Veterinary practice management: teaching needs as viewed by consultants and teachers

College of Veterinary Medicine, Department of Large Animal Clinical Sciences, Michigan State University, East Lansing 48824, USA. lloydj@cvm.msu.edu

A study was conducted to assess veterinary practice management (VPM) educational and research needs from the perspective of consultants and teachers. An online focus group discussion was designed, involving two separate groups (consultants and teachers). One week was allocated to each group, with five to eight questions posed per day. Pseudonyms were used to provide confidentiality. Teachers were selected by inviting the primary VPM course coordinator at each AAVMC school. Consultants required at least two recommendations and were selected in a stratified, non-random manner to achieve both geographic and disciplinary diversity. Participation was stronger within the consultant group: 98 pages of data were generated by the consultants and 35 pages by teachers. Participants agreed that the sub-optimal economic conditions that characterize the veterinary profession are reflective of relatively low-level management skills. This situation establishes the need to strengthen VPM educational and research programs. Many specific suggestions were provided. It was recommended that a cooperative effort between academia and the private sector be employed. However, participants recognized that successful DVM education programs in VPM will be difficult to achieve and sustain without strong support from college administrators and faculties.

This article has been cited by other articles:

				G. H. Turnwald, D. P. Sponenberg, and J. B. Meldrum Part II: Directions and Objectives of Curriculum Structure at Veterinary Medical and Other Health Professions Schools J Vet Med Educ, January 1, 2008; 35(1): 74 - 90. [Abstract] [Full Text] [PDF]

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