Veterinary Science and the Melbourne Model
As you are aware, the University of Melbourne has introduced a model of tertiary education that involves students completing one of 6 undergraduate degrees before enrolling in courses leading to professional qualifications. The undergraduate degree is designed to provide the student with the opportunity for both focused learning in a particular area and breadth of education through completion of breadth subjects in each year of the undergraduate degree. Law, medicine, dentistry, and physiotherapy, among other programs, have all moved to this model of teaching. The Melbourne Model will ensure that students entering professional programs are mature, have a well developed sense of purpose for their studies, and are broadly educated.
The Faculty of Veterinary Science decided in February to adopt the Melbourne Model of teaching veterinary science. This decision was taken by the Faculty Board after a comprehensive and exhaustive review of options for teaching veterinary science. The review was conducted by a working party led by Dr Liz Tudor, and included extensive consultation with academic staff, students, and the profession. So what will this decision mean for the Faculty and our training of veterinarians?
While the details have yet to be finalised, the fundamental principle is that aspiring veterinarians will enter the professional course after completion of an undergraduate degree. The professional program, tentatively titled the Doctor of Veterinary Medicine, will be of 3 years duration for graduates of the Bachelor of Science (veterinary bioscience) at the University of Melbourne. Students entering through this route will study veterinary subjects in the BSc and at the end of the second year will be offered entry to the DVM, provided that they successfully complete the third year of the BSc (veterinary bioscience). During the final year of the BSc, students accepted into the DVM will undertake veterinary subjects that will prepare them for the DVM. Graduates from the University of Melbourne who have not completed the BSc (veterinary bioscience) and graduates of other undergraduate programs will complete the DVM program in 4 years.
Adopting the Melbourne Model for teaching veterinary science provides the Faculty with a number of opportunities and some challenges. We have the opportunity to enhance the teaching program such that veterinary science at the University of Melbourne continues to be pre-eminent in Australasia and amongst the top tier veterinary schools in the world. This can be achieved by revising the course structure and the curriculum taking advantage of recent advances in pedagogy and recognising the significant changes that have occurred in the profession and in the expectations of our students since the last review of the course. Our challenges are to maintain the extraordinary sense of cohort that characterises students of veterinary science at the University of Melbourne, and to maintain the integrity of our discipline, and our Faculty, in the more integrated teaching environment that accompanies teaching in the Melbourne Model.
An important part of the education of our students is “seeing practice” with experienced practitioners as part of the Academic Associates program. The importance of this aspect of our teaching will not diminish in the new teaching model. These placements enable the students to gain an understanding of veterinary practice, in its widest sense, that cannot be conveyed in lectures or teaching laboratories. In my opinion, the most important aspect of this experience for students is that they are exposed to, and thereby become part of, the culture of veterinary science and veterinary practice. This is when students gain first hand understanding of the social norms, expectations, and responsibilities of veterinarians in our society. Our students are taught this material during their course, but it is only when they see it being practised that they fully understand the diverse role of veterinarians in society.
The Faculty has long recognised the vital experience that these placements provide our students with and values its relationship with the Academic Associates and practices that offer these opportunities. Academic Associates are important members of our Faculty, and therefore I have formed an Academic Associates Advisory Board composed of 9 Academic Associates and 3 members of the academic staff. I will chair this board.The purpose of the Academic Associates Advisory Board is to provide a forum for discussion among Academic Associates and the Faculty of the Academic Associates program. I will be reporting back to you on the activities of the advisory board.
There is much that will happen in the Faculty during the next 6 months and I look forward to providing you with a further update at the end of the year. Should you have any comments or suggestions, or just want to visit the School again, please do not hesitate to contact me on 03 9731 2281.
Professor Ken Hinchcliff
Contact: Andrea Jones
Phone: 8344 7844