SN'MI'-)>(sliM (iN EDUCATION IN VETERINARY PUBLIC HEALTH ANI) PREVENTIVE MEDICINE PAN AMFRICAN HIIALT'H ORGANIZATIO()N Pan Amierican Sanitary Bureau, Regional Office of the \WORLD) HEALTHI ORGANIZATION 1969 SYMPOSIUM ON EDUCATION IN VETERINARY PUBLIC HEALTH AND PREVENTIVE MEDICINE (St. Paul, Minnesota, 18-22 March 1968) Scientific Publication No. 189 PAN AMERICAN HEALTH ORGANIZATION Pan American Sanitary Bureau, Regional Office of the WORLD HEALTH ORGANIZATION 525 Twenty-Third Street, N.W. Washington, D. C. 20037 CONTENTS PREFACE ................................................................ V Organization of the Symposium ............................................ vii Objectives of the Symposium Pedro N. Acha and Harold B. Hubbard.................................. ix RECOMMENDATIONS OF THE SYMPOSIUM . .................................... 3 PART I. THE VETERINARY PUBLIC HEALTH CURRICULUM Teaching Programs to Meet Present and Future Needs: The Public Service Veter- inarian-Ernest E. Saulmon.............................................. 17 Teaching Programs to Meet Present and Future Needs: A Veterinary Medical Scientist Training Program-James H. Steele ............................... 20 Teaching Programs to Meet Present and Future Needs: An Air Force View- Edward L. Menning ..................................................... 23 Teaching Programs to Meet Present and Future Needs: An Epidemiological Approach-Paul R. Schnurrenberger....................................... 25 The Teaching of Epidemiology: Teaching the Basic Principles- Leonard M. Schuman .................................................... 27 The Teaching of Epidemiology: The Kentucky Program-Hugh S. Fulmer..... 33 The Teaching of Biostatistics: Objectives and Principles-Paul Leaverton..... 38 The Teaching of Biostatistics: Minimum Goals for Veterinary Students- Jacob Bearman .......................................................... 43 The Teaching of Food Hygiene: Meat and Poultry Hygiene-James D. Lane.. 44 The Teaching of Food Hygiene: Curriculum Objectives-Morris A. Shiffman.... 50 The Teaching of Environmental Health: Over-All Objectives and Responsi- bilities-William F. McCulloch ............................................ 55 The Teaching of Environmental Health: Expanding the Curriculum- J. Douglas McCluskie ................................................... 62 The Teaching of Veterinary Community Medicine: Changes in Emphasis and Methods-Henry M. Parrish and Donald C. Blenden ....................... 68 The Teaching of Veterinary Community Medicine: Are Our Veterinary Schools Equal to the Task?-Calvin W. Schwabe .................................. 75 The Teaching of Veterinary Community Medicine: An Applied Program- John H. Helwig......................................................... 82 Field Training Programs: The Ohio Preventive Medicine Program- Jack H. Russell .......................................................... 84 Field Training Programs: Veterinary Student Orientation in the U.S. Department of Agriculture-Daniel F. Werring........................................ 88 Field Training Programs: The St. Paul Program-Paul J. Cox ............... 91 Field Training Programs: The U.S. Department of Agriculture Meat Inspection Program-V. L. Dahl.................................................... 92 The Teaching of Disaster Preparedness-Donald C. Blenden.................. 94 PART II. BIOMEDICAL COMMUNICATIONS Some Implications of Research for the Design of Instructional Material- William T. Stickley ..................................................... 101 Application of Learning Resources in the Veterinary Curriculum-Robert Getty.. 110 iii iv Contents The Computer Fact Bank: Multidisciplinary Laboratory Interrelationships- Fred W. Clayton........................................................ 119 Audiovisual Communications: An Action Program-NormanL. Cole.......... 121 PART III. EVALUATION Evaluating the Student's Learning-Edwin F. Rosinski....................... 129 Appendix: List of Participants ............................................. 138 PREFACE While this Symposium on Education in Veterinary Public Health and Pre- ventive Medicine was being planned, an expression on education in general was kept in mind: "If the learner hasn't learned, the teacher hasn't taught." The instructor of public health and preventive medicine is first of all a teacher. The teacher speaks, but what he does speaks as strongly as what he says. To the students of veterinary public health, the teacher of that discipline is public health. The students respect the teacher who can see beyond his own image, who creates in each of them an awareness of their responsibility for the health of the people in their community. The teacher must provide knowledge of the most acceptable and recently developed principles and procedures for resolving the health problems of man that have a veterinary medical aspect. But knowledge and experience are not enough in this discipline; it is vital that the skills learned be applicable to the mores, superstitions, and sociopoli- tical differences of any community. In today's borderless world, every person is our neighbor and every country is within our community. The health prob- lems of the community today are poverty, disease, illiteracy, and ignorance. One of the paramount objectives of any future teaching program in veterinary public health and preventive medicine should be the development and imple- mentation of a contemporary educational philosophy. From this first Sympo- sium on Education in Veterinary Public Health and Preventive Medicine come recommendations outlining methods for instilling in students a con- temporary educational philosophy aimed at achieving the optimum health of man. HAROLD B. HUBBARD Editor of the Proceedings v ORGANIZATION OF THE SYMPOSIUM In October 1966 the University of Minnesota College of Veterinary Medi- cine extended an invitation to the Association of Teachers of Veterinary Public Health and Preventive Medicine to conduct a symposium on education in these subjects at the University. The Pan American Health Organization furnished financial support for the organization and conduct of the Sympo- sium. Doctors Pedro N. Acha, Robert K. Anderson, and Harold B. Hubbard were designated program co-chairmen. In January 1968 invitations were extended to the deans and professors of veterinary public health and preventive medicine of the colleges and schools of veterinary medicine in the United States of America and Canada to partici- pate in the Symposium, and the Pan American Health Organization invited educators from medical schools, schools of public health, and schools of other health-related disciplines to prepare working documents. Registration and a social hour were held on Sunday evening, 17 March 1968. Participants included representatives of twenty-one schools of veterinary medicine (twenty in the United States and Canada, one in Latin America), six medical schools, and three schools of public health. Federal and state agencies were represented by fourteen participants, and the United States Armed Forces by four. The opening session was held in the Veterinary Science Building, at the University of Minnesota College of Veterinary Medicine in St. Paul, Minne- sota. Dr. Donald K. Smith, Associate Vice-President, Academic Administra- tion, University of Minnesota, who welcomed the participants, pointed out quite explicitly in his remarks the significance to the academic arena of a symposium on veterinary medical education, particularly in the fields of public health and preventive medicine. Short presentations (twenty to forty-five minutes in duration), followed by long discussion periods open to all participants, provided a new approach to the conduct of symposia on veterinary medical education. Participants ex- pressed favorable comments concerning this method of presentation. It was felt that more self-evaluation of each teacher's instructional program was accomplished in this manner. The subjects for the daily sessions were selected and programmed to focus study on the constituents needed in the public health curriculum. The main topics of the public health curriculum were scheduled early in the program in order to develop discussion on what to teach before the several excellent ses- sions on biomedical communications, which engendered discussion on how to teach. Evaluation of the teaching-learning process was reserved until last to emphasize the fact that evaluation is equally as important as the subject matter and how it is to be presented. The recommendations on subject content and methods for their implementa- tion were considered during the final session. Chairmen of the various com- vii viii Organization of the Symposium mittees presented the recommendations as prepared by each committee. Sug- gestions for alterations, additions, and corrections were offered by the Sympo- sium participants, and it was voted to adopt the recommendations. A general recommendation was proposed and adopted: to develop a reference list of the recommendations formulated by the Symposium, which should be circulated to each college and school of veterinary medicine in the United States and Canada to verify implementation of the recommendations or to solicit a schedule of implementation. To provide continuity to the efforts of the Symposium, another general recommendation was proposed and approved; to establish and support an Advisory Group of members of the Association of Teachers of Veterinary Public Health and Preventive