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CONTEXT OF VETERINARY EDUCATION IN THE PHILIPPINES

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CONTEXT OF VETERINARY EDUCATION IN THE PHILIPPINES

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    1. CONTEXT OF VETERINARY EDUCATION IN THE PHILIPPINES Dr. Daniel C. Ventura, Jr. (PHILIPPINES) World Society for the Protection of Animals (WSPA) Southwestern University, Cebu City (SWU) Philippine Veterinary Medical Association (PVMA) Philippine Association of Veterinary Medicine Educators and Schools (PAVMES)

    3. The Academe needs for veterinarians in response to the rinderpest epizootics lead to the establishment of the first veterinary school in the early 20th century large importation of cattle and carabaos as well as frozen beef to the country necessitates trained veterinarians. formal offering of veterinary medicine course at the University of the Philippines in June 1910

    8. Commission on Higher Education (CHED) Issues permit to operate the DVM program. Technical Panel for Agriculture Education (CHED-TPAE), Committee on Veterinary Medicine schools evaluates compliance to minimum standards for the DVM program (CMO No. 37 series of 1998) Approves curriculum. Accredits graduates through the issuance Special Order number Facilitates annual National Veterinary Admission Test (NVAT) held every first Saturday of April (CMO No. 29 series of 2004)

    9. Professional Regulation Commission (PRC) Safeguards professional and ethical standards The Board of Veterinary Medicine (PRC-BVM) is mandated to conduct Licensure examinations as a requirement to practice the profession Examinations are conducted annually on the month of August. A certificate of registration is issued to veterinarians that are eligible to practice Practicing without PRC license is considered illegal.

    10. The subjects for the licensure examination shall cover the following: Veterinary Parasitology; Veterinary Pharmacology; Veterinary Medicine (including Ethics, Surgery, Animal Welfare, and Jurisprudence); Zootechnics (including Animal Behavior and Environmental Health); Veterinary Microbiology and Veterinary Public Health; Veterinary Physiology; Veterinary Anatomy; and Veterinary Pathology

    11. Philippine Veterinary Medical Association (PVMA) Formalized on September 7, 1907 to protect the rights and interest of its members, promote their professional development and enhance recognition of the veterinary profession. Today, the PVMA serves as umbrella association of over 7,570 registered veterinarians in the country spearheading agenda for legislations that uplift the profession and cater to the welfare of its members. Has 13 organized chapters in 12 regions Council on Continuing Professional Education (CPE) addresses issues on veterinary education

    12. Philippine Veterinary Medical Association (PVMA) 7 Specialty Boards Affiliated to the PVMA Philippine College of Canine Practitioners (PCCP) Philippine College of Swine Practitioners (PCSP) Philippine College of Veterinary Public Health (PCVPH) Philippine College of Equine Practitioners (PCEP) Philippine College of Veterinary Feed Practitioners (PCVFP) Philippine College of Poultry Practitioners (PCPP) Philippine College of Ruminant Practitioners (PCRP) 13 Other Affiliates and Cooperating Agencies that include: Veterinary Practitioners Association of the Philippines (VPAP) Philippine Animal Hospital Association (PAHA) Philippine Association of Laboratory Animal Science (PALAS) Philippine Veterinary Drug Association (PVDA) Provincial, City, and Municipal Veterinarians League of the Philippines (PCMVLP) Veterinary and Comparative Pathologists Society of the Philippines Military Veterinary Association of the Philippines (MVAP)

    13. Philippine Association of Veterinary Medicine Educators and Schools (PAVMES) Formalized in 2004 in response to the need to organize veterinary educators and schools. Promotes principles of excellence and professional ethics in the academic worldwide. Initiates legislations that promote advancement of veterinary education. Fosters cooperation and strong linkages between Veterinary Schools in the Philippines and those in other countries

    14. Re-defining the veterinary curriculum Current approach in designing a veterinary medicine curriculum in the Philippines is by identifying competencies of the veterinary professional. Veterinarians with problem solving and critical thinking skills are desired in addressing the forces of change. The veterinarian must embody characteristics beyond possessing fundamental knowledge of veterinary science and medicine

    15. Conclusions The quality and competence of veterinary graduates in the Philippines is sustained through regular and constant monitoring and evaluations of veterinary schools by the Professional Regulation Commission (PRC) and the Commission on Higher Education (CHED) The Philippine Association of Veterinary Medicine Educators and Schools (PAVMES) and Philippine Veterinary Medical Association (PVMA) are non-government organizations that coordinate with the academe to promote excellence and standards of professional ethics.

    16. Questions

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