Undergraduate veterinary education

Abstract

When planning a veterinary curriculum the following aspects must be considered: Thechanges and challenges in the profession? How long should it take to train a veterinarian?How much repetition or reinforcement should the curriculum contain? Is every componentof the curriculum relevant and is the inclusion justified? Are students just being lecturedto or are they being educated? Is the assessment relevant? Are graduates made to fit (allemployment sectors and ideally possibly internationally)? Educators must critically eval-uate their personal pedagogy. Do students see a module as another hurdle to conquer inan overloaded course to obtain the ticket to enter the profession or do they realise howrelevant the module