Bio-risk education from a university (veterinary college) - - PowerPoint PPT Presentation

Keith Hamilton

Bio-risk education from a university (veterinary college) perspective

Institutes of learning and knowledge

Networks

Competencies

Experience Careers

Veterinarians need a wide range of competencies

They need to deal with the unknown and the unexpected

PROBLEM SOLVERS

Specific competencies in CORE courses

Prel elim imin inary y res esult lts – mappin ing K-State vs.

• s. So

Sokoin ine Curric iculu lum ref efle lects loc local l prio iorit itie ies and job job market

Specific (11)

S.1 Epidemiology S.2 Transboundary animal diseases (TADs) S.3 Zoonoses (including food borne diseases) S.4 Emerging and re-emerging diseases S.5 Disease prevention and control programmes S.6 Food hygiene S.7 Veterinary products S.8 Animal welfare S.9 Veterinary legislation and ethics S.10 General certification procedures S.11 Communication skills

Higher differences in specific competencies coverage

How can bio-threat reduction be included in veterinary education?

CURRICULOMEGALY

STUDENT DEBT IS A BIG PROBLEM IN THE US of A

Some practical ideas

• Take advantage of competency-based

approaches

• Include biothreat as a horizontal topic
• Find creative ways to introduce the topic

e.g. to clinical training, simulation exercises, electives

• Extra-curricula opportunities
• Guest speakers (video-conference)
• Electives and summer courses
• Paid internships
• Support for conferences

IMPORTANTLY!

• Convince educators why biothreat

reduction is relevant and important

• Show students that there are opportunities

e.g. internships, research, careers

• Sustainable funding

Acknowledgements: Rudovick Kazwala (SUA) Maulilio Kipanyula (SUA) Derek Mosier (K-State) Lina Mur Tesfaalem Sebhatu (K-State) Peggy Schmidt (K-State)

Other ideas welcome§