 1 of 2 conditions; children (n = 165) in 10 centers received the CMH curriculum, and children (n = 98) in 7 centers acted as comparisons and did not receive the curriculum. MAIN OUTCOME MEASURES: Process and outcome evaluation. Consumption of fruit and vegetable snacks. ANALYSIS: Data were analyzed using repeated-measures analysis of variance and hierarchical linear modeling. RESULTS: Children who received CMH significantly increased their consumption of fruit snacks by approximately 20.8% and vegetable snacks by approximately 33.1% between baseline assessment and the assessment conducted 3 months after the completion of the CMH program. Hierarchical linear modeling determined that group assignment (ie, CMH or control) was the only significant predictor of fruit and vegetable consumption. CONCLUSIONS AND IMPLICATIONS: Findings suggest that CMH may be used in child care settings for developing healthful eating habits.

Focus on nutrition: how a diplomate of the American College of Veterinary Nutrition can help your practice and patients.

Diplomates of the American College of Veterinary Nutrition (ACVN) can provide clinicians with a variety of nutrition-related services that can enhance patient management and owner satisfaction. Patients with chronic or acute disease can often benefit from client or clinician consultation with an ACVN diplomate. Services offered by board-certified veterinary nutritionists include detailed diet evaluations, commercial diet counseling, weight loss program creation, guidance on nutritional management monitoring and adjustments, feeding tube placement, and parenteral and homemade diet formulation.

WSAVA Nutritional Assessment Guidelines.

Careful assessment of nutritional needs of dogs and cats must be taken into consideration in order to maintain optimum health, be part of a treatment regimen for a diseased state, or to maximize the quality of life in all animals. Therefore, the goal of these WSAVA Guidelines is that a nutritional assessment and specific nutritional recommendation be made on every patient on every visit. This will become known as the 5th Vital Assessment (5VA), following the four vital assessments of temperature, pulse, respiration, and pain that are already addressed on each patient interaction.

Using a diet history to improve adherence to dietary recommendations.

Proper dietary management is essential to pet health, yet changing pet owners' feeding practices is often difficult. Taking a diet history provides an opportunity to open a dialogue about animals' dietary needs as well as invaluable information that will aid in tailoring specific dietary interventions to the needs and preferences of patients and their caregivers.

Teaching nutrition to the left and right brain: an overview of learning styles.

Functioning effectively as a veterinarian requires proficiency in multiple learning styles. Whether the goal is to design a nutrition course, plan a veterinary curriculum, or help students develop interpersonal, communication, and leadership skills, students benefit when content, design, and delivery are balanced to meet their learning-style preferences. An overview of four different learning style models is presented: the Myers-Briggs Type Indicator (MBTI), Kolb's Learning Style Model, the Felder-Silverman Learning Style Model, and the Herrmann Brain Dominance Instrument (HBDI). A whole-brain approach (HBDI) was used in the development and implementation of the small-animal clinical nutrition course at the University of Minnesota College of Veterinary Medicine. One educational objective of this course is to help students develop mental dexterity, increasing their proficiency in both their preferred and their less preferred modes of learning. The instructional goals are to deliver the content of the small-animal clinical nutrition course through exercises that meet the needs of learners in each thinking quadrant (left and right, cerebral and limbic) at least part of the time. Examples of exercises are presented to portray a balanced or whole-brain approach to teaching clinical nutrition.

Teaching and assessing nutrition competence in a changing curricular environment.

In the past, the required introductory veterinary nutrition course at Michigan State University's College of Veterinary Medicine (MSU-CVM) has provided 29 hours of didactic lectures, with student performance evaluated by short-answer or multiple-choice questions. Because of a 50% reduction in allotted course credits and a change in prerequisites for admission, the course is being redesigned to focus on three of 29 nutrition competencies outlined by the American College of Veterinary Nutrition. Professional communication skills will be developed through small-group learning experiences, case-based problems, and videotaped interviews with standardized clients to teach and assess nutrition competencies. Assessment strategies will differ from traditional multiple-choice examinations and include pre- and post-course self-efficacy ratings, written evaluations from trained standardized clients, and oral and written evaluations from coaches or facilitators.

Teaching nutrition to student veterinary technicians.

Graduates of veterinary technology programs must have the knowledge and skills to understand, implement, and encourage owner compliance with appropriate feeding recommendations for healthy animals and therapeutic regimens to promote optimal health, enhance recovery, and manage chronic disease conditions. This article describes nutrition education for veterinary technology students at the College of Veterinary Medicine, Michigan State University. Veterinary technology students are novice learners in nutrition who prefer visual, applied, and experiential modes of instruction. The program uses the American College of Veterinary Nutrition's "Circle of Nutrition," concept maps, and case-based delivery and assessment.

Resident and graduate training in veterinary nutrition.

Training programs for veterinarians seeking board certification by the American College of Veterinary Nutrition (ACVN) are structured in one of two ways: (1) as programs similar to specialty training in other clinical disciplines or (2) as graduate programs leading to advanced degrees combined with clinical training. Residency training occurs through a variety of approaches, including didactic coursework, case-based and applied learning, clinical training, teaching, research, and self-study. Challenges to successful residency and graduate training include low numbers of diplomates, particularly at veterinary schools; low numbers of applicants; small numbers of funded programs; and faculty promotion systems that do not reward residency or graduate training and program development. The mentoring of individuals seeking both board certification and a graduate degree presents additional considerations, including recruitment of individuals motivated in research and structuring a combined program that facilitates completion of both tasks in a timely fashion.

Use of computer simulation to teach a systems approach to metabolism.

Use of a systems approach, as embodied in the computer simulation model of metabolism of a dairy cow, Molly (Baldwin, 2005), is ideal for teaching nutrition. This approach allows the overall complexity of the comprehensive system to be broken down into smaller manageable subunits that are easier to visualize. Quantitative interactions among nutrients supplied and metabolic production processes can be observed over extended time periods. Using Molly, undergraduate animal science students are able to observe detailed effects of changing dietary inputs, altering genetic milk production potential, and exogenously manipulating metabolism on metabolism of the whole cow. This paper demonstrates how Molly is used in the classroom to teach a systems approach to nutrition using example simulations. Three simulation examples demonstrate exercises examining effects of recombinant bovine somatotropin administration, dietary protein, and amino acid supplementation and nitrogen efficiency on milk production and cow metabolism. These and similar examples have been used to teach nutrition, metabolism, and lactation to undergraduate students for the past 20 yr.