1. Veterinary Education in the Region: Approaches to the implementation of OIE Guidelines and recommendations Ehab Abu-Basha, DVM, MSc, Ph.D Faculty of Veterinary Medicine JUST Irbid, Jordan 1 13 th Conference of the OIE Regional Commission for ME Kaslik, Lebanon 10-14 November 2015

2. Outline Roles of Veterinary Education Establishments (VEEs). Roles of Veterinary Education Establishments (VEEs). Distribution and number of VEEs in the ME. Distribution and number of VEEs in the ME. Veterinary Education Challenges and Needs. Veterinary Education Challenges and Needs. OIE Contributions to Veterinary Education. OIE Contributions to Veterinary Education. Approaches to the implementation of OIE Guidelines and recommendations. Approaches to the implementation of OIE Guidelines and recommendations. 2

3. Introduction The rapid and the wide occurrence of transboundary animal diseases (TADs) including those of public health, food security and safety concerns have highlighted the need to improve Veterinary Education and encourage the Continuing Education programs.  To  To ensured prompt and proper action of veterinarians in response to new threats on a national, regional and global levels. Unfortunately, the quality of veterinary education varies greatly around the world. 3

4. What are the roles of Veterinary Colleges? –Build the knowledge needed to ensure that Vets are able to perform their roles !!! Animal Health Animal Health Public Health Public Health Animal Welfare Animal Welfare –Build the student thinking of issues related to ethical behaviors. –Promote self learning and building the confidence. –Continuing Education. 4

5. Veterinary Education Establishments In the ME region  70 Veterinary Colleges

6. Veterinary Education Establishments All follow a five-year program (except Iran) All follow a five-year program (except Iran) Students are directly accepted after finishing high school. Students are directly accepted after finishing high school. Most of the schools lack appropriate distribution of the Basic vs Clinical courses in curriculum (3 years basic VS 2 years clinical) Most of the schools lack appropriate distribution of the Basic vs Clinical courses in curriculum (3 years basic VS 2 years clinical) Most colleges have little role in continuing education. Most colleges have little role in continuing education. 6

7. Challenges that Face Vet. Education Lack or inadequate governmental support. Lack or inadequate governmental support. High cost of credit hours. High cost of credit hours. Lack of accreditation body. Lack of accreditation body. Curriculum (theory more than practical). Curriculum (theory more than practical). Admission criteria/ student interest & no. Admission criteria/ student interest & no. Education of Clinical Staff (Ph.D vs Board certified clinicians). Education of Clinical Staff (Ph.D vs Board certified clinicians). Salaries. Salaries. Cultural issues. Cultural issues. 7

8. Veterinary Education Needs Better global harmonization of Veterinary Education worldwide  based on OIE guidelines. Better global harmonization of Veterinary Education worldwide  based on OIE guidelines. Strengthening the role of Veterinary Statutory Bodies (VSBs) in regulating veterinarians and veterinary para-professionals activates Strengthening the role of Veterinary Statutory Bodies (VSBs) in regulating veterinarians and veterinary para-professionals activates  Activities are ethical and of high quality Quality of VE together with effective VSBs are cornerstones of good veterinary governance. Quality of VE together with effective VSBs are cornerstones of good veterinary governance. 8

9. Veterinary Education Needs There is an urgent need, particularly in the developing world, to strengthen VS and VSBs competence according to OIE international standards. There is an urgent need, particularly in the developing world, to strengthen VS and VSBs competence according to OIE international standards. –Many countries don't have acceptable quality veterinary education  this problem is intensified by the inadequate regulation of the veterinary profession by VSBs. How many VSBs are established in the region? How many are effective and comply with the OIE standards? How many VSBs are established in the region? How many are effective and comply with the OIE standards? 9

10. OIE Contributions to Veterinary Education 10

11. Global Conferences in Veterinary Education The first conference was in Paris, 2009. The first conference was in Paris, 2009. It defined the minimum competencies for newly graduated veterinarians It defined the minimum competencies for newly graduated veterinarians  VS (public and private) can meet with the OIE standards published in the Terrestrial and Aquatic Animal Health Codes. The OIE created an expert ad hoc Group The OIE created an expert ad hoc Group on VE  recommendations on veterinary ´Day one competencies’ (2012). 11

12. Global Conferences in Veterinary Education The Second conference was in Lyon, 2011. The Second conference was in Lyon, 2011. It defined the minimum veterinary curriculum to fit Day one competencies. It defined the minimum veterinary curriculum to fit Day one competencies. The important role of the VSBs. The important role of the VSBs. Developed the concept of twinning Developed the concept of twinning for VEE. for VEE.  OIE has developed a program for twining between VEEs and has published Guidelines (2012). 12

13. Global Conferences in Veterinary Education  Guidelines on the Core Veterinary Curriculum based on OIE recommendations has been published (2013). 13

14. Global Conferences in Veterinary Education The Third conference was in Brazil, 2013. The Third conference was in Brazil, 2013. It highlighted the need for programs initial and continuing education in response to new threats. It highlighted the need for programs initial and continuing education in response to new threats. Strengthen the competence of VE, VS and VSBs to comply with OIE standards. Strengthen the competence of VE, VS and VSBs to comply with OIE standards.  OIE has developed a program for twining between VSBs and has published Guidelines (2013). 14

15. Global Conferences in Veterinary Education The Fourth conference will be held in Bangkok, Thailand, June (2016). The Fourth conference will be held in Bangkok, Thailand, June (2016). The theme “Learning today, protecting our future”. The theme “Learning today, protecting our future”. Conference will address ways to further improve the quality of the Veterinary profession globally, focusing on global public good aspects. Conference will address ways to further improve the quality of the Veterinary profession globally, focusing on global public good aspects. the need for closer collaboration between Veterinary Authorities (VAs), VSBs and VEEs. the need for closer collaboration between Veterinary Authorities (VAs), VSBs and VEEs. Lessons and experiences learned from twinning projects. Lessons and experiences learned from twinning projects. 15

16. 12th Conferences of OIE Regional Commission for Middle East This conference was held in Jordan (2013). This conference was held in Jordan (2013). Conference address the importance of VE and incorporation of the “One Health” concept. Conference address the importance of VE and incorporation of the “One Health” concept. Recommend to support continuing education programs through: Recommend to support continuing education programs through: -Establishment of VE Collaborating Center in ME. -Facilitation of Twining projects. -Utilization of active learning methodologies. The importance of continuing training programs and twinning action between VS, VSBs, and VEEs. The importance of continuing training programs and twinning action between VS, VSBs, and VEEs. 16

17. PVS Pathway Veterinary education (VE) are under Veterinary education (VE) are under the umbrella of the OIE PVS Pathway (2006) to support Member Countries  strengthen VS and comply with OIE quality standards. OIE quality standards. OIE carries out missions to evaluate the performance of VS, OIE carries out missions to evaluate the performance of VS, VE and VSBs performance. VE and VSBs performance. 17

18. 18 Approaches to the implementation of OIE Guidelines and recommendations

19. Promoting Vet Education in the ME Students enrollment Talk to high school students and parents Public Media Promotion - Flyers - Vet Days 19

20. 20 Community Awareness of Veterinary Education

21. 21 Promotion flyers

22. Promoting Vet Education in the Region Accreditation Initiate a Regional body Seek other Bodies AVMA, EAEVE, …..

23. Inappropriate curriculum Does not meet the stakeholder prospective Confusing Theory more than practical No class-free training 23 Curriculum and Veterinary Education

24. 24 OIE developed a Model Core Veterinary Curriculum to fit the requirement of Day 1 competence. OIE developed a Model Core Veterinary Curriculum to fit the requirement of Day 1 competence. Focus on National and international Vet. Legislation, general certification procedure, and communication skills. Focus on National and international Vet. Legislation, general certification procedure, and communication skills. VEEs should revise their curriculum accordingly. VEEs should revise their curriculum accordingly.

25. Skills Lab/E-learning and Veterinary Education 25 Veterinary Clinical Skills Center (VCSC) is a library of skills instead of books. Teaching include clinical skills, physical examination, sampling and diagnostic, simulator (eg. Haptic cow and haptic horse). Students are introduced to “Day one Skills”. Self-directed learning is encouraged. VEEs should promote the use of VCSC.

26. Continuing Education 26 OIE advocates, at high political level, the importance of allocating adequate resources toward the improvement of continuing education. Establish OIE regional VE collaborating Center in ME. VEEs Should promote “One Health concept” through continuing education. Exchange information and collaboration between VEEs.

27. Other Approaches 27 Aligning no. of VEEs to meet national demand for Vets and reduce no. of VEES to improve the Quality of VE. Aligning no. of VEEs to meet national demand for Vets and reduce no. of VEES to improve the Quality of VE. Member countries should be committed to support OIE in the development of standards Member countries should be committed to support OIE in the development of standards  Adapt and implant these standards through a clear strategic plan to upgrade VEEs, VS and VSB. Member countries mandate OIE to continuously take global leadership role in making recommendation/ promote collaboration of VEEs, VS and VSBs. Member countries mandate OIE to continuously take global leadership role in making recommendation/ promote collaboration of VEEs, VS and VSBs.

28. OIE Vet. Education Twining Program 28

29. JUST-RVC Twining Project The ETP will support the establishment of a formal link between two VEEs. The ETP will support the establishment of a formal link between two VEEs. - The Royal Veterinary College (parent establishment) is the only school world-wide fully accredited by both AVMA and EAEVE. - The Jordan University for Science and Technology (Candidate Establishment ) is a leading University in the Middle East.

30. Aim of the program The overall aim is to establish a knowledge exchange platform to share best educational practice between RVC and JUST. The overall aim is to establish a knowledge exchange platform to share best educational practice between RVC and JUST. To complete a series of activities that will facilitate the accreditation of JUST by EAEVE. To complete a series of activities that will facilitate the accreditation of JUST by EAEVE. The long term is engagement of RVC and JUST in the provision of state-of-the-art veterinary public health training in the ME region. The long term is engagement of RVC and JUST in the provision of state-of-the-art veterinary public health training in the ME region.

31. How to achieve this overall aim The project is divided into 3 main areas: The project is divided into 3 main areas: - Undergraduate education. - Postgraduate education. - Continuing education.

32. Specific Objectives 1- To support the revision of the undergraduate veterinary curriculum in JUST  to promote integration across the curriculum  fulfil EAEVE requirements  adapt OIE recommendations on the Competences of Graduating Veterinarians and its guidelines on VE Core Curriculum.

33. Teaching interventions - Integration of farm medicine, welfare and ethics. - Zoonotic diseases and Public Health. - Swine medicine resources developed by RVC and then shared with JUST. - Access to RVC video materials.

34. Specific Objectives 2- To share practice experiences with especial focus on the development of problem-based learning. 3- To strengthen the current postgraduate education and to align it with the needs of the Jordanian VS as identified by the PVS evaluation. 4- To initiate collaborative research in strategic topics by means of joint supervision between RVC and JUST.

35. Specific Objectives 5- To assist JUST in the design of a postgraduate training program at PhD level. 6- To facilitate the establishment of a continuous education program in different areas including epidemiology and veterinary public health. 7- To establish the basis for a long-term collaboration in teaching and research through a Memorandum of Understanding.

36. Thank you for your attention