AEEEV versiongb 4 - eaeve.org · In 1910, the veterinary school moved a short distance into new...

European Association of Establishments for Veterinary Education – EAEVE

SELF-EVALUATION REPORT OF THE FACULTY OF VETERINARY MEDICINE

OF THE UNIVERSITY OF LIEGE

JANUARY 2009

The Faculty of Veterinary medicine (FMV) of the University of Liege welcomes the EAEVE team in charge of the stage I evaluation of March 2009, a process which the Faculty views as an exercise of paramount importance for its future. The FMV and the University of Liege have made significant efforts, since the last EAEVE evaluation in 2000, to remedy the deficiencies, to overcome the difficulties, and to comply wherever possible with the constraints of European requirements and standards. The task force in charge of producing this report was able to work in total independance from faculty and university authorities. The final version of the report was approved unanimously by the Faculty Council on December 3, 2008. Its members appreciated the strictness and objectivity of this report, which highlights improvement opportunities aiming at achieving the excellence level required by EAEVE.

Liege, January 2009

Prof. P. Lekeux Dean

This report was established within the framework of evaluation of the FMV (University in Liege) by EAEVE in 2009. The members of the steering committee are grateful to all the persons who contributed to its achievement. Special thanks to Messrs J. Laguesse and P. Libion who audited the FMV’s administration and to Mrs J. Denooz and J. Van Borm who audited the library. Members of the steering committee of the self-evaluation Hélène AMORY, chargée de cours, membre du DCA Tatiana ART, chargée de cours, membre du DSF Marc BALLIGAND, professeur ordinaire, membre du DDA Morgane BATTISTELLA, étudiante Jennifer BLONDEAU, étudiante Antoine CLINQUART, professeur, membre du DDA Freddy COIGNOUL, professeur ordinaire, membre du DMP, président du comité de pilotage Luc de BEUSSCHER, directeur de la CVU Pierre DRION, 1er assistant, responsable des animaleries de l’ULg Thibault FRIPPIAT, étudiant Jean-Luc HORNICK, chef de travaux, membre du DDA Marie-Eve LECHANTEUR, adjoint à la direction administrative Olivier LEVRARD, étudiant Isabelle LHEUREUX, membre de l’administration Bertrand LOSSON, professeur ordinaire, membre du DMI Baudouin NICKS, professeur, membre du DPA Eveline ORBAN, directrice de l’administration de la FMV Ann SCHOLSEM, membre de l’administration Kamal TOUATI, 1er assistant, membre du DCP Sandrine VANDENPUT, conservateur responsable de la bibliothèque Alain VANDERPLASSCHEN, professeur ordinaire, membre du DMI The preliminary works have been conducted in French. In case of deviation, the French edition of the report should be referred to. The annexes mentionned in the report are available on the website http://www.facmv.ulg.ac.be/audit/ref/annexes.htm. A hard copy can be addressed on request.

TABLE OF CONTENTS INTRODUCTION ................................................................................................................................................................ I CHAPTER 1. OBJECTIVES......................................................................................................................................... 1 CHAPTER 2. ORGANISATION.................................................................................................................................... 3 CHAPTER 3. FINANCES ........................................................................................................................................... 11 CHAPTER 4. CURRICULUM ..................................................................................................................................... 14 CHAPTER 5. TEACHING AND LEARNING .............................................................................................................. 33 CHAPTER 6. INFRASTRUCTURE & EQUIPMENT................................................................................................... 39 CHAPTER 7. ANIMALS AND TEACHING MATERIAL OF ANIMAL ORIGIN........................................................... 45 CHAPTER 8. LIBRARY AND LEARNING RESOURCES ......................................................................................... 54 CHAPTER 9. STUDENT ADMISSION AND ENROLMENT....................................................................................... 58 CHAPTER 10. ACADEMIC AND SUPPORT STAFF................................................................................................... 62 CHAPTER 11. CONTINUING PROFESSIONAL EDUCATION ................................................................................... 67 CHAPTER 12. POSTGRADUATE EDUCATION ......................................................................................................... 68 CHAPTER 13. RESEARCH ......................................................................................................................................... 70

ANNEXES

Page of the SER

Annexe I FMV strategic plan ........................................................................................................................... 1 Annexe II Running and procedures of the Board of Directors (CA) .................................................................. 5 Annexe III Organisation chart of departments (7) .............................................................................................. 7 Annexe IV Statutes of the CVU........................................................................................................................... 9 Annexe V List of the CVU poles services .......................................................................................................... 9 Annexe VI Administration audit by two external experts .................................................................................. 10 Annexe VII Operating credits chart for 2007-2008 ........................................................................................... 12 Annexe VIII Academic calendar (Bologna decree) ............................................................................................ 14 Annexe IX Comparison chart of the first cycle programme ............................................................................. 14 Annexe X Table of clinical activities (2007-2008 and 2008-2009) .................................................................. 21 Annexe XI Evaluation form of the external internship ....................................................................................... 23 Annexe XII Survey of CVU poles ...................................................................................................................... 29 Annexe XIII List of TPC-TPPC (2001-2002) ...................................................................................................... 31 Annexe XIV New teaching programme (from 2007 on) ...................................................................................... 31 Annexe XV Books of the staff used as reference for lectures ........................................................................... 33 Annexe XVI Jurys deliberation (criteria) ............................................................................................................. 35 Annexe XVII Students evaluation survey (2008) ................................................................................................. 38 Annexe XVIII List of avian necropsies .................................................................................................................. 46 Annexe XIX Conclusions of the 2007 audit run by practising veterinarians ....................................................... 52 Annexe XX Conclusions of a 2008 survey by a panel of veterinarians ............................................................. 52 Annexe XXI Library audit by two external experts ............................................................................................. 56 Annexe XXII European Colleges Diplomates list ................................................................................................. 68 ADDITIONAL TABLES AND FIGURE

Table A Total number of hours at DDA (new programme) .......................................................................... 32 Figure B Map of the FMV complex ............................................................................................................... 39 Table C Vehicle fleet .................................................................................................................................... 48 Table D Summary of interventions during academic year 2007-2008 ......................................................... 49 Table E Percentage of primary clinical cases and referrals ......................................................................... 50 Table F Summary of staff career progress .................................................................................................. 66

ABREVIATIONS AEQES Agency for Evaluation of Quality in Higher Education AFSCA Federal Agency for Food Chain Security APP Learning through solving problems ARC Exercises in clinical reasoning / learning by solving cases ARI Real Estate Resources Administration ASG Supervised group learning BGPhL General library for philosophy and literature BMV bachelor’s degree in veterinary medicine BST Library of technical sciences BSV Library of life sciences CA Board of Directors CARE unit Unit for research and teaching support CART Inter-faculty Centre for the Analysis of Trace Residues CE Council for studies CESS Certificate of Higher Education Studies CF Faculty Council CFB French-speaking Community of Belgium CHU University hospital CT Theoretical training CUD University Commission for Development CUI University institutional cooperation CVU University Veterinary Clinic DCA Department of clinical medicine for companion animals and horses DCP Department of clinical medicine for production animals DDA Department of food sciences DMI Department of infectious and parasitic diseases DMP Department of morphology and pathology DPA Department for animal production DSF Department of functional sciences EBVS European Board of Veterinary Specialisation ECTS European Credit Transfer and accumulation System ENQA European Network for Quality Assessment FAV Fédération des Associations Vétérinaires Wallonie -Bruxelles FELASA Federation of European Laboratory Animal Science Associations FMV Faculty of Veterinary medicine FNRS National Fund for Scientific Research FPMs Polytechnic Faculty of Mons FTE Full time equivalent FUCaM Catholic University Faculties of Mons FUNDP University Faculties of Notre-Dame de la Paix in Namur FuSAGx Faculty of Agronomic Sciences of Gembloux FUSL Saint-Louis University Faculties FVE Federation of Veterinarians of Europe GIGA Interdisciplinary Group for Applied Genoproteomics GMV Degree of veterinary doctor (Master level) HACCP Hazard Analysis Critical Control Point IAA Industrie Agro-Alimentaire IFRES Training and Research in Higher Education IRM

IVT Tropical Veterinary Institute LQRT Reading-Question-Response-Test MC GRAVMT Advanced Master in management of animal and plant resources in tropical climates MC MVS Advanced Master in specialised veterinary medicine MNY Minimum no of years NAC New companion animals N-TICs New information and technologies of communication NVS Non veterinary surgeon OMV Profesional order OTP Financial accounts PATO Administrative and technical staff / - Administrative, technical and maintenance staff PBL Problem based learning PFG Overheads QCM Multiple choice questionnaire QO Open questions QROC Short answers to open questions RDA Research and Development Administration SAP/HER Accounting application – Higher Education and Research SER Self-Evaluation Report SGEMV General Society of Students in Veterinary Medicine SOP Standard operating procedures SPA Benefit animal protection groups TFE End-of-studies project TP Practical training TPC Practical clinical training TPPC Practical non-clinical training UCL Catholic University of Louvain UDI Decentralised information unit ULB Free University of Brussels ULg University of Liege UMH University of Mons-Hainaut UPV Professional Union of Veterinarians VPN Virtual Private Network VS Veterinary surgeon ECVIM European College of Veterinary Internal Medicine ECVS European College of Veterinary Surgery ECVO European College of Veterinary Ophthalmology ECEIM European College of Equine Internal Medicine ECVS European College of Veterinary Surgery ECAR European College of Animal Reproduction ECVAA European College of Veterinary Anaesthesia and Analgesia ECBHM European College of Bovine Health Management

ULg – Faculty of Veterinary Medicine – Self-evaluation report 2009

i

INTRODUCTION Official recognition of an establishment for education and training in veterinary science first took place in Belgium in 1832, two years after nation itself was founded. After a number of unsuccessful attempts in several different cities, a “School of Rural Economy and Veterinary Studies” opened at number 18, Rue d’Assaut in Brussels with the help of subsidies from the Ministry of the Interior of the Province of Brabant, and from the city. This school was made a public institution thanks to a law signed on June 8, 1836 by King Leopold I. Tradition has held this to be the actual date for the official creation of the first veterinary school in the country. After two relocations and two name changes, a “State School of Veterinary Medicine” opened its doors on the banks of the Senne, in the neighbourhood known as Cureghem, in 1860. In 1910, the veterinary school moved a short distance into new facilities near the Boulevard de la Révision, remaining there until 1991. In that year, the veterinary school left Brussels altogether and relocated to the campus of the University of Liège. Among the red-letter dates of the history of the Brussels years, we must include the School’s promotion to the rank of a University Faculty (1924), the creation of a Dutch-speaking veterinary school at the University of Ghent at the moment of linguistic separation in the country (1933), and the transfer of administrative responsibility for the School to the Ministry of Higher Education (1965) and its becoming (administratively) part of the University of Liege (ULg) (1969). The EAEVE evaluators are interested in the more recent history of the University of Liege’s Faculty of Veterinary Medicine (FMV) of, and most particularly in the years since their most recent visit, in October 2000. The most significant events in the subsequent period will be discussed in more detail in the self-evaluation report (RAE/SER – self-evaluation report) where appropriate. As regards organisation, the FMV is at this time structured into departments like the University itself, and that has been the case since 2001. At the beginning there were six departments, and now there are seven, thanks to the creation of a clinical department for animal production (DCP) in 2007. New laws and new provisions have had a major impact on the running of the FMV :

- APRIL 25 2000 – Royal decree modifying the royal decree of June 9, 1999, which installed changes as regards exemptions for personnel assigned to scientific research in Belgium, for the technological potential, for exportation or to integral quality management, AR/CIR 92;

- JUNE 12 2003 – Decree defining and organising participation by students within university institutions, and instituting participation by students at the linguistic community level;

- JULY 4 2003 – Law passed by the Government of the French-speaking Community, relating to a special competition for admission to first-cycle studies in veterinary sciences;

- MARCH 31 2004 – Decree defining Higher Education, promoting its integration into the space of European Higher Education Area and refinancing the Universities (referred to as the “Bologna decree” throughout this text);

- JUNE 16 2006 – Decree limiting the number of students in certain first-cycle programmes in higher education modified by the decree of June 25, 2007 dealing with various measures related to higher education.

This legislation has significantly modified the manner in which universities recognise student participation in decision-making procedures, and the manner in which courses are assigned, staffed, taught, and graded; significant changes have been made in course programmes as such, and in the allocation of research funds. The infrastructure of the FMV is the same as that which was shown to the evaluators in 2000. However, some services have been moved around the FMV site as a result of the creation, at the ULg, of an important cluster of biomedical research groups (Interdisciplinary Group for Applied Genoproteomics – GIGA) to which the FMV makes a significant contribution. In addition, a restructuring of the network of libraries has led to an administrative regrouping of the libraries for Medicine, Veterinary Medicine, Psychology and Education, Speech Therapy, Zoology and Botany in a single location (chapter 8). Finally, a substantial increase in available surface area was obtained in 2001 by the reconversion of some parking areas (producing nine new rooms for clinical education), by the creation of two new student parking areas, and by the conversion-to-use of certain upper floors (areas assigned to the Food Sciences department – DDA), and this is an ongoing project.


ii

Substantial modifications to educational programmes have been made since the “Bologna” decree of March 2004 was enacted. Beginning in 2004-2005, the structure of studies has been changed: new titles for basic educational cycles (Bachelor and Master) began to be used, an end-of-studies project (TFE) was added to the second cycle of studies, and a number of ECTS credits were assigned to every course. Following a directive from University authorities, the current programme includes a requirement of 5 credits per year devoted to the improvement of students’ knowledge of English. The requirements of European harmonisation have given rise to a long-term consideration on the part of the Faculty, via a committee that includes all department presidents, students, and a few teachers under the chairmanship of the Dean. This committee proposed an important set of reforms to the Faculty Council and that of the University, and this was put into action during the 2007-2008 academic year. Table 0.1: Implementation of the double reform of the curriculum programme

Implementation “Bologna” reform Programme reform 2004-2005 1st year : 1st BMV 2005-2006 2nd year : 2nd BMV 2006-2007 3rd year: 3rd BMV

Reference year 2007-2008 4th year : 1st GMV 1st BMV

2008-2009 5th year : 2nd GMV 2nd BMV 2009-2010 6th yea r: 3rd GMV 3rd BMV 2010-2011 1st GMV 2011-2012 2nd GMV

3rd GMV BMV: bachelor’s degree in veterinary medicine, GMV: degree of veterinary doctor (Master level).

Important decisions that will affect the future of the University have been made and have been implemented by the FMV. The ULg’s Board of Directors (CA) is acting in accordance with propositions made by the Rector, dealing with new requirements for academic careers: an obligation to spend six months in a foreign country, pedagogical training with regard to teaching at a University, structuring the training leading to the Doctoral degree with a dissertation (Ph.D.) around doctoral schools, and a requirement that teachers write out and publish course requirements and objectives for every course. NITCs (new information and technologies of communication) are gradually being installed in all aspects of the Faculty‘s operations, including several initiatives by departments working together as part of a working group nominated by the Dean. The main problems encountered, which are at present in the process of being resolved, continue to concern the “plethora” of students, a matter that is well known to the EAEVE. Internal measures have been taken, with financial support from the ULg in order to limit the impact of the excess number of students. Since the last time the EAEVE carried out an evaluation, two decrees instigated by the French-speaking Community (education in Belgium is administered by linguistic communities) have been passed in an effort to resolve the problem of a too large student body. An initial decree, of June 14, 2003, provided for competitive admissions with a limit of 250 total places available for the first year of veterinary medicine studies, for all universities within the French-speaking Community of Belgium. This measure was quite unpopular, and it was pointed out that the limitation on the number of Belgian students was too severe (12 Belgians out of 176 students registered at the FMV of the ULg in 2005-2006). Thus the decree was replaced by another, which provided for free access to programmes for residents, and limited the number of non-residents to 30% of students admitted (selection by lottery), beginning in 2006. The main problem with this situation, from the point of view of the FMV, is that it does not allow the institution to arrange for teaching staff and educational facilities and equipment that match needs precisely, since the number of students may vary from one year to the next (see chapter 9). In 2004, the FMV established a strategic plan (chapter 1) setting forth its development objectives. That plan has served as a basis for the creation of the present report.

ULg – Faculty of Veterinary Medicine – Self-evaluation report 2009 1

CHAPTER 1. OBJECTIVES 1.1 FACTUAL INFORMATION The FMV has adopted general and specific objectives regarding its three missions: education, research, and service to the community. In this way the FMV intends to pursue its own educational, scientific and ethical development, and to correct the deficiencies identified during the last EAEVE evaluation. Because these aims are convergent, they are discussed together in this chapter. 1.1.1 LEARNING OBJECTIVES These were formulated as part of the FMV strategic plan (annexe I). This plan was established in 2004 and intended to run until 2010. It assumes that there will be a solution to the problem of excessive numbers of students in the first year of studies. On this basis the objectives to be attained are as follows:

- To match the number of students to the FMV’s real admissions capacity in a sustainable way; - Emphasise students’ clinical training; - Developing critical skills in students, teaching them to participate actively in their own education, and

encouraging students to study the English language; - To obtain from the University the financial means necessary to carry out these reforms; - To promote European recognition of FMV programmes. At the same time the Faculty decided to shape its programmes in accordance with the EAEVE list of “day 1 skills” that every student must have mastered upon graduation. The FMV is no longer guided by the concept of course tracks discussed in the SER for 2000, and which was objected to by evaluators at that time. The Faculty contributes to the training of specialists through residencies that are recognised by European colleges in the appropriate specialisations. Progress on the plan is monitored by the Dean, and is discussed by FMV’s management bodies.

1.1.2 RESEARCH OBJECTIVES The strategic plan defines the FMV’s objectives in terms of research. Cooperation with international, national and regional networks, attempts to generate financial resources both public and private, creation of spin-offs and registering patents are activities that are highly encouraged. Research emphases are always influenced by contractual terms; the FMV is not tied to a restrictive range of themes. The main avenues of research at present are as follows (from the strategic plan):

- health, well-being, commercial animal production; - health and well-being of companion animals; - health, well-being and performance of animal’s involved in sport; - health and well-being of wild animals; - food quality and food safety; - animals and the environment; - animal models of human diseases; - fundamental research in biology.

The objective is to develop cooperation between Faculty groups and departments, encouraging synergies, complementarities and economies of scale. A continuing objective of the FMV is always to promote excellence in research in every aspect, and to increases the number of doctorates (Ph.D.s) awarded.


2

1.1.3 OBJECTIVES RELATED TO SOCIETY The strategic plan recognises, among the FMV’s objectives, department activities that respond to social needs. It is expected that the ULg will place great importance on its “societal” role, and on its contribution to the areas of research and teaching. And in concrete terms a great deal of effort has been made to guarantee that the services provided are made the most of in this respect.

- Clinics are, in the eyes of the general public, the clearest example of a service rendered by the FMV. Initiatives have been made to improve their operation and visibility: more staff, investments in clinical spaces and equipment, establishment of an emergency service open 24/7, 365 days a year, field services provided to benefit animal protection groups (SPA), breeders and farmers.

- Research carried out at the experimental farm has made the animal production department and the pharmacology department more widely known.

- The Department of Food Sciences (DDA) is playing an active role in the workings of the Federal Agency for Food Chain Security – AFSCA, within CART (Inter-Faculty Centre for the Analysis of Trace Residues), and involved in patent research and in spin-offs. This sector has great potential in terms of providing valuable services and increasing the visibility of the FMV.

- The Faculty is also significantly involved in animal ethics. Several of its members are active in University bodies structures that deal with such questions. One of these members is involved in the University’s Committee on animal ethics, and coordinates the extended education programme of the Federation of European Laboratory Animal Science Associations (FELASA), intended for scientific and technical laboratory staff who may perform experiments on animals.

- The Faculty cooperates with Southern countries via the Tropical Veterinary Institute (IVT) and other projects. Members carry out many missions in tropical and equatorial regions and make an effort to establish personal contacts with counterparts in those countries. This activity is part of the international recognition the University has gained in Southern countries.

1.2 COMMENTS The FMV can take satisfaction in having implemented over five years the essential parts of the strategic plan that was adopted in 2004 and in terms of curriculum reform. The Faculty still intends, sooner or later, to obtain a stricter regulation on the number of students to be admitted, something the decree of June 2006 only partially addressed. The Faculty wants to improve the education offered to students in two ways: to insure that every graduate masters certain “day 1 skills” and is capable of responding to emergencies of all kinds; and to increase the international visibility of the FMV, through efforts to increase the number of research doctorates (Ph.D.) and the number of specialisation Colleges. Among the sources of strength we will be exploring in the future: the reorganisation and the efficiency measures taken in respect of the clinics through the establishment of the University Veterinary Clinic (CVU); the orientation of food science disciplines toward patent research and spin-offs; and in addition, new orientations that have recently appeared: wild, terrestrial and marine animals, epidemiology, emerging diseases. 1.3 SUGGESTIONS In order of importance, here are suggestions for improvement that will permit the FMV to develop further:

1. Keep up pressure on Community authorities to adjust the number of students the Faculty can actually handle, especially as regards the second cycle;

2. Increase the number of full-time staff, up to a level of full-time staff that is acceptable to the EAEVE; the effort involved is however linked to a successful resolution of the previous point;

3. Continue to structure clinics through the University Veterinary Clinic (CVU); 4. Take advantage of the upcoming integration of the Faculty of Agronomic Sciences of Gembloux (FuSAGx)

into the ULg system, in order to develop a “centre of excellence” in agronomic and veterinary studies, taking advantage also of complementarities and a critical mass of skills;

5. Market the FMV as a brand, creating a specific and appealing image of the “Liège Vet School” in Europe; 6. Continue Faculty involvement in the running of colleges, to maintain a reputation for quality, and to promote

European-level exchanges.


3

CHAPTER 2. ORGANISATION 2.1. GENERAL INFORMATION 2.1.1. CONTACT INFORMATION Veterinary Medicine Faculty (FMV) Boulevard de Colonster, 20 Buildings B39, B41, B42, B43 et B44 B-4000 Liege Tel. : +32-4-366-4112 Fax: +32-4-366-4116 Website: http://www.ulg.ac.be/fmv email: [email protected] Official in charge: Prof. Dr P. LEKEUX, Dean of the Faculty, Prof. Dr P. LEROY, Assistant Dean This school is part of the University of Liege (ULg) University of Liege Place du XX août 9 B-4000 Liege Tel.: +32-4-366-2111 Website: http://www.ulg.ac.be Rector of the University: Prof. B. RENTIER Ministry responsible for the University Mrs. M.-D. SIMONET, Minister and Vice-President of the French-speaking Community of Belgium, Ministry of Higher Education, Scientific Research, and International Relations Rue Belliard 9-11 B-1040 Brussels Tel. +32-2-213-3511 Fax: +32-2-213-3523 Website: http://cfwb.be


4

2.1.2. "THE FACULTY IN RELATION TO THE UNIVERSITY AND MINISTERIAL STRUCTURE"

The University of Liege within the educational system of the French-speaking Community of Belgium (CFB) The Ministry of Higher Education, Scientific Research, and International Relations of the French-speaking Community of Belgium administers 9 universities, which are grouped into three “academies”: The Wallonia-Brussels University Academy, including the Free University of Brussels (ULB), the University of Mons-Hainaut (UMH), and the Polytechnic Faculty of Mons (FPMs); The Wallonia-European University Academy, including the University Faculty of Agricultural Sciences of Gembloux (FuSAGx), and the University of Liege (ULg); The Louvain University Academy, including the Catholic University Faculties of Mons (FUCaM), the University Faculties of Notre-Dame de la Paix in Namur (FUNDP), the Saint-Louis University Faculties (FUSL), and the Catholic University of Louvain (UCL). Education in the French-speaking Community of Belgium recognises a single university Faculty of veterinary Medicine, which alone offers a complete curriculum of veterinary studies at the University of Liege. However, three other universities offer first-cycle studies (180 credits) leading to a Bachelor’s degree in veterinary medicine; these are the Free University of Brussels, the Catholic University of Louvain and the University Faculties of Notre-Dame de la Paix in Namur. For these reasons a lot of veterinary students come to Liege for the second cycle of studies, or even in the second or third year of the first cycle.

The Faculty of Veterinary Medicine at the University of Liege

Figure 2-1: administrative structure of the University of Liege


5

All decisions regarding the establishing of study programmes, appointment of personnel, and allocation of space for activities and funding are made by the Board of Directors (CA), presided over by the Rector. The running and procedures of this Board are defined in rules that are given in annexe II. A government commissioner named for both the Wallonia-European University Academy and the University of Liege, and a delegate representing the Ministry in charge of the budget, monitor the legality of these decisions. The Rector is supported by: - The rector’s college, made up of advisers in different areas; - The Council of the Deans of the Faculties, the institute and the school. The Faculty is represented on the Board of Directors (CA) by an academic member, elected by his or her peers for a term of four years (may be re-elected). The Faculty is also guaranteed representation resulting from elections to choose members from other bodies to sit on the Board (in 2007-2008, there is a member of the permanent non-academic staff, and a student). Otherwise, each Faculty is represented on the consultative bodies that advise the Board of Directors (CA). 2.1.3. "ADMINISTRATIVE STRUCTURE OF THE FACULTY" The principles of the functioning and organisation of the Faculty are described in the Board of Directors’ rules, which can be found at this online address: http://www.ulg.ac.be/cms/c_102162/organisation-et-fonctionnement-des-facultes-et-ecoles.

Figure 2-2: The functional structure of the FMV


6

The Faculty Council The Faculty Council has direct control over education, and over the power to establish study programmes, subject to the approval of the Board of Directors (CA). It presents proposals for the re-allocation of academic responsibilities (when teachers retire or when new areas of study emerge requiring the creation of new classes), and proposes the appointment of members of the teaching staff and the non-academic staff, temporary and permanent. Upon the motion of the Dean, and on the advice of various ad hoc committees, the Council can take decisions in areas that are under its direct control: strategic plans for the Faculty, continuing education, internal arrangements, etc. Since the implementation of the “Bologna” decree in 2004, courses are no longer assigned for life to a teacher, but are only assigned for set periods1 (teaching missions are 3 years long at the ULg). The Faculty Council approves proposals for assignment to particular missions that it receives from departments. The Faculty Council includes all academic personnel, who as a body hold 53% of the representation on the Council. (Representatives are elected by their peers). Non-academic staff (27%) and students (20%) make up the rest of the representation. Members are elected for two-year terms (re-election possible). A representative of the administrative personnel sits in a consultative capacity on the Council. The Dean and the Assistant Dean are elected by the Faculty Council for two year terms (re-election possible) from among the academic personnel of the Faculty. The Faculty Council elects at the same time a Faculty Secretary (whose term is the same as the Dean’s), chosen by the voting members of the Council. Dean, Assistant Dean, Faculty Secretary The Dean is the President of the Faculty Council and the Faculty Bureau. He or she allocates temporary scientific positions, and also the annual operating credits allocated to the Faculty, making decisions in consultation with department heads. These decisions are made in conformity with objectives defined in the Faculty’s strategic plan, according to a formula for credit distribution that takes into account the volume of pedagogical responsibilities handled by each department and the number of students attending classes. The Assistant Dean replaces the Dean if the latter is unable to fulfill his responsibilities. Upon the suggestion of the Dean, the Assistant Dean may be given additional responsibilities related to his particular skills by the Faculty Council. The Faculty Secretary is responsible for recording the minutes of Council meetings. The Bureau The Bureau is an advisory body for deliberation and preparation of proposals to be made and decisions to be taken by the Faculty2. The Bureau includes the Dean, the Assistant Dean, the Secretary, the Faculty representative sitting on the Board of Directors, department heads, a representative of the non-academic staff, and the administrative director of the Faculty. Departments Each member of the Faculty’s personnel belongs to a department, which has the following structure: - a president; - an executive secretariat;

1 The decree provides for “détitularisation” (ending the permanent connection of a teacher and a course) to take effect with regard to all courses as of September 30, 2009. In actual fact most courses currently offered by the FMV have already undergone this change. 2 See section IV of the Regulations governing the organisation and operation of Faculties, op. cit. http://www.ulg.ac.be/cms/c_102162/organisation-et-fonctionnement-des-facultes-et-ecoles.


7

- several sectors3, headed by one or more members of the academic staff; - all non-academic personnel, full-time or temporary, and administrative and technical staff (PATO) under the

administrative responsibility of the president. The organisation chart of each department is displayed in annexe III. The regulations of the Board of Directors4 (CA) specify that each department shall have a general assembly5, a council, and a bureau. The department council is composed as follows: 60% of the seats go to academic personnel in the department, and 40% to representatives of different categories of non-academic personnel, who are elected by their peers. The department council itself selects a Bureau6, made up of the president and vice-president of the department, permanent members of the academic staff, a secretary, and a permanent member of the non-academic staff. Terms for the president and vice-president last for two years, and they may serve more than one term. Advisory bodies (permanent) First and second cycles Studies Councils

These councils provide a forum for dialogue between teachers and staff, and students. Their purpose is to give opinions to department councils, juries, the Scientific Council for Libraries (Conseil scientifique de bibliothèques), or to the Faculty itself, concerning any question connected with the training and evaluation of students 7. They are the proper places for students to express problems connected to their studies, whether it is a question of very concrete matters such as technical deficiencies in a lecture hall or scheduling problems, or of more fundamental things such as teaching or evaluation methods. There is a council for first-cycle studies, a council for second-cycle studies8, and a Faculty Council, which coordinates cases between the first two when necessary. The Academic councils are composed as follows: half the number of seats is reserved for academic staff members, 25% for members of the non-academic staff, and 25% for student delegates. Programme reform committee

This committee was created by the Faculty Council on October 6, 2004. Its mission is to make proposals for reform of the veterinary curriculum in a post-plethora situation in which the excessive number of students problem has been resolved. It is presided over by the Dean and includes representatives of the departments and student delegates. The reform designed for the 1st year of the programme came into effect in the 2007-2008 academic year. The committee is continuing its work regarding the gradual implementation of reforms for the other 5 years of the overall programme. According to the strategic plan, this committee will eventually be replaced by an education permanent committee (see Chapter 5). Committee on continuing education

The Committee on continuing education was inactive over the last three years. It will be reactivated within some months, with the task of advising the Faculty Council on new opportunities in this area.

3 The term “sector” used in the regulations as a replacement for the older term, “service”, corresponds to a discipline in the veterinary sciences that has been recognised by a decision of the Board of Directors (CA) 4 See section III of the regulations: http://www.ulg.ac.be/cms/c_102162/organisation-et-fonctionnement-des-facultes-et-ecoles 5 An information-gathering body, composed of all the members of the department. 6 In the current state of affairs, several Faculty departments have chosen to merge the council and the departmental bureau. 7 See section V of the regulations: http://www.ulg.ac.be/cms/c_102162/organisation-et-fonctionnement-des-facultes-et-ecoles . 8 For graduate students (PhD degree), the mission of the Academic council for studies is partially replaced by the “doctoral college” (collège de doctorat)


8

Faculty research council This body is responsible for assembling, coordinating, managing and prioritising requests for financial support presented every year by the FMV to the University research council (see Chapter 3 : Finances). Administration The administration of this Faculty is handled by a team of 7 permanent FTE positions, which was increased due to the plethora of students by 2.7 temporary FTE positions. The latter are paid through exceptional credits allocated to the Faculty.

Figure 2-3: Operational organisation chart of the administration of the FMV The administration of the Faculty is composed of the following:

- an administrative director, whose tasks include: responsibility for day-to-day management of the Faculty; executing, under the supervision of the Dean, decisions made by the Faculty Council concerning academic or scientific matters; and the supervision of the administrative team (1 FTE);

- an administrative assistant (1 FTE); - an assistant director, responsible in particular for management of course programmes, schedules, ‘external’

internships and the Faculty’s website (1 FTE); - a student affairs secretary who maintains admissions files, schedules examinations, arranges for juries to meet,

and issues diplomas (2 FTE on staff and 2,5 FTE non-budgeted); - an executive secretary (management of financial operations connected to the use of budgets allocated to the

Faculty) (1 FTE on staff and 0.2 FTE non-budgeted); - a unit for management of classrooms and pedagogical materials (1 FTE).

In addition, the members of these administration support and/or provide secretarial services for the committees created in the Faculty: Faculty Council, Faculty Bureau, Programme reform committee, Academic council, Doctoral college, steering committee of the advanced Masters in plant and animal resource management in tropical environment, Huynen foundation committee, steering committee of the FMV’ self-assessment, etc. It should be noted that the University board


9

designates for 4 year periods, a Faculty member in charge of buildings (administrative director of buildings that allocates the facilities of the Faculty and sends to the University Buildings Commission the requests of the FMV. Decentralised Information Unit (UDI) The UDI’s mission is to maintain the functioning of all of the Faculty’s computing equipment, and to act as the interface between the FMV and the overall computer service of the University. The UDI has two full-time computer technicians, under the direction of a director and a president, designated by the Faculty. Library This topic is discussed in chapter 8, “Library”. Experimental farm The experimental farm is set up as a CARE unit (Unit for research and teaching support = CARE unit 9) whose statutes were approved in 2003. Its mission is described in chapter 7. University veterinary clinic (CVU) All clinic services provided by the FMV are grouped into a Unit for research and teaching support (CARE unit) whose title is the “Clinique Vétérinaire Universitaire” (CVU). The statutes were approved by the Faculty Council on June 18, 2008 (annexe IV). The primary division within this heading is by animal species. There are three service areas (called “poles”): Companion Animals (including poultry, rabbits, and exotic species), Horses, and Ruminant and Pigs. The list of the services is given in annexe V (chapter 7). 2.1.4. PARTICIPATION OF THE VETERINARY PROFESSION AND THE PUBLIC IN THE RUNNING

OF THE FACULTY The veterinary profession and the public at large do not participate directly in the running of the Faculty. However, the Order of Veterinarians and the Professional Union of Veterinarians do collaborate in the definition of objectives of the FMV. Twice a year, the Faculty Bureau meets these partners to discuss, on an informal basis, their collaboration. 2.2. COMMENTS Within the administrative structure of the University, faculties are “advisory bodies” that must be consulted prior to decisions being made by the Board of Directors (CA) that affect members of the academic or non-academic staff: hiring, promotion, appointment, retirement, continuation of activities. In this and other areas (course programmes, creation of new course sequences…), the opinion issued by faculties is binding, and the Board of Directors (CA) cannot set it aside without going through a long, complex procedure whose

9 According to the new terminology adopted by the CA.


10

result is uncertain. Faculties have wide latitude to determine the allocation of operating budgets that are given to them, and they are able to deploy their personnel in the manner best suited to their aims. These operational methods mean that faculties have a great deal of power and autonomy within the University. Deans, as a group or individually, have a significant amount of power within the institution. It should be noted that the Rector of the University presented a restructuring plan for the institution to the university community on October 15, 2008. The plan would place responsibility for research and its financing in the hands of bodies that cut across Faculty lines. The FMV would be considered part of a Life Sciences Institute as well as an Institute for Environmental Studies in the reorganized university. An external audit of the administration was carried out in September 2008, at the Faculty’s request, by Messrs. Pol LIBION, Liege University’s honorary general director, previously “Commissaire du Gouvernement”, and Jean LAGUESSE, ULg’s honorary administration director. Their report is enclosed in annexe VI. 2.3. SUGGESTIONS The majority opinion within the group is in favour of concentrating the entire integrated course of veterinary study for the French-speaking Community of Belgium in one place. The reasons for this view are scientific in nature (coherence of training programmes, selection of students, early interaction with the second cycle) as well as material (economies of scale, oversupply of teaching staff). One must nonetheless address other issues that will have to be dealt with. The climate of competition within the CFB to attract as many students as possible hinders the cooperation required from the universities to harmonise study programmes and to demand a significant limitation with regard to access to studies. Students in the working group think that attendance at two universities is an advantage, and they regret the fact that cooperation between the universities is insufficient. One could conclude that the FMV must choose between increased cooperation with the other universities that offer first-cycle course programmes, and a competitive effort to bring as many students as possible to ULg for their first year. Whatever solution is chosen, the current position must be clarified and a firm decision must be made, for the good of the students. Based on that choice, it will be necessary either to harmonise the programmes of the four universities involved, or to take necessary measures to give the FMV a decisive advantage. Otherwise, in the interest of openness, it would be useful to consider official representation for the profession, the Order and trade unions within the decision-making structures of the FMV: a Bureau, Council, or another body of reflection concerning the strategic aspects of management involved.


11

CHAPTER 3. FINANCES 3.1. FACTUAL INFORMATION 3.1.1. GENERAL INFORMATION The financial model under which the FMV operates is that of the ULg: a complete centralisation of financial operations based on an institutional administrative management computer programme first installed in 2000 (SAP – Higher Education and Research). For the administration of the Faculty and in each department a PATO employee (executive secretary) is in charge of entering all financial flows (“in” and “out”) into financial accounts (OTP) identified as “O” (operation credits - teaching support), “P” (services provided), “D” (donations) and “R” (research). It should be noted that the financial management of personnel and salary payments has always been centralised. The financial model represented by SAP/HER is adequate for most of the FMV’s financial operations. It represents, however, a particular kind of constraint on clinical services. Monitoring of animals in various clinical sectors, the correlation between medical cases and administrative matters, the traceability of medicines used, all these are cases in which modifications of the SAP programme were specifically required for such functions. The University receives an operating budget from the CFB, which is the result of the division of a fixed budget allowance between different university institutions. 75% of the allocation is calculated with regard to the number of students that can receive subsidies (2004 Bologna decree). The allocation of funds by the ULg to the FMV is determined, as concerns salaries, by the central administration of the ULg based on functional frameworks proposed by the Rector to the Board of Directors (CA). For operations expenditures, allocation to faculties is the result of negotiations between the Rector and the Deans whose joint proposals are submitted to the Board for approval. There is no formal or systematic process for these allocations, which are based on historical amounts, objective needs, and staff costs. As regards research, the ULg possesses important resources (in the order of 10 million € a year) that are allocated by the Research Council after a selection of projects submitted by research teams. The ULg is the proprietor of an endowment in real estate for which it carries out sales, purchases and transformations on the authority of the Board of Directors (CA) alone. Furthermore, the University receives public funds for the basic maintenance of its buildings, as do other universities in the French-speaking Community of Belgium. These funds are characterised by all the universities as grossly insufficient. At the ULg, building management is handled by the ARI (Administration des Ressources Immobilières), which carries out decisions proposed by a committee of the Board of Directors (Committee on Buildings) on which faculties are represented (article 125 of the Bologna decree). All requests concerning real estate endowment are handled in this manner. Regarding purchase or replacement of heavy equipment, mixed financing is often chosen, in which the FMV participates (if the budget is an educational one), as well as the Research Council (for research equipment) and the central administration units concerned (social budget, promotion, etc.) depending on the case. The general rule is that the unit requesting heavy equipment must show that outside funds have been raised for the purpose before asking for institutional financing. Depending on the amounts involved, various offices have to authorise the expenses: the Board of Directors (CA), delegates of the supervisory ministry, the university comptroller, etc.


12

The FMV receives a budget allocation from the ULg based on the same criteria that are used for other University Faculties. In addition, the FMV receives an annual budget to pay for specific missions (laundry, vehicles, waste disposal, etc.) that amounts to about 220,000 €. Since 2001-2002, the FMV has also received extra financing for educational costs in a situation where there are excess numbers of students (plethora). These “exceptional credits”, renegotiated annually when budgets are being prepared, allows scientific collaborators to be paid (25.8 FTE in 2007-2008) and allows certain cumulative needs in the areas of operations and equipment to be met. These credits diminish progressively, the funds going over to the creation of new teaching positions (see chapter 10). Within the FMV, since 2003 the Dean has worked out a table for dividing operating credits. This method of calculating, approved by the Faculty Bureau, is based on the percentage of teaching provided by each department, and on the number of students concerned. This method gives a significant advantage to clinical and practical education relative to ex cathedra courses. The table for 2007-2008 is annexed to this document (annexe VII). Within departments, councils distribute the amounts received according to procedures that vary from case to case, but which are explicit and verifiable. These amounts are devoted 100% to educational activities. A proportion of operating expenses, not distributed to departments, is used for general services and administration. The Dean decides the division of funds, after consultation with the bureau. 3.1.2. INFORMATION ON EXTRA INCOME A decree of the French-speaking Community dated June 14, 2001 instituted a draw-down of overhead revenues of 15% (overheads = PFG, Participation aux Frais Généraux). Many exceptions to this rule have been made, because of exemptions for certain types of services (for example, conferences, meetings of scientific interest, donations, etc. ), and there are existing agreements with certain lenders of public funds, including retrocession to promoters of revenue according to codified rules. For example, in 2007-2008, the FMV retroceded to the ULg 12 % on services provided, and 3.8 % on resources generated by research programmes. Students pay annual tuition fees, whose amount is set by a ruling of the CFB. For 2007-2008, the full amount is 811 € per year. Depending on the income of a student’s parents and the size of their household, the tuition fee can be reduced (to between 471 and 108 €). By decision of the Board of Directors (CA), children of staff members pay the lowest preferential tuition rate, 108 €. Tuition fees are a budget line in the ULg budget. They are not subject to direct retrocession to faculties. 3.1.3. OVERVIEW OF INCOME (REVENUE) AND EXPENDITURE Table 3.1: Income/Revenue of the FMV (in thousands of euros)

State (government) Income generated by the Faculty

Year To university administered

outside the Faculty (A)

Direct to Faculty (B)

Income from services provide

(C) Research

(D)

Total (B + C + D)

2007 158.240 12.247 4.991 6.812 24.050 2006 156.769 11.485 4.887 6.276 22.648 2005 148.158 10.834 5.626 8.769 25.229 In this table column A represents the overall public allocation received by ULg (including salaries); column B represents the part received by the FMV (including salaries, which represent 80 % of the total) and operational credits (“O” accounts); column C represents revenue for services (“P” account) and in a marginal fashion, donations received from third parties (“D” accounts); column D represents research revenue (“R” accounts). These amounts (column D) do not represent the entirety of the revenue earned by research at the FMV.


13

Table 3.2: Expenditure of the FMV (in thousands of euros)

Pay Non Pay Year Salaries

(A) Teaching support

(B)

Research support

(C)

Services provided

(D)

Other Total (E)

2007 14.311 2.162 2.872 2.263 - 21.608 2006 13.297 2.126 2.641 2.096 - 20.160 2005 13.949 1.958 4.524 2.470 - 22.901 In this table column A represents the salaries of staff paid by the ULg and those drawn from the “O”, “P”, and “R” accounts of the FMV; columns B, C and D include operating expenses for teaching (B), research (C) and services provided (D) ; column E represents the total expenditures of the FMV (clinics and non-clinical sectors). 3.2. COMMENTS The FMV operates in the Belgian university context in which subsidies to higher education are below the Lisbon objectives – as regards both public allocation and private financing. Reality forces ambitions to remain modest. In this environment the FMV must recognise that the ULg has made significant efforts on many occasions to strengthen funding for teaching and operations. If additional funding appeared – speaking hypothetically – it would be allocated as a priority to the CVU, the new clinic structure supported jointly by the DDA and DCP departments, to insure its sustainable viability. Despite the efforts made by the ULg and the FMV to staff clinics (to double the number of permanent clinical teaching staff in 5 years), there is still a structural problem of organisation: the same people have to carry out teaching, research, and “clinic/hospital” activity all at once. The financial autonomy of the FMV has a variable dimension. The FMV has no autonomy with regard to salaries that are administered by the ULg in a binding legal framework (see chapter 10). On the other hand, the FMV has a satisfactory degree of autonomy as regards teaching budgets. As regards research, its power is limited to monitoring budgetary spending and to ranking the projects submitted to the Research Council. For the rest, all financial flows are handled jointly by project directors within the FMV and the university’s central administration. External service providers are managed by these agencies with considerable autonomy. Overall, the FMV as a structure has drawing rights of about 2.5 million € out of a total of 12.5 million that are allocated to it (table 3.1, column B).


14

CHAPTER 4. CURRICULUM 4.1 GENERAL INFORMATION There is no predefined national curriculum. The only operational legal constraints are those of European directive 2005/36, annexe 5, and the decree of March 31, 2004 (the “Bologna” decree) of the French-speaking Community of Belgium (CFB), which specifies the title of the diplomas awarded (bachelor and master), the number of years of study, and the number of ECTS credits involved in the programme and imposes rules regarding the academic calendar (annexe VIII). The “Bologna” decree divides the year into 60 credits. The ULg’s Board of Directors (CA) approves course programmes in response to proposals from the Veterinary Medicine Faculty (FMV). Under normal circumstances this is just a matter of confirmation. Matters related to the names of courses, their content, the allocation of credits involved and the number of hours devoted to each subject are determined by the Faculty Council exclusively. The current balance between theoretical education and practical training is the result of the progressive adaptation of previous programmes, requests from university authorities to reduce the percentage of theoretical education, the last reduction (10%) issuing from the strategic plan and the Bologna resolutions: new methods in education (learning vs. teaching), a means of measuring the volume of knowledge acquired (ECTS), a reclarification of the objectives of education and abilities acquired (course objectives, day-1 skills, internal evaluations…). The length of time for studies in veterinary medicine in the French-speaking Community (CFB) is 6 years (360 credits). The way study programmes are organized conforms in all respects with the Bologna declaration. At the University of Liege 72 % of first-year education is carried out by teachers from other faculties (Faculty of Sciences and Institut Supérieur des Langues Vivantes – ISLV – Modern Language Institute). This is why the teacher to student ratios for chapter 10 (R1 to R5) are calculated over the last 5 years. The first cycle, which lasts for three years (180 credits) leads to a diploma that does not constitute a professional credential, a “bachelor’s degree”. This diploma may be obtained from any of the four university-level institutions:

- the University Faculties of Notre Dame de la Paix of Namur (FUNDP); - the Catholic University of Louvain (UCL); - the Free University of Brussels (ULB); - the University of Liege (ULg).

These universities are required to make sure that 60% of all subjects studied within various programmes are common to all four schools. In 2007-2008, common subjects represent 78 % of the programme (annexe IX). The second cycle, comprising 180 credits, leads to the degree of veterinarian which gives rise to a professional credential, the title of “doctor in veterinary medicine”. It can be obtained only at the University of Liege for all CFB students and corresponds to a “Master’s degree”, which enables the holder to practice veterinary medicine without further academic training. 4.1.1 RELATIVE IMPORTANCE OF SUBJECTS AND TYPES OF TRAINING 4.1.1.1 RELATIVE IMPORTANCE OF SUBJECTS The complete course of education consists of 4936 hours of education (table 4.1). It is prescribed for all veterinary medicine students. Extramural work Extramural work (table 4.5) is required of all students. Included in the first-cycle programme is a two-week training programme (80 hours work) that immerses the student in a situation of caring for animals. This first work-study period is


15

not supervised by the FMV and takes place during the vacation months, before the end of the second year of the first-cycle. During the second cycle each student carries out 3 h (in fourth year) + 12.5 h (in fifth year) of practical training in a slaughterhouse, and in operations taking place after animals are processed in the slaughterhouse (for more information, see point 4.1.5.). In the final year each student must participate in an ‘external’ internship lasting 14 week (560 hours) in an appropriate work environment, most often for a private business. Internships at foreign universities, research laboratories, zoos, and in certain industries are permitted, but always under the direct supervision of a qualified veterinary doctor (internship supervisor – Maître de stage). The title “maître de stage” is allocated each year to veterinary practitioners that accept to coach students, that have been qualified for more than 5 years, that are regularly registered with the Order, and that have not been charged with professional penalties. 4.1.1.2 TYPES OF TRAINING Educational hours have been arranged in tables 4.1 - 4.4 in accordance with the definition proposed by the EAEVE, and divided into categories as arranged (A→ F). 4.1.2 BASIC CURRICULUM FOLLOWED BY ALL STUDENTS 4.1.2.1 PROGRAMME HOURS

Table 4.1: General table of curriculum hours taken by all students

Hours of training Theoretical training Supervised practical training Other

Lectures Seminars Self- directed learning

Laboratory and desk based work

Non-clinical animal work

Clinical work

Year (A) (B) (C) (D) (E) (F) (G)

Total

First 298,5 40 81,5 208 - - 80 708 Second 298 - - 124 115 - - 537 Third 393 17 - 121 88 - 10 629 Fourth 522 6 5 60,5 43,5 - - 637 Fifth 511 54 7,5 234,5 47,5 72,5 - 927 Sixth 98 56,5 - 52,5 - 731 +

560* - 1498

Total 2120,5 173,5 94 800,5 294 1363,5 90 4936 * Supervised extra-mural internship. The category, “Other” includes the internship for animal care and management that takes place during the first year (80 h). The educational field trip to the Paris agricultural fair in the third year of education (10 h) still appears in the programme but is actually no longer organised. During the academic year 2007-2008, the following courses were taken on an exceptional basis by students in two programme years because of a one-time transfer of course credits related to the administrative reform. These courses are not counted in the hours listed in table 4.1.

Physical basis of medical imaging, 20 h CT 10 Biostatistics applied to veterinary medicine II, 50 h CT & 10 h TP 11

10 CT : theoretical training 11 TP : practical training


16

Table 4.2: Curriculum hours in EU-listed subjects taken by each student Subject Theoretical training Supervised practical training Other Total

Lectures Seminars Self

directed learning

Laboratory and desk

based work


Clinical training

A B C D E F G

1. Basic Subjects a) Physics 90 80 170 b) Chemistry 72 40 40 152 c) Animal biology 29,5 35 64,5 d) Plant biology 9,5 11 20,5 e) Biomathematics 64 20 20 104 1- Total number of hours 265 40 20 186 511

2. Basic Sciences a) Anatomy (including histology and

embryology) 235 106 154 495

b) Physiology 127 54 44 225 c) Biochemistry, cellular and molecular

biology 110 10 72 12,5 204,5

d) Genetics (including molecular genetics)

69,5 5 21 95,5

e) Pharmacology and pharmacy 72 25 9 106 f) Toxicology (including environmental

pollution) 22 10 32

g) Microbiology (including virology, bacteriology and mycology)

104 55,5 47 206,5

h) Immunology 50 4 8 62 Note: vaccinology is included under the heading “immunology”

i) Epidemiology (including scientific and technical information and documentation methods)

15 4 19

j) Professional ethics 5,5 5,5 2- Total number of hours 810 98,5 5 327 210,5 1451

3. Clinical Sciences a) Obstetrics 15 1,5 6 4 26,5 b) Pathology (including pathological

anatomy) 140 6 105 251

c) Parasitology 63 30,5 93,5 d) Clinical medicine and a surgery

(including anaesthetics) 250 14 5 12,5 560,5 842

e) Clinical lectures on various domestic animal, poultry and other animal species including

41 6 65 112


17

f) Field veterinary medicine (ambulatory clinics)

24 24

g) Preventive Medicine* 0 h) Diagnostic imaging (including

radiology) 20 10 62,5 92,5

i) Reproduction and reproductive disorders

57 5 12,5 5 79,5 159

j) Veterinary state medicine and public health*

0

k) Veterinary legislation and forensic medicine

28,5 28,5

l) Therapeutics* 0 m) Propaedeutics (including laboratory

diagnostic methods) 64 21 85

3- Total number of hours 678,5 35 5 149,5 50,5 795,5 1714

4. Animal Production a) Animal production 27,75 3,75 27,5 12,5 71,5 b) Animal nutrition 50 1,5 2,5 10 3 67 c) Agronomy* 0 d) Rural economics 10 10 20 e) Animal husbandry 20 12 10 42 f) Veterinary hygiene* 0 g) Animal ethology and protection 35 3,5 38,5 4- Total number of hours 142,75 5,25 2,5 59,5 12,5 6,5 10 239

5. Food Hygiene/ Public Health a) Inspection, and control of animal

foodstuffs or foodstuffs of animal origin and the respective feedstuff production unit

10 10

b) Food hygiene and technology 25 25 c) Food science including legislation 26 26 d) Practical work (including practical work

in places where slaughtering and processing of foodstuffs take place)

18,5 15,5 34

5- Total number of hours 61 18,5 15,5 95

6. Professional Knowledge a) Practice management* 0 b) Veterinary certification and report

writing* 0

c) Career planning and opportunities 7 7 6- Total number of hours 7 7

* see “Additional information” below.


18

All the disciplines on the official EU list are studied by every student. In terms of volume of hours, they represent 4017 hours out of a total of 4936 = 81.38% of the total. * Additional information regarding table 4.2 Categories Rubrics 3 “Clinical sciences”, 4 “Animal production “ and 6 “Professional knowledge” from table 4.2 should be clarified as follows: The course listings 3g Preventive medicine, 3j Veterinary state medicine and public health, 3l Therapeutics, 4c Agronomy, 4f Veterinary hygiene are not offered as distinct and separate activities. These are given through a variety of activities that students participate in. As regards rubric 6, “Professional knowledge”:

1. The course in rural economics in the final year has a section entitled “Veterinary practice: administration, community relations, and practice management” and one entitled “marketing and practice management – basic accounting – writing a business plan”, and this section concentrates on the economic aspects of veterinary practice.

2. The Faculty of Veterinary Medicine organizes meetings with practicing veterinarians for the benefit of

its students. Students are able to get information about the realities of their future profession, its limitations and opportunities:

In the fourth year, half a day working with the Veterinarians Professional Union (UPV). In the final year, half a day with the presidents of the Belgian and French veterinary Orders,

and one day organized by the students (General Society of Students in Veterinary Medicine (SGEMV) in cooperation with the UPV.


19

Table 4.3: Curriculum hours in EU-listed subjects offered and to be taken as electives Theoretical

training

Subject Seminars

Hours to be taken by each

student per subject group

Basic sciences Quantitative genetics: Selection of domestic animals - production animals 10 - pets and sport animals 10

10

Animal production Veterinary ethology and notion of animal welfare

- complement in ethology applied to breeding animals 10

- complement in ethology applied to pets 10

10

Ecology applied to domestic animals, - complement on lodging accommodation of pets and laboratory animals 10

- complement on lodging accommodation of investment animals 10

10

One module of 45 hours to be selected from these three programme variations : Equine Module Medical imaging of domestic animals 5 Nutrition and feeding of domestic animals 10 Surgical pathology of large animals 5 Pathology of animal bacterial diseases 5 45 Pathology of veterinary parasitic diseases 10 Pathology of animal viral diseases 5 Obstetric and mammary pathology, reproduction in ruminants, horses, and pigs 5 Companion Animal Module Medical imaging of domestic animals 5 Nutrition and feeding of domestic animals 10 Obstetrics of small animals 5 Surgical pathology off small animals 5 45 Pathology of animal bacterial diseases 5 Pathology of veterinary parasitic diseases 10 Pathology of animal viral diseases 5 Animal Production Module Nutrition and feeding of domestic animals 10 Surgical pathology of large animals 5 Pathology of animal bacterial diseases 10 45 Pathology of veterinary parasitic diseases 10 Pathology of animal viral diseases 5 Obstetric and mammary pathology, reproduction in ruminants, horses, and pigs 5 TOTAL / student 75 *

* At present the total number of credits available through electives is 75 hours, as can be seen in this table. This 3-course module (Medical consequences of exposure to ionising radiation 4h, Radioprotection 5h & Law on radioprotection 3h) is offered to the 6th year students who wish to conform to the radioprotection law (Royal Decree date July 20th, 2001). The courses, which are presently optional, will be part of the reformed programme.


20

Table 4.4: Subjects not listed in table 4.2. Subject Theoretical training Supervised practical training Other Total

Lectures Seminars Self

directed learning

Laboratory and desk based work


Clinical work

A B C D E F G

Animals and Society 14 14 Supervised group learning (ASG) 75 75

Introduction to scientific literature search and scientific English

50 5 55

English language course with tutored online practice 60 60

64 0 60 80 0 0 0 204

The percentage of courses not listed by the EU is 4% (204/4936 hours). 4.1.3 ADDITIONAL INFORMATION ABOUT THE CURRICULUM Academic programme reform is in progress; it is deeply influenced by the Bologna (2004) process, and it has been in the process of implementation since 2007-2008. Reform should be in effect for all of the programme’s successive years by 2011-2012 (after being phased in), and is based on the following principles:

- 10% reduction in the number of ex cathedra courses; - added to each year’s programme, an obligatory English course (5 credits/year); - completion of an end-of-studies project – (TFE); - integration of new information and communication technologies (TICs) in courses; - implementation of participatory methods in learning; - installation of a committee for reform and monitoring of course programmes (there will be a student

representative on the committee); - evaluation and quality assessment.

Class attendance is legally required. In actual practice, only attendance at clinics and practical training courses is monitored. Introductory clinical training is given during the 4th year, in the form of 42 hours of practical clinical training (TPC) in the course on semiology (VETE0040-2) and special propaedeutics (VETE0041-2). The TPC hours are specifically for preparation for clinical courses that will be taken in the two following years. These include practical training :

- of propaedeutics; - in procedures for controlling and restraining animals; - means of administrating of medicines ; - stitching and bandaging.

In clinics, the usual practice is to allow students to take responsibility for animals owned by private parties, singly or in groups, in order that these students may be placed in situations that are like those arising in actual veterinary practice. Clinical training is mandatory for all students; no exceptions. This training is carried out by 5th and 6th year students on a weekly rotation. The training takes place Monday through Friday, from 8:30 a.m. to 11 a.m., for 5th year students, and from 8:30 a.m. (8 o’clock for companion animals) to 5 p.m. for 6th year students. In the 5th year, clinical and para-clinical courses last for 28 weeks, and are made up of groups of about eight students.


21

In the 6th year, the year is divided into thirds: - from the second week of September to the first week of October: 3 weeks of theoretical education for all

students; - from the second week of October to the end of January: 14 weeks of an internship for 50% of all students and

14 weeks of practical training via internal rotation to different clinics for the other 50%; - from the end of January to mid-May: another 14 week period in which half of all students are doing their

internship and the other half, their internal clinic rotations.

Students are divided into 14 groups of about 10 students each, depending on scheduling during internal clinic rotations. 5th year clinical and para-clinial weeks 12 (11 clin. weeks 13, 11 para-clinical weeks and 6 ASG weeks) : VETE0044-1 Clinical Biochemistry applied to Veterinary Medicine VETE0045-1 Management of farms VETE0046-1 General vaccinology and vaccinology applied to veterinary medicine, general immunopathology VETE0047-1 Inspection of animal food VETE0048-1 Introduction to the quality management of foodstuffs from animal origin VETE0051-1 Systemic Veterinary Pathology VETE0052-1 Pharmacotherapy and toxicology of domestic animals I and II VETE0091-1 Medical pathology for small animals VETE0049-2 Internal medicine of ruminants and pigs, and herd health management VETE0049-2 Equine internal medicine, reproduction and sport medicine VETE0055-1 Obstetrics of small animals VETE0057-1 Surgical pathology of small animals VETE0056-1 Surgical pathology of large animals VETE0053-1 Medical imaging of domestic animals VETE0024-1 Clinic in medicine for birds, rabbits and rodents VETE1025-2 Obstetric and mammary pathology, reproduction in ruminants, horses and pigs VETE0054-1 Nutrition and feeding of domestic animals VETE0058-1 Pathology of animal bacterial diseases VETE0059-1 Pathology of animal bacterial diseases VETE0060-1 Pathology of animal viral diseases 6th year clinical 14 and para-clinical weeks (14) 15 : VETE0016-4 Internal medicine clinic for small animals VETE0084-2 Clinical complements in medicine for small animals VETE0077-2 Obstetrical clinic for small animals VETE0101-2 Clinic of internal medicine, sport medicine and equine reproduction VETE0079-2 Surgery clinic for small animals VETE0080-2 Clinic of medicine for birds, rabbits and rodents, & visit to farms (1/2 week) VETE0076-2 Medical imaging clinic for pets VETE0083-2 Clinic of anesthesiology, reanimation and intensive care of small animals VETE0078-2 Clinic of equine surgery VETE0082-2 Clinic of anesthesiology, reanimation and intensive care of horses VETE0081-2 Clinic for ruminants VETE0378-1 Herd health management 12 Duty shifts non included 13 Clinical activities have been reorganized since 2008-2009 (as an anticipation of the programme adjustment) – see proposals of the Faculty Council as of June 18, 2008 (annexe X) 14 Idem note 13 15 Idem note 12


22

VETE0030-4 Swine clinic VETE0075-2 Necropsy of domestic animals (1/2 week) VETE0085-3 Paraclinic of infectious and parasitic diseases with pets

On-duty hours at clinics On-duty hours are spent at the reception desk for emergency cases that come in outside a clinic’s normal operating hours of a clinic. This service also includes giving care to animals and clinical monitoring of hospitalized animals. Students perform these service hours in the 5th and 6th years of a programme. - In the 5th year, each student must work for 3 vacation weeks in a clinic. They can choose to work these hours during

the summer vacation before their 6th year, or during the Christmas or Easter vacations during that year. The work must be performed in one of the following sectors: small animal clinic, equine clinic, or ruminant and pig clinic. The rotations of the various services involved are fixed, but students are allowed to exchange shifts. With the exception of the necropsy lab, the avian clinic, and the rabbit lab, each of these clinical rotations includes 2 or 3 night shifts, or shifts on holidays or weekends.

Furthermore, during the academic year each 5th year student must work shifts on 1 night, 1 holiday, or 1 weekend day on the experimental farm. These duty shifts involve watching to see when pregnant cows give birth.

In all, each 5th year student will be responsible for working at least 3 night or day service shifts during the academic year. - In the 6th year, each student must work his/her duty shifts during his/her rotation week in the following areas:

surgery and anesthesiology for horses: 1-2 shifts; equine internal medicine, sports medicine and equine reproduction: 1-2 shifts (or one 24-hour shift, or

two night shifts), small animal intensive care: 3-4 shifts, ruminant and pig clinic: 2 shifts.

- In addition: each 6th year student will work two duty shifts during the examination period of the 1st session in the

same areas In all, each student in the 6th year will work 7-10 night or day shifts in clinics during the academic year. Mobile clinics - Each 6th year student will work 3 days or half-days working in a mobile clinic for companion animals, operating out of

mobile dispensaries outside the university (for a list, see chapter 5, “Contractual arrangements”). In addition, half of the students can work 1-2 days or half-days providing supplementary clinical services for those dispensaries. The students are selected on the basis of their performance in a written examination in obstetric surgery and anesthesia for companion animals.

For the animal production area, there is not yet a mobile clinic (Chapter 7). On the contrary, all 6th year students will during their clinical service make 3-6 visits to cow, sheep, goat or pig farms, which may or may not present problems with herds or with reproduction. These activities are accounted for in table 4.2 under the heading of “clinic service hours”.


23

4.1.4 EXTRA-MURAL WORK Table 4.5: Obligatory extramural work

Nature of work Minimum period Maximum period Year in which work is carried out

hours % of total study

time hours % of total study time

Internship: immersion in animal care and management duties 80 1.62 % 80 1,62 % 1st

Practical para-clinic work, visits to agri-food industry sites 3 0 .06 % 3 0.06 % 4th

Food products inspection clinic 12.5 0.25 % 12.5 0.25 % 5th Internship 560 11.35 % 560 11,35 % 6th TOTAL 655.5 13.28 % The obligatory 14-week internship during the 6th year of studies constitutes the principal extramural activity in the curriculum. The internship is served either in service to veterinary operations (clinics, animal hospitals, centres for referred cases) or in service to various institutions or businesses under the supervision of an internship supervisor, who must have held the degree of Doctor of veterinary medicine for at least 5 years (maître de stage). The internship counts for 19 credits in the 6th year of studies. The course grade is awarded by the internship supervisor, who fills out an evaluation form for each intern (annexe XI). 4.1.5 SPECIFIC INFORMATION ABOUT PRACTICAL TRAINING WITH REGARD TO HYGIENE AND FOOD

PRODUCTS/PUBLIC HEALTH - The programme for practical extra-mural work is divided as follows:

- In the 4th year, as part of the practical work connected with the “Technology, quality and security of food products”, students (in groups of 6) spend 3 hours visiting (with an instructor) slaughterhouses, where they watch the slaughter of cattle and pigs (from the time the animals enter the facility until their carcasses are shipped out), the butchering of fresh meat (cattle, pigs), and the further fabrication and production of meat products and food products containing meat. This visit also relates to the 4th year course about food production, “Mastering food quality and food security”; - In the 5th year, a week of clinic rotations is devoted to food products inspection (it takes place in the morning, counts 12,5 hours per student for the whole week). In 2007-2008, each student spends about 10 hours inspecting animal products ante mortem and post mortem (operations carried out by the student under the supervision of a trainer) in a slaughterhouse for cattle and pigs, and 2,5 hours inspecting the slaughter of chickens (no hands-on work because of the speed of the slaughtering).

- Intra-mural practical training is divided as follows:

- In the 4th year students participate in two 3-hour sessions doing practical work related to the “Technology, security and quality of food products”. This work is done with the help of multimedia support equipment, and uses the labelling of food products as a guiding theme in order to teach necessary practical concepts related to the composition of foods (nutritional value, ingredients, additives in foods, etc.), veterinary inspection (veterinary certification of the safety of products, traceability of food products), food quality (protected descriptions and trademarks), sanitary control (microbiological safety, residues and contaminants). - In the 5th year, a week of clinical rotations is devoted to food product quality management (in the course “Introduction to quality management for food products of animal origin”). The week’s focus is on the implementation of quality management systems (mainly HACCP) with regard to a given product (made with meat or fish). Students will go through the various steps of the HACCP procedure and carry out some analyses of a selected product (physico-chemical and microbiological analyses).


24

4.1.6 RATIOS 4.1.6.1 OVERALL INDICATORS

Denominator Range

theoretical training (A+B+C) 2388 1

-------------------------------------------------- -------- -------- 1,03 R6 = supervised practical training (D+E+F) = 2458 = 1,03 0.51 – 0.36

clinical work (F) 1363,5 1 -------------------------------------------------- -------- -------- 0,80 R7 =

laboratory and desk based work + non-clinical animal work (D+E) = 1094,5 = 0,803 1.88 – 2.21

self directed learning ( C ) 94 1 -------------------------------------------------- -------- -------- 52,51 R8 =

teaching load (A+B+C+D+E+F+G) = 4936 = 52,51 0,51 - 7,87

4.1.6.2 SPECIFIC INDICATORS HDA / PUBLIC HEALTH Denominator Range

total no. Curriculum - hours Food hygiene / Public health (2) 95 1

-------------------------------------------------- -------- -------- 51,96 R9 =

total no. Hours vet. Curriculum (1) = 4936 = 51,96 still

open

total no. Curriculum - hours Food hygiene / Public health (2) 95 1 -------------------------------------------------- -------- -------- 0,16 R10 =

Hours of obligatory extramural work in veterinary inspection (3) = 15,5 = 0,16 still

open

Origin numerators, denominators

(1) Total as derived in table 4.1 (2) Total as derived in table 4.2, Subject 5 (3) Figures to be taken from table 4.5


25

4.2 COMMENTS - Preparing of the graduate for the profession, specific to the country/region The Veterinary Medicine Faculty (FMV) of the ULg has defined its general and specific objectives in a strategic plan prepared by an ad hoc committee, and approved by a vote of the Faculty Council on April 7, 2004 (chapter 5). The Faculty sets forth its general objectives in the form of principles (excellence, lasting improvement, promoting the school, coherence in programmes, …) associated with concrete proposals for the organization of the Faculty and the distribution of its resources. The theme that must guide structures and resources on one hand, and strategic objectives on the other, is probably not visible enough in this document, and the appropriate “day 1 skills” should be described more precisely in a mission statement of programme objectives. As regards the preparation of young diploma recipients to practice veterinary medicine in a manner that recognizes problems specific to their home countries, we must admit that since the majority of students are from a foreign country, and intend to practice the profession in that country in which the socioeconomic reality is different or has multiple levels, it is not always possible for the Faculty to address all such problems. - Curriculum structure and review A hierarchization of subjects of study has been taken into consideration in the drafting of programmes according to this principle, that first-cycle students should have adequate knowledge of healthy domestic animals, students completing the second cycle should possess adequate competence in treating sick animals, and on the day of graduation, students should be able to treat all domestic animals in emergency situations. In more specific terms regarding a mastery of subjects, the level of qualitative achievement expected in food production sciences is the level of professional qualifications for “official veterinarians” established in Regulation (CE) No. 854/2004 of the European Parliament and the Council of April 29, 2004 establishing the specific rules for the organization of official inspections concerning products of animal origin intended for human consumption. The programme revision process has not yet been subjected to a formal and integrated procedure. The establishment of a “programme committee” tasked with the continuous evaluation of the development of course programmes should make good this lacuna. The committee will make use of existing tools that may not have been employed to their fullest extent. Students provide periodic course evaluations, in accordance with rules and procedures that apply to the entire University. At present, the Dean and the presidents of various departments have the task of taking note of the results of student evaluations. The remedies that are necessary for certain areas needing improvement are being discussed in departmental meetings and documented in a file put at the disposal of the student delegates. Apart from this aspect, the results of student evaluations are not spread widely enough. The students’ view of the pedagogical performance of instructors does not have enough impact on their career progress, unless deficiencies are proven and repeated. In order to verify that courses are as represented in the programmes, one may consult the statement of pedagogical purpose written by each course instructor16. These descriptions vary in clarity and details on how the class will proceed, and its objectives. - Major developments in the curriculum, now and in the near future The FMV is now fully engaged in its educational reform programme. This has been discussed already. The main directing principles of the Bologna process are being observed, but one cannot deny that some of the changes that partners in training programmes were supposed to make ran into conditions on the ground that slowed or prevented their implementation. Instructors have said as a group that they recognize the great demands that course programmes place upon students, but they cling as it were paternally to heavy teaching schedules. In 2009 the process of “détitularisation” will end the practice of having one instructor be listed as the instructor for each course (as is currently done). Instead, instructors will be assigned for periods of three years to a particular set of courses.

16 see http://progcours.ulg.ac.be/cocoon/fac/facV


26

Finally, the notion of the equivalence of years of study gained in other countries by students who are internationally mobile is not fully accepted by all teachers, and this stands against the ideas of exchange and interchangeability of credentials, notions that are the core of the Bologna process. - Conditions and circumstances that influence ratios R6 - R10 Many questions may be asked regarding the educational objectives of given sections of the FMV, or about students’ training or the distribution of courses. For answers to these, we must examine in detail the five programme areas listed by the EAEVE in annexe Ia on “standard operating procedures”: basic subjects, basic sciences, clinical sciences, animal production, veterinary food hygiene/public health. The following commentary has to do with these aspects in particular. Basic subjects and basic sciences Basic knowledge (physics, chemistry, biology and biostatistics) – these subjects are taught as courses in the first year of studies. Courses are given at various locations on the premises of the Faculty of Sciences, to a group of students who are all registered in the FMV (at other schools they are mixed with students in medicine, pharmacy, kinesitherapy, dentistry, etc.). This arrangement makes it possible to give many courses more of a “veterinary” orientation, which unquestionably works to motivate students. For example, informal contacts between a professor of physics and those in charge of medical imaging made it possible to bring information about medicine into a physics class. Professors of biology, histology and physiology have met to establish no-exception prerequisites and to avoid overlapping material. Basic sciences are taught for the most part in courses during the 2nd and 3rd years of the cycle, except for pharmacology and pharmacy, which are taught in the later years. Most instructors are qualified veterinary doctors; some of them teach in the first and second cycle at the same time. That is why, although the basic principles of the sciences are taught, some courses even at this level have an orientation toward veterinary practice. The geographical closeness of clinics and the experimental farm ensures that all kinds of domestic animals are available for practical experience and work. In terms of the organization of courses, we regret insufficient

1) coordination as regards chronology in subject lists (e.g. you see cardiac physiology before anatomy);

2) formal and systematic cooperation among instructors in basic science with regard to the harmonization of course programmes, avoiding duplication and filling lacunae;

3) formal cooperation among instructors in the clinical sciences to reach agreement on the hard prerequisites for the second cycle;

4) contact with professors who teach the same things to veterinary students in other French-speaking universities in Belgium.

The study of different systems making up the healthy animal organism is begun through the study of several disciplines that are closely linked together in the 2nd and 3rd years of study: - The course in general anatomy (2nd year) features a comparative description of anatomic systems in horses, dogs,

and cattle. This course is a prerequisite for the course in topographical anatomy (3rd year) which introduces the integration of all the systems previously studied in regions of the animal ‘s body, and the relationship of all this to the animal considered in general.

- The objective of theoretical courses in general and special histology is to show students the functional and

morphological characteristics of different organs in various animal species. Beginning from a purely descriptive approach, students must be able to establish a relation between observed morphology and function with regard to cells and tissues making up the organ being studied.

- The functioning of organisms as such and of different organs is taken up in the course on physiology, with emphasis

on the specific characteristics of the main species of domestic animals. Regulative systems and mechanisms involved in the reproductive function are studied in the course on reproductive physiology.


27

- The molecules that make up a living creature, along with the metabolic processes and molecular mechanisms that occur within different types of living tissue are described in the course on biochemistry and molecular biology. Course presentations follow a designedly medical pattern. The connections between the standpoints of medical biochemistry and pathology are often demonstrated.

- Courses in general genetics and the genetics of domestic animals are intended to introduce and promote understanding of basic concepts in formal genetics, molecular genetics, population genetics and the genetics of complex characters. Education is based on the LQRT model (Reading-Question-Response-Test). The course in embryology uses actual cases to demonstrate various techniques genetic manipulation used in the field of developmental biology (transgenesis, cloning,…)

- The study of pathogenic microorganisms, their virulence factors, and the therapeutic and prophylactic tools

associated with their control are studied in the course on parasitology, virologie, and bacteriology. Basic concepts in animal epidemiology round out this training. The body’s defense mechanisms to combat pathogens are taken up in the course in immunology.

- Pharmacology, studied at the Master’s level, builds upon many of the concepts taught in the early years of the

bachelor’s degree programme. This course’s main objective is for students to learn how to make reasoned choices concerning the medicines to be administered in a scientific, clinical, and legal framework, according to the goals of animal health, public health and environmental safety.

Positive factors include:

1) Theoretical knowledge learned in the ex cathedra courses is encountered again, and in more concrete form, in practical work sessions, and in seminars or supervised projects organized in each discipline. In these activities, students are guided by assistants and by student monitors;

2) New educational technology is being used more frequently (use of multimedia tools, WebCT platforms, creation

of web forums so that instructors and students can exchange messages,…); 3) Recognition of interweaving relationships between different subjects (e.g., physiology and histology) is

improving. Such interdisciplinary approaches lead to education centered on systems, and are not separated by disciplines;

4) Training evaluations help students prepare properly for the examinations they need to take; 5) Pedagogical initiatives such as APP or the Morphotic project, are being pursued in several departments, thanks

to support from university authorities; 6) The spatial proximity of clinics to the experimental farm ensures that practical training in basic sciences will be

able to benefit from contact with various domestic species. Negative factors:

1) Lack of coordination as regards the order in which courses are taught; this situation is an obstacle to the arrangement of series of courses in terms of inter-connecting relationships between subject matters;

2) Lack of cooperation between basic science instructors and clinicians. Too often, clinicians signal a lack as

mandatory prerequisites in order to take care of clinic cases; 3) A system of evaluation that rewards classroom learning and book knowledge above savoir-faire and practical

experience. Because of the excessive numbers of students, there is a large lack of diversity in evaluation methods: QROC, True or false, QO, QCM. There is a lack of oral and written examinations in which students can argue their response;

4) The rigidity of the system (this is inevitable in a period of an excessive number of students), which allows little

room for choice, for personal initiative, for exchanges, for working as a group…and which immerses the student in systems that are “too much like school”;


28

Clinical sciences Clinical education is intended for 2nd and 3rd cycle students. It takes place mainly at the University veterinary clinic (CVU) at the Sart-Tilman campus. The CVU is run by a managing committee, distinct from the Department Council, and its head is a professional manager. The CVU is open 24 hours a day, 7 days a week, 365 days a year. Appointments are required, except in emergency cases. Three-fourths of all cases are referrals from practicing vets. Two departments share responsibility for clinical education at the FMV: the clinical department for companion animals and horses (DCA) and the clinical department for production animals (DCP). Members of other FMV departments also participate in clinical activities (see annexe V). Companion animals and horses In the 5th and 6th years of the programme students participate in clinic activities on a daily basis (consultations and treating animals), for a period of 2 ½ hours in the 5th year and 7 ½ hours in the 6th year, in addition to service or on-duty hours. Students in their final year work night and weekend shifts as well. They get involved with activities organized by a number of animal protection groups, or by shelters for abandoned animals (mostly dogs and cats). Within the CVU, students serve as assistants to clinicians during consultations and treatment. Working for the mobile clinic, students administer treatment themselves under the supervision of an instructor who is a veterinary doctor. Animal production Clinical training is divided into three parts:

• Clinic for individual ruminant cases 5th and 6th year veterinary medicine students are responsible for giving consultations, responding to animal emergency cases, and caring for hospitalized animals. All cases taken by this clinic are referrals from practicing vets. The schedule for rotations is the same as the one for Companion Animals and Equine.

• Clinic for herd management

Clinical training in veterinary medicine for whole herds takes place throughout the week from 8:30 a.m. to 11 o’clock, by means of “learning through solving problems” (APP), in which problems of infertility are resolved, and through exercises in clinical reasoning (ARC). 6th year students go with staff members from the department to farms, as part of a programme to monitor reproduction operations, to check mammary health, or to investigate specific problems in a herd. During this week 3 visits under the supervision of a scientific assistant take place: one to a meat processing plant, one to a dairy, and one to a mixed operation. During this clinic week, no on-duty hours will be required. The creation of an mobile clinic is in progress.

• Pig clinic

The pig clinic is organized around practical work and visits to farms. For 5th year students, 4 supervised work sessions of 3 hours each are to be arranged, with a maximum of 6 students in each group.

For 6th year students, the programme includes a visit to a farm, viewing an necropsy, and six practical work sessions.

Overall observations regarding education in clinical sciences: Positive factors:

- Clinical sciences education is centralized in one location. - From the students’ point of view (per student survey) theoretical courses bearing on clinical subjects are

complete and well taught, especially as concerns animals for production and horses. - The number of clinical cases admitted to the various clinics is large, and has been growing in recent years.

Reasons for this:


29

the service is well thought of by clients (annexe XII “Survey of referring veterinarians from 3 poles”)

the development of an emergency room open 24 hours a day, 365 days a year for the 3 poles significant efforts were made by Faculty authorities and university authorities to increase the

number of clinical practitioners by a significant amount. - The opportunities for students to observe clinical cases (work shifts filling gaps in clinic schedules) have been

greatly increased in recent years thanks to the development of the use of people on duty 24 hours a day, 365 days a year for the 3 clinic poles, and by the establishment of a system of clinic rotations during the entire school vacation period.

- The establishment of internships and residencies accredited by European colleges for the 3 poles allows highly motivated young clinicians to be hired. This European recognition also constitutes a major source of motivation for clinicians who are appointed to their positions.

Negative factors :

- Despite the abovementioned measures (increase in number of clinical cases and increase of the number of clinic work shifts opened to students), students’ opportunities for contact with clinical cases are still limited.

- The practical involvement of students in consultations, in general, and their involvement in surgeries in particular is insufficient. This point was also brought up by students who are unhappy that education in clinical sciences that takes the form of practical training is too low in volume and in quality; there are no practical training sessions including the manipulation of living animals, or technical investigation of cadavers or dummies.

- In some areas, clinical training is limited to the performance of clinical examinations or technical tasks or is reduced to simply holding and controlling the animals being examined.

- Lack of available clinicians is regularly mentioned by referring veterinarians, by clients (cf. the survey on the 3 poles) and by students (cf. the student survey). This situation is probably caused by the large number of cases that are accepted and by the plethora of students that must at all times be supervised all at once by a limited number of clinicians.

- From the students’ point of view (cf. student survey), evaluation in clinical subjects is too heavily based on QCMs17.

- There is a lack of cooperation among clinic instructors and between them and basic science instructors. N.B.: From the students’ point of view (cf. student survey) there are imbalances in theoretical education in the clinical sciences that work against certain species, including (for example) horses.

Animal production Biostatistics and mathematics (including basic computing skills) are taught in the first years of the cursus in order to provide tools for the management of animal production. Students also learn to characterize and define animals’ external appearance and to recognize behavioral abnormalities that they might encounter in their future practice, and that provide experience in diagnostics. Animal production properly so called is taught in a general format at the beginning of a Master’s programme, including agricultural stock raising, the ethology of animals for production, hygiene and ecology of buildings for stock raising, nutrition and general feeding practices, selection of animals, population genetics and molecular genetics. After this, education becomes more specialised. Students take courses in special nutrition and are trained in animal diet, and they also take courses in applied genetics for production animals and learn about the principles of farm management. The end of the cursus emphasises seminars, concerning rural economics and farming operations. The practical responsibiltiies of the final period of training are occasions for students to deepen their knowledge regarding subjects connected to animal production, as well as to clinical sciences and food sciences.

17 A new evaluation of the clinical training has been set for 2008-2009 in 5th year (see “engagements pédagogiques”-http://progcours.ulg.ac.be/cocoon/cours/VETE0450-1.html, http://progcours.ulg.ac.be/cocoon/cours/VETE0451-1.html, http://progcours.ulg.ac.be/cocoon/cours/VETE0445-1.html)


30

Positive factors: - The DPA is able to work with the CARE “experimental farm” for practical work; - Research activities within the department appear to be well developed. Many of them use animals that are on

Faculty premises at the main site, something which indirectly but definitely aids education. Negative factors:

- Practical work in the first cycle ought to be better supported by the use of live animals, which is not possible because of the excessive number of students.

Food Hygiene / Public Health The structure and the volume of courses offered are a result of the reform of the course programme of the second cycle, implemented for the academic year 2001-2002, intended to focus the final year of studies on practical training (clinics and internships). This reform led to food science courses being concentrated in the 4th and 5th years of the cursus. Those programmes were adapted as follows:

- in the 4th year: the student learns the basic concepts of food sciences (technology, biological risks, chemical risks) and methodological and regulatory principles related to the mastery of food quality and food security (best practice hygiene, quality management systems).

- in the 5th year the student becomes familiar with the practical management of HACCP self-monitoring and is

trained in inspection control (theoretical education in the inspection of food products of animal origin, completing this with practical training in a slaughterhouse).

In response to the 2000 audit, which demonstrated a major deficiency in the “hygiene and food production technology” area (suggestion IV.25 of category I), the department of Food Sciences presented a strategic plan, to which the Faculty paid particular attention as regarded the current reform of the course programme. Contrary to what happens with other subjects, the number of hours on the schedule in this area will not be reduced in the 5th and 6th years, and the courses will be scheduled both prior to (note the creation of a theoretical course, introduction to veterinary public health in the second year since 2008-2009) and after (practical training in quality and security management of the food safety chain, to be created for 6th year). Given that reform is imminent, it may be a source of satisfaction:

- that the level of basic training in food sciences should gradually attain a quality that conforms to European requirements (suggestions IV.24 and IV.25 of the 2000 audit);

- that courses since 2000 have taken advantage of recent changes in regard to management of security and quality in the food safety chain: self-monitoring, quality certification, HACCP (suggestions IV.26 and IV.30);

- facilities and equipment required for practical training in the area of food technology are progressing: a pilot programme must begin operating by the end of 2009 (suggestion IV.29);

- despite the plethora of students, practical training in inspection (12,5 hours) takes place in a commercial slaughterhouse;

- students have the public health mission of the veterinarian impressed upon them early on (beginning in the second year of the new programme;

- in response to student evaluations of the programme, the courses in 4th year have been regrouped (2 courses instead of 5).

Negative factors: - that the “stable to table” approach was not sufficiently applied, and interactions with other departments

regarding animals for production (animal production, clinical sciences) were quite limited (suggestions IV.26, IV.31 and IV.32);

- the relationship between theoretical education and practical work appears not to have met the objective suggested in the 2000 audit (suggestion IV.28 = 1:1 relationship);

- “hands-on” approaches and APP (“Apprentissage Par Problèmes) were insufficient (suggestion IV.33).


31

These remarks will remain moot upon the coming into effect of the 6th year reform in 2011-2012. This programme will include clinical training in the quality and the security of the food production chain, in cooperation with departments that are involved in working with animal production. 4.3. SUGGESTIONS Suggestions relative to chapter 4 defined by SOP apply only to the ratios. They can be summed up in this way:

Ratio R6 Theoretical training = 2388 denominator 1,03 Supervised practical training 1898 + 560

The denominator is more favorable to practical education than is recommended by the EAEVE (0,51-0,36). This is the result of the recruitment, since 2000, of scientific collaborators (qualified veterinary doctors) to participate in arrangements for practical work. This policy will develop in the future as external collaborators are gradually replaced by ULg personnel.

Ratio R7 Clinical work = 803.5 + 560 denominator 0,80 Laboratory and desk-based work 1094.5

The denominator is not favorable because it departs from the recommended EAEVE norm (1,88-2,21), which gives rise to several comments:

- Due to the plethora of students, the FMV has replaced, since 2001-2002, the presence of 4th year students in the clinics (175hrs) by practical work clinics (TPC – travaux pratiques cliniques – see annexe XIII). Every student has 37, 1 ½ hour TPC sessions in small groups (6 students). This system, very demanding in terms of human resources, has the advantage of providing specific training, adapted to the theorical level of knowledge of students, and to a uniform competence reference system, in contrast to the random caseload offered during regular clinics (number and variety of cases).

- Accordingly, the creation of the mobile clinics in companion animals since 2007-2008, has significantly increased the basic clinical training of the students. A bovine mobile clinic is planned.

- In the new teaching programme implemented in 5th and 6th year in 2011-2012, a 13 % increase in clinical hours is planned (see annexe XIV). Combined with the 10 % decrease in theoretical training, the global programme should approach a satisfactory ratio.

- The high number of hours devoted to practical training artificially hampers clinical activity, despite the fact that practical training chiefly takes place during the 1st cycle, clinical training during the second.

Ratio R8 Self directed learning = 94 denominator 52,51 Teaching load 4936

The denominator in this ratio is very high if it is compared to norms endorsed by the EAEVE (0,51-7,87). At the institutional level, the promotion of self-directed learning is relatively recent. At the Faculty level, teachers who tried to do something in this direction agreed on the enormous amount of time that preparation for education of that type would require. Many of these activities exist, but are not listed in the programme schedule (practical work in pharmacology, fertility monitoring in obstetrics, documentary research,…). Finally, students are not very enthusiastic about learning without direct supervision. However, it remains the case that the FMV must move further in that direction. The Dean delegated to a colleague the coordination of a working group with as a mission the repertoire and the promotion of education based on self-directed learning for para-clinic topics (25 hours).


32

In that regard, one should mention the existence, at the DSF, of a team (1 computer scientist/graphist and 1 veterinarian) engaged, for about 10 years, in creating videograms and interactive multimedia castings (based on clinical cares movies, fictional scenes, animation, sounds registration, slides,…) for the needs of teachers and students and that complies with the specific objectives of the teaching programme (teaching transversality and self learning). Clinical services rely on that remarkable and necessary tool to meet the needs of new learning methods and NTIC’s in a situation where there are too many students. Its integration in the FMV structure and retaining these people on a permanent basis are presently considered in regard to multidisciplinary paraclinical teaching (5th year).

Ratio R9 N° hours public health/ f. hygiene = 95 denominator 51,96 N° hours vet curriculum 4936

Even though there is no EAEVE norm, it is likely that the number of hours planned for this education is too small, especially considering the major deficiency found by EAEVE evaluators in 2000. In 2000 (previous EAEVE visit), the number of theoretical and practical hours devoted to food science were 89 and 39 hours respectively. Between 2001 and 2008 (period corresponding to the present report) the number of hours became 61 and 34 hours. In the new programme planning, DDA was excluded from the 10% reduction of theoretical courses applied transversally. Moreover, theoretical hours will be increased to 75 (due to the creation of a new course "introduction to public veterinary health") in the 2nd year. The number of hours devoted to practice will be 47, plus the addition in the final year of a practical course that will be examined soon by the programme commission. R9 ratio, excluding the final year course, will become 122/4828,5, with a denominator of 39,58. Table A: Total number of hours at DDA (new programme)

CT TP or TPPC 2 BMV Introduction to public veterinary health 12 2007-2008 1GMV Food technology, safety and quality 35 12 2009-2010 1 GMV Safety and quality control of food 16 2009-2010 2 GMV Control of the food chain safety 12 2010-2011 2 GMV Inspection of animal food and audit 35 2010-2011 75 47

Ratio R10 Food hygiene/public health = 95 denominator 0,16 Extramural vet-inspection 15.5

Extra-mural teaching at slaughterhouses and in carcass-cutting workshops are not under the control of the FMV, to the extent that they depend upon the good will of third parties. In addition, ever-stricter hygienic requirements that are imposed on the food industry do not encourage allowing students to make many more direct contacts with food in the process of production. The DDA has proposed correcting this situation by increasing the number of practical work hours to be spent at slaughterhouses beginning in the 2008-2009 academic year (19 hours per student instead of 12.5 hours). Over the long term (2011-2012), the creation of a new practical course for 6th year has been planned. The associated practical work would generally deal with quality management and food production chain safety. Part of the work would involve inspection that takes place in other parts of the food production chain than the slaughterhouse (animal feed producer, stock raising farms, points of processing or re-processing and distribution of food products of animal origin). The R 10 ratio, at the end of these reforms, would be 120 / 17.5, with a denominator around 0.15, all other things remaining equal.


33

CHAPTER 5. TEACHING AND LEARNING 5.1. FACTUAL INFORMATION 5.1.1 THE TEACHING PROGRAMME The total programme of courses (course calendar) is made up by the administration of the Faculty, in particular by the “academic affairs-course organization” unit (chapter II, diagram 2-3). Before the beginning of the academic year, schedule proposals are circulated to every teacher for comment and possible modifications. The coordination of course content is not the object of sustained attention. Attempts in this direction have been made by several teachers (anatomy – histology – physiology). The result is that students appreciate such coordination, but it requires a great deal of preparation on the part of each teacher. In order to detect gaps and duplication within programmes, attempts have been made to crosscheck subjects covered in the syllabi of each course – without much success. At the end of the experiment it was apparent that the study of such questions simply takes up time and requires too much attention from too many people, at a time when there is an excessive number of students (a plethora). In a more general sense, the FMV does not apply reference norms concerning the proper volume of course time to be devoted to each discipline. The pedagogical approach, quite traditional up until ten years ago, is gradually being changed under the impetus of the Bologna process, by a new generation of teachers open to the use of new information and communication technologies, and by the creation in 2006, by the University, of an Institute for Training and Research in Higher Education (IFRES), placed under the management of the previous Dean of the Faculty of Medicine. This Faculty has distinguished itself by undertaking a vast reform of its course offers, and by creating a space for new approaches: “problem based learning – PBL” (APP), “learning by solving cases”, ARC,…. The FMV is very interested in this reform and has examined the possibility of applying it mutatis mutandis to its courses. The result is as follows: the FMV encourages those responsible for teaching to use new teaching tools that have become available in their courses, but the Faculty does not have available sufficient personnel to undertake a general reform of this kind. The traditional support for courses, in the case of most theoretical courses, remains the course notes. The successful nature of this support is such that FMV students have for several decades operated a “Course Notes office” in a space provided by the Faculty. A committee of students prepares, prints, and distributes at no charge notes for teachers’ courses, in order to offer the lowest prices possible to students. The list of sets of notes that are available is posted on the website http://www.officedescours.be and on the Faculty bulletin board. Some teachers also publish books through Belgian or foreign publishing houses that serve as reference works for their courses. The list is given as an annexe (annexe XV) to the SER. One recent tendency is to put course notes “online”. At present, the notes are provided for students at several sites. This multiplication of places where the information can be downloaded is an inconvenience for users. Contractual arrangements (contracts, conventions, co-workers, …) In various areas the FMV has reached agreements with private operators that are able to promote clinic and para-clinic activities to the benefit of all students. • Companion animals and horses

- Societies for the protection of animals in Charleroi, Cointe, Saint Trond, Verviers; - The Ghlin racecourse; - Saint Georges animal shelter;


34

• Animal Production

- Farms in the region (monitoring reproduction activities); - Cattle farms (“herd medicine” clinics); - Pig artificial insemination centre at Argenteau; - School farms at Stree and La Reid;

• Food sciences – production of food of animal origin - Liege slaughterhouse; - Liege Provincial monitoring unit of the Federal Agency for Food Chain Security (AFSCA); - The Derwa Company meat processing plant in Droixhe; - Herelixka Poultry slaughterhouse in Haccourt;

• Morphology and pathology

- contract with the Walloon Region: financial provision made to pay for removal of animal carcasses necropsied by students in 5th and 6th years.

The Faculty has made various agreements concerning student internships and training arrangements:

- Immersion training in caring for/managing animals (1st or 2nd year); - Final-year internships (543 agreements made with 459 internship supervisors (maîtres de stage), for a total of

305 students placed); - Internships in which students accompany practitioners, carried out voluntarily by some students during their

holidays. The general objectives for the educational programme were defined in the FMV’s strategic plan, approved by a vote at its Board on April 7, 2004 (chapter 1). Pedagogical objectives for each course, the means of carrying them out, and of student evaluation (grading) are all specified in the course objectives and course descriptions that are published. These are obligatory, and are either revised or resubmitted each year. They are made available in the course catalogues that are given to students at the beginning of every academic year. Course objectives and descriptions are available online at this site: http://progcours.ulg.ac.be/cocoon/fac/facV. MyULg portal18 is of paramount importance for ULg students. They rely on it from registration to graduation. It is altogether an "administrative and self-service outlet", and a centralised access point for on-line resources. Each information displayed on the portal by an academic or an administrative agent is customised by Faculty, year of study, and (soon) by course. On the main page, My ULg gives a summarized view of the latest information: news, files to download, announcements, for a, e-mails to be read. The evaluation of “day-one skills” depends on the 6th year examination jury. This jury, presided over by a professor designated by the Faculty Council, is made up of all the 6th year teachers. The 14-week external internship director is a member of the jury. On this occasion he informs the other members of the jury about the evaluations the student earned from internship supervisory personnel. These marks are weighed in the final result of the examination. Clinical instructors who participate in jury deliberations also take into consideration the basic skills of students, and advise the jury concerning possible deficiencies (absenteeism, improper behaviour or attitude, problems relating to others, etc.). When difficulties arise, and when a final-year jury wishes to obtain more information, results earned during 6 years of the student’s curriculum are reviewed in order to make one case or the other.

18 https://my.ulg.ac.be/MyULg/index.do


35

5.1.2 THE TEACHING ENVIRONMENT In the past, the pedagogical abilities of teachers were not sufficiently taken into account in the Belgian university system. Since the beginning of implementation of the “Bologna” decree in 2004, and since the 2007-2008 academic year at the ULg, concrete measures have been taken to improve the pedagogical abilities of teachers and instructors. On July 4 , 2007, the Board of Directors (CA) made pedagogical training of educational personnel obligatory at two points in a career: at the moment of his or her first contract to work for the ULg, and upon his or her acceptance within the academic ranks. This training is provided by IFRES (see above). Current teaching staff members will not be required to take the training; the obligation was not made retroactive. Nonetheless current teachers are invited to set up a “pedagogical portfolio” to highlight their teaching skills. At present there is no system which rewards or compensates excellence in teaching; but in the rankings proposed by the FMV regarding promotions or appointments to academic rank, it has been agreed not to short-list or hold back the advancement of candidates with a deficiency in teaching skills. 5.1.3 THE EXAMINATION SYSTEM The composition of juries, the awarding and transfer of grades, the conditions for successfully passing examinations and study cycles, exemptions, and repetitions are all defined in the aforementioned “Bologna” decree of 2004. The overall organization of examination periods is centralised at the level of the University. The Board of Directors (CA) codifies the ways in which legal provisions are applied in the official “examination regulations” that are kept up to date, and that apply to the entire University. The FMV establishes at the beginning of every academic year the composition of juries for each of the examinations it will hold. Usually, each year’s jury is made up of all those who are responsible for education in that year. Juries establish criteria for deliberation (in annexe XVI) and meet in closed session. Their collegial decision is sovereign. If a jury’s decision is contested, however, there is an appeal procedure - http://www.ulg.ac.be/cms/c_13770/reglements). Examinations take place during sessions whose dates are fixed by the Board of Directors (CA). Since the application of the “Bologna” decree of 2004, there are 3 examination sessions per year of studies: in January, June, and September. During these periods, courses stop. All well-known forms of examination are used. The choice of a means for evaluating/grading a course is the sole responsibility of the professor, who announces the evaluation method at the beginning of the course in the course objectives and course description. Outside examination sessions, further education and exemption tests can be organised by teachers, in agreement with the jury concerned and according to the means agreed to carry them out. The FMV does not employ external examiners for its examinations (this practice is not common in the Belgian university system). For each course, a student can take the same examination a maximum of two times during a single academic year. If the student does not pass, he or she can register during the next academic year and re-take each failed exam in the same way as before. In accordance with measures decreed to increase the numbers of students who pass their exams, first-year students are now allowed to take exams in June and then in September an exam that they failed in January. Passing a year of study should be accompanied by success with all examinations. If a student fails the same test twice, he or she cannot continue studies without an exception granted by the Rector on the basis of the recommendation of an approved jury. In these conditions, there is no financing of that student by the CFB for that specific academic year. The “Bologna” decree of 2004 substantially modified and complicated the conditions under which students can be said to pass their exams. Grading is on a 20-point scale. Passing a year (of one’s programme of studies) and going on to the next year takes place when a student receives a grade of at least 10/20 in every course, and an average grade of 12/20 for all areas of the examination. At the FMV, a single grade of 9/20 is tolerated if the student’s average for all courses is over 12/20. All grades over 12 gives rise to a systematic grade transfer in case of failure. Normally, passing a year of studies implies success in course work worth 60 credits, corresponding to a year. Legislation permits the jury to allow students to pass on to the next year in a programme if at least 48 credits have been earned successfully, but the student


36

is then obliged to make up and earn the remaining credits during the following academic year, failing which the student cannot sit the examinations to pass on to a further year in the programme. A system of prerequisites exists for certain courses that extend over more than one academic year, or which are the logical continuation of a previous course. Details regarding this and other features of individual courses are spelled out in the course catalogue and in course objectives and descriptions, printed in the catalogue. 5.1.4 EVALUATION OF TEACHING AND LEARNING The evaluation of education is made using two procedures, one internal and the other external. - The internal evaluation of courses is a process set up by the ULg. Each year a selection of theoretical, practical, or

clinical courses becomes the object of a structured online survey directed at students (http://www.smart.ulg.ac.be). On the average, each year of study is assessed every 3 years. The results are examined by the administration and shared in confidence with teachers, department heads, and the Dean (see also chapter 4, “Curriculum structure and review”.)

- The external evaluation of courses is managed by the Agency for Evaluation of Quality in Higher Education

(AEQES) for all higher education programmes in French-speaking Belgium. A recent decree (22/02/2008) modified the structure and functioning of the Agency in order to bring it into conformity with the requirements of ENQA. Such evaluations are now mandatory. The results are published on the Agency’s website. All course programmes and sequences in higher education within the CFB are subjected to such an evaluation every 10 years.

5.1.5 STUDENT WELFARE The Royal decree of September 21, 2004 regarding obligations in the area of health protection obliges institutions to take all necessary measures to assure health protection and safety for students. A visit to the doctor takes place when students begin cycles of study. There is no obligation regarding preventive immunisation, nor strict banning (pregnant students), but students are informed about the main risks involved. In case of accident, the proximity of a university hospital with an emergency services department means that high quality care will be provided. Students enjoy very complete free insurance coverage. All university activities are covered, as well as those taking place outside the university grounds. At the FMV site, there is a computer room for students, a Wi-Fi connection in all teaching halls, a restaurant, clothes lockers and lockers for valuables, and shower rooms. However, students rightly complain that there are not enough bathrooms for the number of students, and not enough lockers for personal items and valuables. Social questions are handled at University level. Even before arriving, and throughout the duration of their studies, students have access to a wide variety of services for counselling, help, assistance and career counselling. Examples of services provided:

- For future students - http://www.ulg.ac.be/cms/c_13779/futur-etudiant; - The University of Liege takes an interest in your life as a student...- http://www.tastout.ulg.ac.be/; - Student Social Services can help you with any social or administrative questions concerning your experience as

a student at Liege - http://www.ulg.ac.be/cms/c_13761/informations-sociales; - A large number of arrangements make it possible for you to expand your knowledge of culture, and to get help

in successfully completing your studies. Whether you are a current or future student or just close to one (parent, teacher, etc.) these pages are worth a look - http://www.ulg.ac.be/cms/c_13793/encadrement;

- A list of sources of academic help available to students - http://www.ulg.ac.be/cms/c_101478/actions-durant-tout-le-cursus;

- A report giving details about certain actions implemented to provide support for bachelor’s students during the transition from secondary school to university - http://www.ulg.ac.be/upload/docs/application/pdf/2008-02/bilan_reussite_2006-2007_novembre_2.pdf;


37

- This online method is a distance-learning product offered free to students of the University of Liege on the WebCT platform, to improve their organisation of their studies - http://www.ulg.ac.be/cms/a_15788/methode-en-ligne;

- The University Career Orientation Service gives you a chance to think about your choice of studies and your job opportunities in future. The Service can help you assess what you know, to analyse your own doubts, and to imagine all the possibilities open to you in your future life, and in terms of the goals you might achieve - http://www.ulg.ac.be/cms/c_37698/le-service-orientation-universitaire-sou;

- If you are a first-year student, a “transition” student or writing a master’s thesis, keep an eye on your inbox! You’ll get bulletins from time to time concerning questions you might want to ask yourself, things you need to do, and how to set things up to survive exam periods, etc. The University means new subjects and a lot of work, a heavier course load, and notes, notes, notes to take. Can you handle all these things? Can you figure out the different ways to manage each different course? Can you learn to make the best use of your study time? -http://www.ulg.ac.be/cms/c_50448/methodes-de-travail-et-gestion-du-temps ;

- During the “bloques” (exam study periods – no classes) and during examination periods, you can call “ULg dialogue" – it’s free and it’s confidential. If you feel lonely or sad, if you’re stressed out or just have the blues - call - http://www.ulg.ac.be/cms/c_35172/par-telephone-en-bloques-et-sessions.

5.2. COMMENTS Education at the FMV contains all the elements required by EAEVE. There still has to be an overall assessment concerning the harmonious integration of courses in a balanced programme, free from repetition and from deficiency, structured in a stepwise progression from one level of knowledge and skill to the next. One thing still lacking is a structure for the regulation of course content that can make accurate judgements about the relative level and volume of education. A permanent committee including one or two outside observers should be provided to fulfill this function. An absence of significant input from outside sources can be said to characterise the decision-making processes of the FMV. Built 20 years ago to accommodate an expected 400-500 students, the FMV today has over a thousand, which has forced a more intensive and even abusive use of available facilities: parking lots, farm buildings and even a museum have had to be reconverted into activity space. The campus as a result is an extremely busy place, working hard to fulfill its scientific and didactic obligations, but conditions are not the best for a student population that is too large, brought to this area to live and to work 10-12 hours a day. The city and the university campus as a whole constitute a pleasant and secure environment, but FMV students make relatively little use of this amenity, because programmes are so demanding, the place is geographically isolated and transport takes time. Certainly, efforts should be made to improve the conditions with which a thousand incoming students are faced, especially in view of the fact that so many of them come from far away. 5.3. SUGGESTIONS 1. The FMV is setting up a permanent committee to monitor course programmes, making sure they correspond to

published objectives. Ideally this committee should contain some members from outside the Faculty, who may be invited to participate, and students should also be represented. The missions entrusted to this committee should be as follows (unexhaustive list):

- monitoring of course programme reform; - examination of educational content, identification of repetition, deficiencies, possible contradictions; - overall consideration of the relative volume of education in disciplines taught, comparison of “benchmarks” to be

established with regard to benchmark institutions, that is, other European faculties used as standards of reference);

- conformity with the priorities detailed in the strategic plan, and desired changes; - determination of a profile for the typical training to be received by a veterinary doctor receiving his or her degree

from the FMV at ULg; - close consideration of grading and examinations: a balance to be struck, effectiveness of methods, coherence

of tests (multiple choice). - monitoring of the organization of the end-of-studies project (TFE).


38

Various documents can furnish the basis of the work of this committee: “day one skills” as described by the EAEVE, the student evaluation survey concerning teachers (in annexe XVII), the strategic plan for the FMV, …

2. Efforts are required in order to insure that educational aids (course notes, books published by teachers, reference

works, online materials) are made available to students before courses begin. This demand is not always followed up, if we are to credit the repeated complaints students make in this regard. The FMV library could take over the monitoring of this effort, and report on the same to the Faculty Council, in cooperation with the student-managed office for the distribution of course notes.

3. The FMV should open up the possibility of using external parties in the examination and grading process, since it is generally recognised that this is an indicator of quality. An agreement should be made with other faculties and other universities to try this out, it being understood that the plethora of students would make the exercise difficult, with regard to the oral examinations that keep teachers tied down for entire weeks. To begin with, the use of external examiners could be limited to written tests and multiple choice tests.

4. The internal evaluation of courses by students without any publication of the results is a frustrating exercise of

doubtful usefulness. It is time for the FMV to publish the results of these evaluations, or at least to communicate them to students who are to undergo oral examinations, and to demand that teachers who are found to have performed in a deficient manner produce a written and verifiable proposal for improvement.

5. The FMV has decided to implement preventive actions with regard to health risk exposure by requiring that every

student receive all necessary and appropriate vaccinations (tetanus, rabies, influenza, hepatitis A and B), and by teaching students about preventive and curative measures regarding the primary occupational risks they will be exposed to.

6. The University must provide the FMV with the following facilities, in a quantity that is adequate to see to the needs of

students with regard to hygiene and comfort: dressing areas, bathrooms, and lockers that can protect items of value, such as laptops, handbags clothing, etc. from theft. A study is underway in the office of the Administration of Building Resources (ARI) concerning the possibility of building a facility of this type close to the necropsy room, that is, between it and building B43a.


39

CHAPTER 6. INFRASTRUCTURE & EQUIPMENT 6.1 FACTUAL INFORMATION 6.1.1 FACILITIES AVAILABLE, OVERALL The FMV has been located at the Sart-Tilman site belonging to the University of Liège since 1991. Its facilities are on the south side of the property, a wooded area of 750 hectares, most of which remains listed as a nature preserve. Seven of the nine faculties that make up the University are at Sart-Tilman. Only the Faculty of Philosophy and the Business School are in town. The central administration and the office of the rector are also in town. Sports centres and facilities, cultural centres (open-air museum), facilities for guests (Château de Colonster) and the university hospital (CHU) are all part of the Sart-Tilman campus. The FMV occupies a total area of 43,000 m2. The FMV buildings are designated B41-B45 on campus maps, and the parking areas P71-P76 are designated for their use. These designations are in wide use for internal mail, street and road directions, deliveries, emergency services information (first responders), construction projects, repairs, maintenance, … About 500 meters away from the FMV, and down a considerable slope, is located the CARE group, a support group for research and teaching, also known as the "Ferme Expérimentale de Médecine vétérinaire". (Veterinary Medicine Experimental Farm) Figure B : Map of the FMV complex


40

6.1.2 CLINIC AND HOSPITAL FACILITIES Table 6.1: Available slots for hospital admission and for sheltering animals

Animal type Number of places available Cattle 38

Horses 35 Calves and small ruminants 18 Swine* adult pigs feeder pigs

22 48

Dogs 35 Cats 18

HHoossppiittaalliissaattiioonn

Other animals zero Farm animals and horses 2

Small animals 4 IIssoollaattiioonn Others zero

* For pigs, housing for healthy animals 6.1.3 FACILITIES FOR ANIMALS The facilities described in table 6.1. are located inside the clinic buildings. In these buildings (B41, B42 and B44) the ground floors are occupied by housing for animals, surgery halls and treatment rooms, the 24-hour reception desk and amphitheatres where lectures and demonstrations are given. On the floor above (still on the ground floor for the small animal clinic) and on the ground floor of B44 are located scientific units attached to each clinic and to other in-house service (pharmacology, clinical biology). For reasons of space, other disciplines have facilities in these buildings (biochemistry, physiology, endocrinology), as well as some administrative services. Some of this space was obtained through remodelling existing farm buildings. CARE – experimental farm Experimental farm buildings are composed of a pig unit constructed to house 90 sows and 540 fattening pigs, all on a slattted floor with collection of the litter as slurry with the space devoted to newborn piglets, the facilities can accomodate around 800 pigs. Additional buildings can be devoted to cattle or to small ruminants. These facilities could simultaneously accomodate about 200 cattle heads and around 100 sheep. Six boxes are devoted to horses. 6.1.4 FACILITIES FOR THEORETICAL, PRACTICAL, AND SUPERVISED EDUCATION Table 6.2: Facilities for clinic work and student training

Consultation rooms 12 1 (intensive care) Small animals

Surgery rooms 4 Examination rooms 7

Horses Surgery rooms 2 4 (wake-up stall)

Examination rooms 1 Cattle and smaller ruminant animals Surgery rooms 3

Other None None These facilities are located in the following buildings: B41, B42 and B44.


41

Table 6.3: Facilities for classroom education

Number of places per amphitheatre

Amphi A (Brogniez)

B (Hamoir)

C (Thiernesse)

D (Necropsy)

Multi-purpose room

Number of places 140 140 180 140 120

Number of places, total : 720

The FMV also makes use of a room with seating for 30 in building B43bis. The Faculty makes use of the following off-site university facilities for classroom purposes:

- Amphitheatres “de l’Europe” (B4) : 3 lecture halls with 604, 304 and 204 seats (respectively) - Grand amphitheatres (B7) : 3 lecture halls with 500, 303 and 300 seats (respectively)

Table 6.4: Rooms used for working groups

Room Building

IVT B43

computers B42

computers B41 (pharmaco)

computers B43bis

computers B41

Number of places 40 50 12 21 17 Room Building

computers B41

(radiology)

Seminar B42 (swine)

Seminar B43bis

seminar Experimental Farm

Necropsy lab B43

Number of places 5 36 25 15 20

Total number of places available : 241

Table 6.5: Facilities: laboratories for practical training/work

Room Building

Histology / Parasitology

B43

Bacteriology / Necropsy

B43 Biochemistry

B42 Anatomy/museum

B43 Virology /

Immunology / DDA B43bis

Number of places 50 45 20 30 24

Room Building

Physiology B42

Swine clinic B42

Anatomy B43

Seminar B41(radiology or x-ray

room 7) Practical training

B41 Number of places 20 12 100 20 60

Room Building

multimedia B41

seminar B41

seminar B44

seminar B42

Number of places 20 120 40 15

Total number of places available : 576

Protective structures in laboratories and training/work rooms are standard equipment in every building: emergency exits, fire alarms, and shower facilities in cases of contact with irritant chemicals, properly ventilated rooms. Furthermore, all facilities are regularly inspected by the SUCPR and the Fire Department to make sure that fire fighting equipment is present (fire extinguishers, smoke detectors, etc.) and in accordance with current norms or requirements. For workers, wearing gloves, aprons and masks is ordered by the supervisor of a work shift, depending on what work is to be performed by students, and in accordance with rules for biosecurity and radiation protection.


42

6.1.5 DIAGNOSTIC LABORATORIES AND CLINIC SUPPORT SERVICES Diagnostic laboratories

- Laboratory for veterinary clinical biochemistry, building B42 This lab carries out clinical biochemical and haematological analyses, testing samples that come in from the clinical services, and from external requests (other laboratories, practitioners etc.). It is open every weekday, even during holiday periods, from 8:30 to 17:00.

- Histopathology laboratory, building B43 This lab receives samples taken for purposes of histopathological diagnosis from the necropsy lab, clinical services, research teams and practicing vets outside the university. It tests approximately 4,200 samples per year, coming from all types of domestic and wild animals. It is open every working day from 8:30 to 17:00.

- Clinical toxicology laboratory, building B41 This lab receives samples from clinics and services connected to the Faculty, private clinical biology laboratories and practising veterinarians. The list of most frequently tested-for substances can be viewed at this site: http://www.fmv-dsfo.ulg.ac.be/pharmaco/analyse.php.

- Parasitology/parasitic disease laboratory, building B43 This lab handles diagnoses of parasite involvement for clinics and services of the FMV, for practising veterinarians, and any other diagnostic requirement. It is open every working day from 8:30 to 17:00.

Bacteriology and virology analyses are performed outside the FMV. Central support services

- Medical imaging service, building B44 This service is organised exactly like the clinic services and follows the same schedule. It works in support of the clinics. This office carries out requests for X-rays, echography and angioscopy.

- Pharmacology-toxicology service, building B41 A telephone line is manned during regular business hours to answer questions for veterinarians dealing with pharmacology, toxicology, or the law regarding veterinary medications.

Clinic services have the necessary equipment to do emergency testing in-house for routine analyses in hematology, biochemistry, microbiology, and cytology beyond the scheduled hours during which support laboratories are open. At present, anesthesia for animal clinic patients is not a centralised service. Anesthesia teams exist in the medical unit and in the surgical unit. It should be noted that a position is open for instructors in veterinary anesthesiology at the FMV, and the Faculty is seeking a candidate with the proper qualifications. 6.1.6 SLAUGHTERHOUSES The FMV does not have any facilities that would be suited for the operation of an animal slaughterhouse. An agreement exists with the public slaughterhouse of the city of Liege (600 cattle and 4000 pigs per week), at a distance of 15 km, in order to provide training facilities for students, and also with the poultry slaughterhouse of Haccourt, 22 km from campus (300,000 chickens a week). The details of this cooperative effort (frequency of visits, level of activity) are specified in chapter 5, category 5.1.1 and in chapter 7, category 7.1.4. 6.1.7 TRANSFORMATION OF FOOD FROM ANIMAL ORIGINS In the framework of agreements concluded with the food industry, the DDA of the FMV has access to two meat-cutting facilities (for beef and pork) and to a processing plant that produces pre-cooked or treated meat products. These meat-cutting operations are located at Droixhe (Liege), 15 km from campus. Further information is available under the same headings as those cited for paragraph 6.1.6 just above. A pilot group for meat processing under biosecurity L2 conditions will be installed during 2009 at the FMV. It will be used for teaching and research activities.


43

6.1.8 SOLID AND LIQUID TOXIC WASTE The FMV is responsible for disposal of waste products that are necessarily produced by a research laboratory, and by an operation that is engaged in the processing, dissection, and transport of animals, both healthy and sick. Laboratory waste disposal is governed by rules currently in force at the ULg. According to the type of waste involved (radiological, chemical or biological contamination), the potential risk (sharp or heavy objects), or the recycling category (paper, cardboard, etc.) regular and selective collections are made by specialised university personnel who serve all faculties. Solid waste (excretory waste, used litter, barn and stall waste) from clinics and from the experimental farm is deposited in a compost heap on the farm. Liquid wastes are drained through the ULg sewer system. The feeder pipe for this system is also used by the Faculty of Medicine, and it passes close to the FMV site. Animal cadavers and carcasses used for anatomy and necropsy practice are removed on a daily basis by the Clos d’Equarrissage (business specializing in the handling of animal by-products/rendering), a private operator approved by the Ministry of Agriculture, which has been granted an exclusive licence for this type of activity on the entire territory of the Walloon Region. 6.1.9 FUTURE CHANGES The FMV does not foresee any important modification in its current buildings and campus, either in the short or medium term that would alter its current activities in any significant way. 6.2 COMMENTS Buildings At the time when the FMV was administratively placed under the ULg in 1969, the series of projects to construct the Sart-Tilman site included a three-phase installation, which corresponded to construction plans that incorporated predefined priorities. Successive budgetary restrictions slowed down the project, first in connection with the petrol crisis (1974), then in connection with the French-speaking Community taking over responsibility for the University (01/01/1989), and then in connection with a transfer of public property and buildings to the University19 (1991). The upshot of all this is that the Faculty one may visit today is a remodelling of phases I and II; the third phase was never built. The FMV was originally built to handle classes or groups of 140 students per year, as witness the size of the lecture halls/amphitheatres. But the Faculty has had to absorb the well-known plethora of students, and change the use of some buildings in order to accommodate students. Because of this, agricultural structures, parking lots, streets and roads, demonstration and exposition halls and even sanitary facilities,… have had to be sacrificed in order to respond quickly enough to students’ needs. Two parking lots for students were created and animal food stock has been moved to the experimental farm. Obviously the result is that the facilities are exiguous and overcrowded. Equipment In general terms, the equipment used by the FMV is adequate, thanks to the concerted efforts of the ULg, which every year provides substantial amounts of funding for staff positions; In conjunction with research programmes under contract and expert assistance, their help actually frees up important amounts that are used to purchase and replace equipment. Maintenance is a thornier issue. In general, the budgets granted to the universities of the CFB in order to pay for major building maintenance are quite insufficient. This situation can be seen in the operations of the FMV in buildings which, after 25 years of intensive use, are beginning to show signs of wear.

19 Law of the French-speaking Community of October 17, 1991 transferring the ownership of property to the universities of Liège and Mons


44

Maintenance for smaller equipment is not a major problem, compared to the situation with major infrastructure problems that affect research and teaching facilities. 6.3 SUGGESTIONS Various initiatives have been undertaken to adjust facilities to the high number of students. For example, in 2004, part of a public road was converted into parking lots. The student classes must be adapted to the capacity of the school they are entering, and not the reverse. To this day the FMV was unable to convince political leaders to admit this reality. A help from EAEVE in this problem would be much appreciated.


45

CHAPTER 7. ANIMALS AND TEACHING MATERIAL OF ANIMAL ORIGIN 7.1 FACTUAL INFORMATION 7.1.1 ANATOMY The “anatomy” section uses both dead and live animals for the purpose of practical training for students. - The live animals are dogs, horses and cattle that are clinic patients, or that belong to students. They are only used

in seminars on topographical anatomy. They are not anaesthetised or subjected to any invasive technology. - Dead animals are used in dissections. They are either purchased commercially and euthanised upon reception

(ponies, sheep, goats, chickens and rabbits) or recovered as cadavers from necropsy rooms (horses), from the swine clinic, or from animal protection centres after being euthanised.

In addition, parts of horses and small ruminant animals are recovered from cadavers in the necropsy room.

These anatomical specimens are either used immediately or frozen at a temperature of – 15° C for later use. Table 7.1: Material used in practical anatomical training

dog Ruminant Equine Other * 2007-2008

2006-2007

2007-2008

2006-2007

2007-2008

2006-2007

2007-2008

2006-2007

live animals 96 96 32 32 32 32 - - cadavers 40 40 36 36 24 24 10 10 specimen (members) 32 32 32 32 32 32 - - Other ** 4 4 8 8 4 4 10 10 Eg ultrasound - - - - - - - - computer assisted teaching

- - - - - - - -

* : cadavers : pigs, game birds, cats, rabbits ** : skeletons and bones removed from animals for osteological study

NB: There is no opportunity to do practical training on computers or with an ultrasound machine, but the osteology laboratory is equipped with X-ray viewers and copies of normal X-rays of species of domestic animals. X-ray images, echographs, and IRM images are all used in theoretical courses (in PowerPoint presentations). Excluded from these figures: animals purchased or animal cadavers used for the administration of examinations involving dissection work (3-4 horses, 6-7 small ruminants) and living animals (clinic) used for examinations in applied topographical anatomy (8-10 horses, 8-10 ruminants).


46

7.1.2 PATHOLOGY Table 7.2: Number of necropsies over the past 3 years

Number of necropsies

Species year 2007-2008

year 2006-2007

year 2005-2006

Average

Food-producing animals; Cattle 668 612 436

small ruminants 49 58 57

Pigs 21 101 61

688

other farm animals 0 0 0 Equine 242 236 163 214 Poultry 477 753 597 Rabbits 133 66 61

696

Companion animals/exotic dogs 190 167 197 cats 128 94 116 other 191* 190** 140*** exotics **** 180 296 330

740

The species represented under “other” are as follows : * For 2007-2008 : Porpoise (148); Cervidae family (13); Tiger (10); Seal (7); Wallaby (2); Buffalo (2); Chimpanzee

(2); Whale (1); Mink whale (1); Rhinoceros (1); Lion (1); Lynx (1); Fox (1); Ferret (1). ** For 2006-2007 : Porpoise (170); Wallaby (4); Roe Deer (3); Seal (3); Fallow Deer (2); Fox (2); Lynx (1); Tiger (1);

Elk (1); Sea Lion (1); Wolf (1); Dolphin (1). *** For 2005-2006 : Porpoise (87); Cervidae family (19); Seal (8); Duck (5); Fox (4); Hawk (2); Crane (2);

Chimpanzee (2); Wallaby (2); Whale (1); Porcupine (1); Muntjac (1); Guinea pig (1); Macaque (1); Shark (1); Tiger (1); Crocodile (1); Giraffe (1).

**** Exotic species are autopsied at the avian medicine unit (details : see annexe XVIII) The figures above do not include necropsies performed on wild members of the Cervidae family, sometimes with students present, which take place as part of a research project subsidised by the Walloon Region. Here are the related figures: Year 2007-2008: 620; Year 2006-2007: 601; Year 2005-2006: 510 (average for a year: 577). Students also examine lesions in the necropsy room, or in slaughterhouses that are exposed to view by persons working in cooperation with the DDA, using animal parts taken from a slaughterhouse in the region. 7.1.3 ANIMAL PRODUCTION Production animals available for teaching are all located on the FMV site: (a) B42 and (b) at the experimental farm.

a) In building B42: For ruminant animals, the figures are those given in table 7.3 for animals that are hospitalised or being treated in clinics. Added to those: a “teaching cattle herd” of 12 cows purchased every year by the FMV to be used as teaching animals for students.


47

For pigs, the figures are the ones given for the swine clinic:

Category Number Function Boars 2 Practical work – 4th year Sows 13 Supervised work – 5th year Piglets/Feeder pigs 38 Supervised work – 5th year Vietnamese pot-bellied pig 1 Practical work – 6th year

b) At the experimental farm (B39): These are cattle, used for experimental purposes related to the study of nutrition, or pigs that are being used in genetic research. These animals are used in practical training in classes concerning animal production: genetics, animal feeding, ecology, ethology, etc. as well as in clinical training concerning caring for sick animals, calving, foaling and other animal birthing, monitoring visits for sanitary purposes or for reproduction, all in the framework of education provided by the DCP. 7.1.4 FOOD HYGIENE/PUBLIC HEALTH The availability of production animals and food products of animal origin for teaching purposes in this area is the responsibility of the DDA. During their practical training in food sciences, students have available for educational purposes the following animals and products: - In the 4th year (course VETE1023-1), for 3 hours, and in groups of 6 (1 group per day), students visit the public

slaughterhouse of Liège (slaughter capacity, 25 head per hour, for a total of 600 fat cattle per week and approximately 150 pigs per hour, for a total of 4,000 pigs a week) and establishments that further process the meat produced, including two private meat-cutting shops (beef and pork) and a company that makes pre-cooked and smoked meat products. Thus students follow animals from the time they are taken in to the slaughterhouse up until the time their meat is transformed into various products (fresh meat, meat-based products, animal by-products). This visit completes the theoretical education of the course VETE1023-1 (technology, biological risks, chemical risks) and VETE1024-1 (hygiene, quality management systems).

- In the 5th year, students spend a week of their clinic rounds inspecting food products of animal origin (course

VETE0047-1). For the cattle and swine course tracks, this practical work takes place in the Liège slaughterhouse (mentioned above); students participate in ante mortem inspection for about 4 hours (3 students/1 staff person), and in post mortem inspection for 10 hours (3 students/1 staff person). For the poultry production course track, the practical work takes place in a private poultry slaughterhouse located at Haccourt (slaughter capacity, about 5,000-7,500 chickens/hour, 200,000-300,000 birds per week): for 4 hours, students (10-12 students, 1 staff person) observe inspection being performed by official veterinarians. The total hours spent observing inspections described in this section represents 18 hours per student for 2008-2009 (the total was only 10 hours the previous year).

- In the 5th year another week of clinic rounds is devoted to food quality management (VETE0048-1, 12.5 hours

TPPC). During this practical work in the laboratory, groups of students (10-12 students in a group) carry out a number of physico-chemical analyses (pH, Aw, detection of antibiotic residue, etc.) and microbiological analyses (identification and estimate of number of pathogenic germs) with regard to a food product of animal origin (meat-based product).


48

7.1.5 CONSULTATIONS AND PATIENT FLOW SERVICES 7.1.5.1 CONSULTATION Consultations are by appointment only, throughout the year on weekdays, Monday through Friday from 8:30 to 17:00, except for the week of Christmas and the week leading up to Easter. 7.1.5.2 PATIENT FLOW Table 7.3: Number of cases: a) received for consultation, and b) hospitalised in the FMV clinics, in the past three years.

Number of cases 2007-2008 2006-2007 2005-2006 Average

Species a b a b a b

Food producing Bovine 20 580 20 459 20 342 Ovine, caprine 50 119 23 Porcine 0 0 0 0 0 0 Other farm animals

544

Poultry 25 9 27 Rabbits 160 120 134

158

Equine 1.417 650 1.480 642 1.380 546 2.038 Canine 8.390 637 8.776 1.252 8.420 730 Companion animals/exotics Feline 1.943 143 1.252 165 1.223 166

other* 256 449 472

11.425

* Animals in the category, “other” included pigeons, caged birds, ornamental fowl, and amphibians.

7.1.6 VEHICLES FOR TRANSPORT The FMV operates a fleet of motor vehicles to transport students, sick animals, and dead animals. Table C: Vehicle fleet

Type of vehicle Use

Volkswagen-truck 8 places Visits to farms Volkswagen-transporter 9 places Visits to farms Volkswagen-transporter 9 places Visits to farms Volkswagen-transporter 9 places Mobile clinic for companion animals Nissan-Jeep 7 places Transporting sick animals + visits to farms Van Transporting sick animals Covered trailer Transporting pigs Nissan-Atleon cadavers-necropsies


49

7.1.7 ON-CALL EMERGENCY SERVICE Emergency veterinary treatment services are available 24 hours a day, 365 days a year. 7.1.8 ON-FARM TEACHING AND OUTSIDE PATIENT CARE 7.1.8.1 MOBILE CLINIC Production animals Strictly speaking there is no “mobile clinic” for the animal species listed in table 7.4.a. Nonetheless an academic position has been created at the FMV in the field of “ruminant health management” for the academic year 2008-2009. In addition, FMV has opened a position for an assistant, another one for a technical agent, and the disposal of new facilities and a vehicle to sustain this activity. Companion animals In the companion animals division, a mobile clinic has been set up. In order to round off students’ clinical training, students are taken to visit animal shelters (see chapter 5) so that 6th year students can carry out some medical and surgical operations under the supervision of a doctor of veterinary medicine, paid by the FMV for this service. The following table shows the number of operations of this kind that took place in the academic year 2007-2008. Table D: Summary of interventions during academic year 2007-2008

Number of Animal Service Cat (m) Cat (f) Dog (m) Dog (f) Rabbit Total Neutering 202 135 5 342 Spaying 405 63 468 Other types of care 11 16 27 5 0 59 Total 869

7.1.8.2 OTHER ON-FARM SERVICES AND OUTSIDE TEACHING Although there is no proper mobile clinic, the directors of the DCP have conducted various types of field activity for many years. This consists in answering the calls of practising veterinarians, visiting farms where problems have arisen, and helping the vet in the field resolve whatever pathology is in question. The travelling group is made up of students in their final year (7-8); often the group is the one on clinical rotation in that unit. Accompanying them is a member of the teaching staff, who is a veterinary doctor. Such calls are considered an integral part of the programme, and are not billed commercially. The following table details that activity (7.4.a). Table 7.4.a: Number of patients seen on outside teaching in the past three years

Number of visits to farm Species 2007-2008 2006-2007 2005-2006 Average

Food-producing animals Cattle 135 135 135 Small ruminants 0 0 0 Pigs 120 324 161 Other farm animals 0 0 0

337

Equine 0 0 0 0 Other 0 0 0 0

NB: The figures indicated in the table represent the number of farms visited. If we were counting in terms of the number of animals examined during such excursions, the numbers in the table should be multiplied by 12.


50

7.1.9 OTHER INFORMATION This table shows the percentages of primary clinical cases and referrals for all consultations carried out by the university veterinary clinic (CVU). The figures concern the calendar year 2007. Available statistics cannot be broken down per academic year, as requested by EAEVE. Table E: Percentage of primary clinical cases and referrals

Div. Data Cases referred

Cases not referred Total

Pôle EQ Number of consultations 1.179 361 1.540 % 76,56 % 23,44 % 100,00 % Pôle RP Number of consultations 702 79 781 % 89,88 % 10,12 % 100 ,00 % Pôle AC Number of consultations 3.632 2.570 6.202 % 58,56 % 41,44 % 100,00 %

Total number of consultations 5.513 3.010 8.523 Total % 64,68 % 35,32 % 100,00 %

A specific course module has been developed within the framework of the accounting procedures of the ULg (SAP) in order to ensure the management and monitoring of clinical cases, hospitalised and non-hospitalised (see chapter 2). Annexe V lists all the services performed by the CVU. Names underlined indicate qualified status as determined by the appropriate college or board in each discipline in Europe. Information concerning the number of animals examined per week and the frequency of consultations in each speciality field is variable and not available. 7.1.10 RATIOS Table 7.5: Animals available for clinical training (in the clinics of the FMV or examined via the Mobile

clinic) in proportion to the number of students in their last full year of clinical training

Denominator range

no. of students graduating annually a) 303 1 -------------------------------------------------- -------- -------- 1,80 R11 =

no. of food-producing animals seen at Faculty 1) =

544 =

1,80 2,47 - 1,73


no. of individual food-animal consultations outside the Faculty 2) 3) =

4.044 =

13,35 2,56 - 1,02


no. of herd health visits 3), 4) =

337 =

1,11 0,20 - 0,09


no. of equine cases 1) =

2.038 =

6,73 1,78 - 0,92


51


no. of poultry/ rabbit cases 1) =

158 =

0,52 0,58 - 0,37


no. of companion animals 1) seen at Faculty =

11.425 =

37,71 48,74 - 37,94

no. of students graduating annually a) 303 1 -------------------------------------------------- -------- -------- NA* R17 =

Poultry (flocks) / rabbits (production units) seen 2) 3) =

- =

- 0,07 - 0,02

* R17: Visits to farms have not been possible up to now because of laws regarding the avian influenza virus. They will resume in February 2009. a)see Annexe Ia, 2.2.b; 1)Table 7.3, average; 2)Table 7.4, average; 3)where applicable use or add information provided in chapter 7.1.8.2; 4)see 7.1.8.1 Table 7.6: Animals available for necropsy

Denominator range


no. necropsies food-producing animals + equines =

902 =

2,98 0,75 - 0,46


no. Poultry / rabbits 1) =

696 =

2,30 0,26 - 0,12


necropsies companion animals 1) =

740 =

2,44 1,26 - 0,89

a) see Annexe I, 2.2.b; 1)Table 7.3, average; 2)Table 7.4, average; 3) where applicable use or add information provided in chapter 7.1.8.2; 4) see 7.1.8.1 7.1.11 OTHER SPECIES During the last 15 years, the FMV has developed an interest in applied research on marine mammals. A permanent member of staff is in charge of that research. In addition, a teaching position devoted to wildlife health and diseases has been opened in 2007. These two areas of research have a considerable impact on teaching with the creation of a "Ceto Club" and a student group interested in the wildlife. The FMV will open in 2009 a teaching position in the field of laboratory animals. Up to the present time, the FMV has not attempted to get involved in commercial fish production. Some of the Faculty’s members are involved in teaching in the Advanced Master programme in aquaculture that the ULg sponsors through the Faculty of Sciences, in a joint effort with the University Faculties of Notre-Dame de la Paix at Namur. There is an interest


52

in developing expertise in the area of fish diseases, in cooperation with the ULg Aquaculture Station located at Tihange (20 km from campus). In the framework of Advanced Master studies in the management of animal and plant resources in tropical climates, which is sponsored by both the University Faculty of Agronomic Sciences of Gembloux, student research is being conducted on meat production using non-conventional meat animals (Greater Cane Rat, ostrich, zebu cattle,etc.). The section for new companion animals (NAC) will be under the direction of the current director of the avian clinic, which employs an assistant specialising in new companion animals. 7.2 COMMENTS 1. The general organisation of the FMV has been recently reviewed. This review should allow for better optimisation of

available animal resources. The clinical department, which was responsible for all clinical activity at the FMV, was divided in 2007 in order to allow everyone to express their priorities: herd health medicine for animal production, individual medicine for companion animals.

In order to rationalise the heavy and complex task of managing clinical activity, the FMV hired a management professional, and arranged a new coordinating structure, featuring the CVU (University veterinary clinic) divided into 3 poles or divisions, AC for companion animals, EQ for horses, and RP for ruminants and swine.

As indicated above, the administration and the accounting office for this structure are centralised, and handled by the financial service of ULg. The bylaws of the CVU are in a document annexed to the present report (IV – see also chapter II).

2. The two clinical departments have recently carried out evaluation procedures concerning the quality of the services

they provide.

In the animal production section, an audit was carried out in 2007 by a panel of practising veterinary doctors. Their conclusions are reproduced in annexe XIX of the present report. The conclusions of that report are in agreement with observations made by the FMV itself: the necessity to create a mobile clinic.

In 2008, a survey to measure satisfaction was conducted by the CVU, and given to a panel of veterinary doctors selected because of the professional relationship they had had with the FMV. The conclusions are in annexe to the present report (annexe XX). We observe that the overall opinion is rather positive, the main criticisms being a deficient communication between CVU clinicians and referring veterinarians.

The general organisation of the CVU also requires some adjustment.

3. The challenge, for most veterinary schools, is to put an abundant group of varied and high quality animals at the students’ disposal. This is no less true for a school faced with an excess number of second-cycle students and large fluctuations in the number of students registered for the different years of the whole programme. The constraints involved in the availability of companion animals in a medium-sized city such as Liege, the difficult economic situation of the surrounding region, the desire to maintain good relations with local veterinary doctors; none of these conditions would lead the FMV to envision expansion of its current level of activities. Moreover, the existing physical plant and simple common sense should warn us against sacrificing the quality of services upon the altar of growth.

4. Education regarding food products of animal origin, an area singled out by the previous auditing team from the

EAEVE, has been completely reformed in the basic education cycles. Beginning in 2008-2009, the hours of practical work will amount to more than 40 hours per student per year. In the absence of ratios of reference, one hesitates to guess about the expectations of the evaluators in this regard.

5. The ratios do not require comment. When appropriate, they are placed in the text, under the ratio.


53

7.3 SUGGESTIONS The FMV must continue its efforts to structure the clinics according to the organisational plan (CVU, poles) in order to manage financial flows and care for patients properly. One mission that has been entrusted to the director of the CVU is the setting up of “display panels” in order to get a clear view of perspectives. In considering the “primary” and “referral” cases in the companion animal pole, it is incumbent upon those supervising this clinical activity to keep in mind that the FMV expects them to have trained generally capable veterinarians by the end of the 6th year. The FMV also maintains that clinical specialization makes efforts to ensure the international recognition of its graduates.


54

CHAPTER 8. LIBRARY AND LEARNING RESOURCES 8.1 FACTUAL INFORMATION 8.1.1 LIBRARY AND OTHER INFORMATION TECHNOLOGY SERVICES Following a decision made in March 2003 by the University of Liege‘s Board, the university’s libraries were regrouped into four sections, which together make up the Library Network:

- Library for law, economics, management and social sciences Léon Graulich - General library for philosophy and literature (BGPhL) - Library of technical sciences (BST) - Library of life sciences (BSV).

The latter entity now contains the libraries and documentation services for medicine, veterinary medicine, psychology and biology (botany and zoology). Like the other libraries, the life sciences library (BSV) is administered by a steering committee (which includes 3 members of the non-academic staff of the BSV, an academic representative of the Faculty, and one member each from administrative staff, technical staff, and general workforce of the library). There is also a Scientific Council (made up of a maximum of 25 members, including the director of the Library Network, the BSV director, the scientific director for the “Veterinary medicine” section of the library, 5 researchers or professors appointed by the Faculty, and a non-voting student representative), which meets once a year: its main mission is to make proposals to the steering committee with regard to library acquisitions and the scientific activities of the BSV. In March 2009, the bodies making up the BSV will be physically relocated to the Centre Hospitalier Universitaire (CHU), taking over the current premises of the medical library, which will be remodelled for this purpose (at a distance of 500 meters from the FMV). A portion of the collection will continue to be accessed at the FMV, allowing users to access reference works (all periodicals will be moved), to get help from library personnel, and to access materials for specific training activities with regard to research, scientific information and medical information. This unit, located at the FMV and devoted to veterinary medicine, is what is referred to in this chapter under the title of the BSV/MV library. Important points:

- this unit is specific to the FMV; - it benefits from sharing the expertise of the Library Network of the ULg, particularly as this affects the BSV; - this unit has three full time employees:

unit director S. Vandenput, doctor of veterinary medicine (ULg – 1993), PhD (ULg – 1997), Diploma in specialised studies, documentation and information sciences (ULg – 2000);

two PATO library documentation specialists; - access to information (search and retrieval of online documents) is made possible by access centralisation

at the level of the library’s web pages of (http://www2.ulg.ac.be/fmv/bib/) and by (i) the presence of a room with 13 computers specially devoted to documentation and research, and training in relevant procedures, (ii) general access via WIFI in all FMV and University buildings, and (iii) access to the University Intranet from any computer at any location (halls of residence, home…), thanks to a VPN20 (Virtual Private Network);

- scientific periodicals: in 2008 the library has holdings of 320 specific veterinary journals in paper form, plus 440 journals of medicine, ethology and animal psychology that can be accessed in the various locations of

20 VPN (Virtual Private Network) allows any member of the personnel of the institution or any currently registered ULg student to connect to the ULg Intranet, even from a computer that is not initially recognised by the network (private home, hall of residence,…). Any student, by identifying himself or herself to the system, can access online documents (scientific articles, e-books, course notes…) and search databases that are only accessible through the University Intranet.


55

the BSV. Among the 320 titles oriented specifically toward the veterinary profession, 186 are available online. 463 other titles of periodicals in areas related to animal science are available exclusively online, via the consortium;

- availability of resources with regard to information search are as follows: bibliographical databases:

CAB Abstracts; Medline; Web of Science; Current Contents;

bibliometric tools: Journal Citation Reports; Essential Science Indicators;

and other databases in medicine and psychology that are accessed through the ULg network; - scientific books: recent works, specifically dealing with veterinary medicine and animal sciences, available

on shelf: 1885 titles, plus thousands of “e-books” specific to the life sciences. In addition, 9057 older works are available to library users on demand. All these documents have been catalogued in the ULg’s electronic catalogue;

- 64 reading desks on the library premises; - the library is open Monday through Friday from 8:30 to 18:30, while classes are in session, and from 9:00

to 16:30 during holiday periods; - students have open access to the library during its scheduled hours of operation. There are 30 electrical

outlets that allow laptops to be plugged in, and a room with 13 computers set aside for information searches and training in documentary research. There is also a printer and a photocopier (.05 € per page).

As regards the “allied libraries”, most departments and sectors of the FMV purchase books and other materials (normally these purchases are quite specific) that are distributed according to the requirements of personnel offices. All these materials are coded and catalogued in the main ULg catalogue (Source21), and are therefore available to be consulted on request. Technical management of access to electronic periodicals and databases is handled by the general service of the Network of libraries of the university. Cataloguing and indexing are handled by library personnel, as well as monitoring of access to electronic periodicals pertaining to a discipline. Electronic interlibrary loans allow users to order documents not available in the library or at the university. Students pay a discount price for this service. All ULg libraries are open to students without charge.

21 http://source.ulg.ac.be/


56

8.2 COMMENTS The FMV believes that the library is an essential element of its activity and its development. The policy of regrouping of documentary resources adopted by the ULg – intended to decrease expenses – leads us to fear that the BSV/MV may eventually disappear completely from the physical site of the FMV. There is no lack of arguments that justify maintaining a unit for documentation on the site. Thus, mandatory courses in veterinary medicine are given by the person responsible for them in classrooms of the BSV/MV. Relevant details (year of reference is 2007-2008) below:

- 2nd year (159 students in 2007-2008) – Title of course: Introduction to library research: 5 h of theoretical training and 5 hours of practical training (in groups of 10 students);

- Advanced Master in a veterinary medicine specialisation – option Veterinary Public Health: food sciences (12 students in 2007-2008) – Title of course: Scientific documentation: 10 hours of theoretical training and 5 hours of practical training;

- Advanced Master in a veterinary medicine specialisation – option Clinical sciences (11 students in 2007-2008) – Title of course: Scientific documentation: 8 hours of theoretical training and 5 hours of practical training;

- Advanced inter-university Master in management of animal and plant resources in tropical climates (22 students in 2007-2008) – Title of course: Methodology of information and research: 14 hours;

- Doctoral training (19 students in 2007-2008) – Title of course: Scientific documentation: 10 hours of theoretical training, 5 hours of practical training and 5 hours of training with Endnote;

- Extended training in Animals and Laboratory Science Cat. C (n = 64) – Title of Course: Literature search: 2 hours.

Apart from its involvement in student education, the BSV/MV participates in FMV activities:

- the scientific director is a trained veterinarian, the editor of a periodical, “Annales de Médecine Vétérinaire” (eISSN : 1781-3875 - http://www.facmv.ulg.ac.be/amv/), and also takes care of all logistics related to its online publication;

- the library is involved in exchanges and cooperation efforts with foreign university institutions as part of cooperation projects (inter-connecting activity “Ressources documentaires” in the framework of the programme for University institutional cooperation (CUI) under the University Commission for Development (CUD). These projects are undertaken in cooperation with the University of Lubumbashi (Democratic Republic of Congo) and the University of Ouagadougou (Burkina Faso). Apart from projects involving identification and monitoring in these institutions, and giving courses and training, the library invites information professionals and researchers to complete internships in Belgium;

- the library organises and manages fees charged to veterinary students for end of year theses: this may include the deposit of the thesis, the choice of readers responsible for its scientific evaluation, and contacts with companies and associations that pay for the work.

In more basic terms the BSV/MV is the only centre in the CFB that makes available such a wealth of material on veterinary medicine and livestock breeding. In this sense it is a reference centre for scientific information serving Belgian and foreign institutions and the entire veterinary profession. Many students in their first years of study at other institutions visit the library to obtain needed materials. The FMV, conscious of the possibility that the funding for maintaining a library unit on site might be further limited, requested an evaluation by two outside experts, Prof. J. Van Borm, honorary chief librarian of the University of Antwerp, and Prof. J. Denooz, honorary director of the Council of libraries of the University of Liege. These experts supported without reservation the retention of a library unit on the site of the FMV (annexe XXI).


57

8.3 SUGGESTIONS The suggestions are reproduced on pages 12 and 13 of the expert report mentioned above. Main points: the FMV desires:

1) to keep a working library unit on the site of the FMV even after the re-establishment of the BSV at its Faculty of Medicine location; this project includes:

i. keeping the unit stocked with recent works and providing access to up-to-date information and communication technologies;

ii. keeping the minimum number of personnel to run the unit. This implies that there will be no reduction in force for the current team (1 scientific library specialist, 2 PATO). On the contrary, the unit should be able to draw personnel from the Network on occasion;

2) inclusion of a student representative on the management committee of the BSV/MV, which functions as an interface between libraries and educational matters;

3) keeping the unit open on its current schedule, which according to the experts includes 10-15% fewer hours than the Belgian average already;

4) additional financing allowing purchase of extra copies of high-use titles; students have requested this. We may add that the programme reform, which provides for the completion of an individual end-of-studies project (TFE) lasting two years for students in their 5th or 6th years, only increases the need for a functioning library centre on site to speed access to information.


58

CHAPTER 9. STUDENT ADMISSION AND ENROLMENT 9.1 CURRICULUM PROGRAMME 9.1.1 UNDERGRADUATE STUDENT NUMBER The minimum length of time for studies in veterinary medicine in Belgium, and more particularly in the French-speaking Community is 6 years. Four institutions offer 1st cycle classes (ULB, UCL, FUNDP, ULg – see chapter 4) and only the FMV / ULg offers the second cycle. At the ULg most education in the 1st year is taken in the Faculty of Sciences, which has responsibility for education at that level. That is why the staff ratios in chapter 10 were based on the 5 years that the ULg has been actually offering this precise arrangement. Nonetheless since students are registered at the ULg from the 1st year in the “veterinary medicine” section, the figures given in this ninth chapter deal with 6 separate programme years. Table 9.1: Undergraduate student composition in year 2007-2008

Total number of undergraduate students 1462 Total number of male students 491 Total number of female students 971 Foreign students 936 - from EU countries * 932 - from non-EU countries 4

* including 916 French

9.1.2 STUDENT ADMISSION In order to enter university studies a Belgian student or EU resident must possess a Certificate of Higher Education Studies (CESS), or, with regard to a foreign diploma, a declaration of equivalence issued by the Ministry of Higher Education, Scientific Research, and International Relations of the CFB. With regard to admission to the study of veterinary medicine, the situation is much more complex. During the years 2003-2004, 2004-2005 and 2005-2006, admission to veterinary medicine was granted by competitive examination.22 The number of students to be admitted to the 1st year for the four universities in the CFB was set at 250 students who succeeded well enough in the exam could choose which school they would attend. The decree of June 16, 200623, modified by the decree of May 25, 2007, which took effect in 2006-2007, eliminated the exam, replacing it with a restriction on the number of “non-residents” attempting to enrol in first cycle veterinary medicine (or in physiotherapy and rehabilitation). That number is limited to 30% of the total, residents and non-residents, who had registered for classes for the first time the previous academic year. The mode of selection imposed by the decree is the lottery. Once enrolled, all students in the veterinary medicine section are subsidised by the CFB in the same way if they are EU residents and meet the conditions of admission. There is no other criteria or procedure for the selection of students other than those described above. Admission of students to the last 5 years (table 9.2) takes into account the resident and non-resident students who succeeded in the competitive examination for the years N-4 to N-2, and those whose cases are governed by newer legal decisions (lottery for non-residents) for the years N-1 and N. These are listed in the column marked ‘standard intake’. 22 Law of July 4, 2003, Law of the Government of the French-speaking Community relating to the special competitive examination for admission to the first cycle of studies in veterinary science. 23 Decree of June 16, 2006 limiting the number of students in some first cycle higher education programmes.


59

The last column concerns transfers of students in 1st cycle, originally enrolled according to the standard procedure in the other institutions of the CFB who offer 1st cycle courses. This is given in the table attached to table 9.2; the majority of the movement takes place at the end of the 1st cycle (admitted in 4th year). Table 9.2: Intake of veterinary students in the past five years

Year number number admitted applying for admission in 1st year* enrolled during

cycle studies Lottery years 2007-2008 (N) 521 187 83

2006-2007 (N-1) 514 165 122 Average 517,5 176 102,5

Competitive exam years

2005-2006 (N-2) 526 175 140 2004-2005 (N-3) 301 157 132 2003-2004 (N-4) 171 112 149

Average 332,67 148 140,33 * ‘standard’ intake’

Table 9.2bis: Number of students enrolled during study cycles

Admitted in 2nd year

Admitted in 3rd year

Admitted in 4th year

Admitted in 6th year TOTAL

2007-2008 3 8 72 - 83 2006-2007 8 13 101 - 122 2005-2006 2 11 127 - 140 2004-2005 5 5 122 - 132 2003-2004 3 10 135 1 149

9.1.3 STUDENT FLOW Table 9.3: Student flow and total number of undergraduate veterinary students

Number of students present after admitted year 1 Number of additionally admitted students 1st year 0 (256) 2nd year 1 158 3rd year 10 217 4th year 18 274 5th year 28 195 * 6th year 99 206 >6th year number undergraduate veterinary students 156 1206

* MNY


60

Table 9.4 requires no comment. Table 9.4: Number of students graduating annually over the past five years

Year Number graduating 2007-2008 303 2006-2007 321 2005-2006 367 2004-2005 360 2003-2004 254 Average 321

Table 9.5: Average duration of studies (distribution of students in years)* Table 9.5 which shows the length of the study programme (6 years and more) for 2007-2008 graduates only makes sense if one separates the students into two populations: those who did all six years at ULg, for whom we have all the required information, and those who did their first cycle at another institution. This situation, for veterinary studies in the CFB, explains the replacement of the initial table with a display in two parts. Those who received diplomas in the reference year 2007-2008 (303 students) are arranged in the two tables below according to whether they were admitted in the 1st year on in the 4th year of the cursus.

Students admitted in 1st year Duration of attendance number

6 years 1) 99 7 years 46 8 years 16 9 years 7

10 years 4 11 years 1

> 11 years 1

Students admitted in 4th year Duration of attendance number

3 years 110 4 years 11 5 years 8

1) Year matching MNY allotted to the veterinary curriculum *year prior to visitation Circumstances leading to forced withdrawal from studies are set forth in the “Bologna” decree. Conditions for success for each year of study are set forth in chapter 5 (5.1.3). 9.2 COMMENTS Free access to the university for all diploma-holders at the secondary level is a feature of Belgian legislation, and this has been discussed for decades. It is pointless to begin the debate again, but one may observe nonetheless that the consequence of the policy has brought students to the university, especially first-cycle students, who are not educationally adequate. Veterinary medicine is no exception, but it has this difference, that in the European context almost every other country limits admission in some way. The prior preparation of students enrolling in the veterinary section varies greatly. Most of them have just earned secondary level diplomas in higher education, which in Belgium are worth what the institutions granting them are worth. That is the first criterion of variability. Among French students, success in the scientific “bac” is required for study in Belgium. Despite this selection prior to university studies, which does not exist in Belgium, the difference of level at the same age between candidates is not significant. The difference of level is more obvious when comparing first-year students who have just completed their secondary studies with those admitted with a previous university cursus. This difference is a second criterion of variability.


61

The large annual variations in admissions are the result of confusing government policies. The FMV cannot adjust to continual fluctuation in the size of the entering class. This fluctuation makes it harder to keep up the educational standards of the school. The FMV, and particularly the current Dean, has exerted strong pressure on the government in order to obtain a limitation on access to veterinary studies. The FMV was satisfied with the effect of the first decree (2003) in this area, which established a competitive examination to determine who would be granted admission. The government was not satisfied because of what it considered an excessive percentage of non-residents among the successful applicants. The current law (2006) which provides for a lottery among non-residents is a pedagogical puzzle. The biggest difficulty facing the FMV is the annual variability of the number of students registered in a single year of the six-year course of study. This variability hampers efforts at establishing a stable teaching staff and attempts to obtain adequate means for educational purposes (animals, materials, equipment, classroom space, …), and pedagogical reform in general. The FMV, built in Liege to graduate 140 students a year, can handle about 200, but not more than 300. The theoretical and practical sections of the programme, what is essentially the 1st cycle, can still manage with these numbers, but the second cycle cannot avoid depriving future diploma holders of part of their indispensable clinical training. The FMV has not, however, given up trying to apply the principles of excellence and rigor that have characterised its educational menu since its beginning – despite the difficult circumstances that are forced on it. The result is that even in the final year, there are failures and withdrawals by students who did not meet the standards the FMV upholds. 9.3 SUGGESTIONS The number of students to be admitted to studies in veterinary medicine must be sharply and permanently restricted. Only legislation can accomplish this. But it appears not to be a priority. At a time of European openness, when professional mobility is accepted and higher education a priority and an advantage, it is absurd to see a country follow policies that are the opposite of those followed by its neighbors and European partners. Otherwise, the organisation of first cycle studies at four different locations, each one less than 100 km from the others, is a dispersal of efforts that leaders have either been unable or unwilling to bring to an end. The result is, you get what you pay for. Duplicated training programmes, competition between universities, lack of strategic planning, too many students (plethora) and too many staff. The only reasonable solution must include concentrating veterinary training in one place – or failing that, close cooperation between universities, with limitations on admission via an entrance exam. At worst, the FMV has proposed some control over the number of students who have had access to the second cycle and to clinical training.


62

CHAPTER 10. ACADEMIC AND SUPPORT STAFF 10.1 FACTUAL INFORMATION In order to understand the division of different categories of personnel in the tables displayed here, it is necessary to describe briefly the personnel structure of the FMV. The ULg is a public university, and its staff members are for the most part, public employees of the CFB, with a particular employment status limited to universities. The ULg is also an institution with a separate legal identity, and by virtue of this fact controls an endowment of its own. Certain university staff members are paid through the endowment. Their status is slightly different in terms of the pay scales and retirement arrangements that apply to them. In the daily life of the institution, this distinction is not noticed. There are three categories of personnel at ULg:

- Academic personnel, whose first career step is the rank of associate professor. Through promotions, associate professors can become professors, and then full professors. This latter rank is the highest in an academic career. Legislators have fixed a percentage for the number of teaching staff in various categories, for all public universities; because of this legislation, it is impossible for all academic personnel to reach the highest rank. Some teachers have a one-position career and can retire with the rank of associate professor or professor.

- Non-academic staff are hired by ULg on a temporary basis (two-year assignments) or permanently. Their careers begin at the rank of assistant (they are often given 3 two-year contracts in a row24) and then are promoted within a framework that is not automatic to the rank of first assistant. Through seniority, a first assistant can become a section chief. Two important measures concern non-academic staff. Internally, there is the decision of the former Rector (1997-2005) to eliminate permanent posts for non-academic staff; externally, there is the unrealised desire of community-supported universities to employ a body of staff in which every member is employed under the same system, academic personnel and permanent non-academic staff alike.

- Administrative, technical and maintenance staff, referred to using the anagram “PATO”, form a complex category in which promotion in each division (A, T, O) takes place at the level of the Institution, by examination or on some automatic basis, in accordance with a decision by the Board of Directors (CA).

Career progress from one category to another occurs in different ways. There is no passage from PATO to teaching staff. Classic teaching careers begin with posts as non-academic staff, and progress takes place toward an academic post. The current Rector has restored to some degree the nominations of permanent first assistants, upon the express demand of certain faculties who wished to retain employees whose skills were needed by the Institution. In table 10.2, academic personnel have been assimilated to the “full professor” level, permanent non-academic staff to the “associate personnel” level and temporary non-academic staff to the “assistant” level. Additional personnel come under the heading “assistant professor”. Positions are expressed in full time equivalent (FTE). Temporary positions are counted for 0.5 FTE, corresponding to their teaching duties (0.5 FTE devoted to PhD research). The category of “Other” represents “academic collaborators” of the FMV, that is, diploma-holding veterinary doctors hired under annually renewable contracts to provide education for students during the current period of the plethora. There are more than 100 of these contracted employees, but all together they represent only 25.39 FTE. “Budgeted posts” listed in table 10.1 correspond to persons whose remuneration is handled by public funds. “Non-budgeted posts” correspond to:

- in the category of “Academic staff”, to researchers who work for the FMV in a framework of conventions and programmes that are responsible for paying them, when they participate in education to the extent of 0.1 FTE minimum;

24 Including the possibility of additional annual renewals up to a maximum of four years.


63

- in the category of “Support staff”, to personnel paid according to funds brought in through services (work performed, research), mostly under closed-end contracts.

Table 10.1: Personnel in the establishment provided for veterinary training

Budgeted posts (FTE)

Non-budgeted

posts (FTE)

Total (FTE)

1. Academic staff VS NVS VS NVS VS NVS Teaching staff (total FTE) 71,70 6 - - 71,70 6 Research staff (total FTE) - - 4,6 - 4,6 - Others (please specify) (FTE) 25,39 - - - 25,39 - Total FTE 97,09 6 - - 101,69 6 Total FTE (VS + NVS) 103,09 4,6 107,69 FTE providing last year teaching 103,86 4,6 108,46

2. Support staff - responsible for the care and treatment of

animals 17,65 3,8 21,45

- responsible for the preparation of practical and clinical teaching

15,3 0,2 15,5

- responsible for administration, general services, maintenance, etc.

43,33 6,57 49,9

- engaged in research work 2,3 39,28 41,58 - others (please specify) - - -

Total support staff 78,58 49,85 128,43 3. Total staff 182,48 54,45 236,12

Table 10.1 does not take into account all research personnel at the FMV, since the number of researchers is limited (following the recommendations of the SOP) to FTE working in education. Further, the FMV employs 97.6 FTE in research that do not participate directly in training students. Table 10.2: Allocation of academic (veterinary surgeon and non veterinary surgeon) teaching staff – expressed as FTE – and support staff to the various departments Department name

Academic teaching staff Support staff (see table 10.1)

Full prof.

Associate prof.

Assistant prof.

Assistant Other1) Technical/ Animal carers

Admin./

VS2) NVS3) VS NVS VS NVS VS NVS VS NVS (b + d + e) (a) (c)

DCA 5 - 8 - 2,1 - 7,5 - 11,27 - 1,34 13,91 15,2 DCP 2 - 3 - - - 2 - 1,59 - 1,3 5,2 3,5 DDA 2 1 1 - 0,5 - 0,5 0,5 1,40 - 12,5 - 2 DMI 6 - 1 1 - - 2 - 2,39 - 14,4 1 2,6 DMP 4 1 1 - - - 3 - 3,36 - 9,4 0,6 3 DPA 5,6 - 3,5 2 - - 0,5 - 2,08 - 9,26 0,74 4,6 DSF 6 - 2 - - - 1,5 0,5 2,81 - 8,88 0 7,3 DSG - - 2 - - - - - 0,5 - 0 0 11,7 1)please specify; 2)veterinary surgeon; 3)non veterinary surgeon


64

Table 10.3: Ratios student / staff

Denominator range of

denominator

no. Total academic FTE in veterinary training 3) 107,69 1 -------------------------------------------------- -------- -------- 11,20 R1 =

no. Undergraduate students at Faculty 2) = 1206 = 11,20 8.85 – 10.42 R2 Non applicable

no. Total VS FTE in veterinary training 3) 101,69 1 -------------------------------------------------- -------- -------- 11,86 R3 = no.undergraduate veterinary students = 1206 = 11,86 10.62 – 12.62

no. Total VS FTE in veterinary training 3) 101,69 1 -------------------------------------------------- -------- -------- 2,98 R4 =

no. Students graduating annually = 303 = 2,98 4.91 – 7.21

no. Total FTE academic staff in veterinary training 3) 107,69 1 -------------------------------------------------- -------- -------- 1,19 R5 =

no. Total FTE support staff in veterinary training 3) = 128,43 = 1,19 0.53 – 2.20 1) applies only to those Faculties, which offer additional courses to the veterinary curriculum, 2) Table 9.3 3) Table 10.1 OTHER INFORMATION Division of personnel - The allocation of teaching staff at the FMV is the responsibility of the ULg‘s Board of Directors (CA), following

suggestions from academic authorities. A negotiation between Deans and the university authorities takes place every year when establishing the budget.

- The assignments of personnel of the Faculty were reviewed at the time of the installation of departments in 2001. For teaching staff, the number of positions assigned to each department represents a proportion of the total personnel of the FMV, calculated according to the number of hours of teaching for which each department is responsible, and in relation to the number of students needing education. Presidents and department councils have some leeway in arranging the allocation of quotas of teaching staff assigned to each: assistant contracts, nominations to hold permanent academic positions, part-time positions …

- For PATO employees ULg recognises a “functional organigramme” of positions in the institution that divide up human resources according to needs. Like educational plans, this organigramme is periodically revised. The budgetary framework is reviewed each year by the Board of Directors (CA), which authorises the creation of new positions following recommendations from the office of human resources administration, and after consultation with the Faculty Bureau. The creation of new positions is nonetheless very limited (most often the result of resignations or retirements).


65

Difficulties in recruiting staff members - In the difficult economic situation of the region, recruitment and retention of PATO personnel is not very difficult. The

ULg has a permanent “recruitment bank” from which it draws replacements and new employees. Non-academic staff are recruited through public requests for candidates sent to young diploma-holders and researchers already working within the institution. All open positions are quickly filled, although some sectors such as companion animal medicine are more attractive than others. They are in direct competition with the private sector for specialists recruitment. Academic personnel recruitment is not as easy, as regards especially the realisation of the goal set by the ULg, to have the academic staff consist of 50% academics trained outside the ULg. The FMV has had difficulty, for example, over several years in hiring an instructor of anaesthesiology teacher. The chronic deficit of veterinary instructors in Europe, the public status of the ULg which prohibits any negotiation on salaries and the demands of academic life at the FMV, underfunded and hampered by the plethora of students, all together explain this situation.

Rules governing outside work - Part time work outside the ULg is permitted for temporary personnel. It is prohibited, apart from consulting work, for

full time permanent personnel. Nonetheless the status of full time academic personnel allows them to perform a complementary activity for a maximum of two half-days per week, with permission from the Board of Directors (CA).

Scientific meetings – sabbatical leave - Scientific and academic personnel can obtain from the ULg and the National Fund for Scientific Research (FNRS)

support for studying or working as a scientist in a foreign country (one request per year). The funds cover travel expenses and living costs in the foreign country. The FMV also benefits from the Huynen foundation, which annually finances salary and travel costs for one or two researchers for a period of time to be spent working in a foreign country. Departments and sectors that have the funds can also reimburse travel costs in the framework of missions that are duly justified and approved through the accounting system of the University. The ULg grants each year 2 sabbaticals to academic personnel. The FMV has never made use of this provision.

10.2 COMMENTS - In regard to education, a praiseworthy effort has been made by the ULg to strengthen the FMV framework. For

example, the number of permanent staff members in the clinics was adjusted from 8 in 2004-2005 to 16 in 2007-2008. The FMV envisions for 2010 to be within the EAEVE norms (FMV projections, table F). The FMV has also benefited from diploma-holding veterinary doctors (scientific co-workers) hired to handle the plethora. This policy, a welcome one, nonetheless has limits to the extent that it is an answer to the practical needs of education, but without strengthening the research potential. This is the reason why negotiations between the FMV and ULg authorities concluded that it was necessary to replace in a gradual way certain scientific collaborators with assistants.

- Comments regarding salaries and recruitment of personnel were made in section 10.1. - The percentage of veterinary doctors among the teaching staff is particularly high, more than 95%. This is a

favourable situation that the FMV will try to preserve in future. - Student/teacher ratios as in table 10.3 require some commentary: R 1:

As indicated previously, this ratio only takes into account the students in the last 5 years of training, students in the 1st year being taught for the most part by external teachers (Sciences Faculty). The latter, obviously, are not counted in the calculation either. The ratio for 2007-2008 (11.20) still remains unfavourable, although it is not far from the acceptable level (10.42). The various measures taken in order to improve education allow us to believe that the goal is in sight. Below, the relative change in the ratio between 2001 and 2010 is given.


66

Table F: Summary of staff career progress 2000-2001 2004-2005 2006-2007 2007-2008 2008-2009 2009-2010 1/10/2000 1/10/2004 1/10/2006 1/10/2007 1/10/2008 1/10/2009 Positions of ULg staff (strictly speaking) previous audit strategic plan audit year -1 year audited plan carried out

plan to be carried out

Full professor 25,6 29,6 28,6 32,6 34,6 39,6 Associate professor 16 13 20,5 17,5 18,5 19,5 Assistant 29 32 39 43 48 51 Total in number of positions 70,6 74,6 88,1 93,1 101,1 110,1 Staff positions, weighted Full professor (x 1) 25,6 29,6 28,6 32,6 34,6 39,6 Associate professor (x 1) 16 13 20,5 17,5 18,5 19,5 Assistant with PhD (x 1) 0 1 6 7 5 7 Assistant professor * 0 0 2,6 2,6 2 0 Assistant without PhD (x 0,5) 14,5 15,5 16,5 18 21 22 Others (FTE collaborators) 34,55 29,66 25,39 22,72 19,5 FTE Research staff ** 4,6 4,6 4,6 4,6 Total in positions, weighted 56,1 93,65 108,46 107,69 108,42 112,2 ratio R1 17,04 15,57 12,32 11,20 10,20 10,06 Students (5 years) 956 1458 1336 1206 1106 1129

* varies between 0 and 1 FTE depending on workload ** non budgeted research staff teaching participation (see table 10.1)

R 2 : Not applicable.

R 3 : The ratio is close to R1 because almost all the teachers are veterinarians.

R 4 :

The strong annual variability of student numbers makes it necessary to relativise the figure announced for 2007-2008. For proof one has only to examine this ratio over the last three years.

2004-2005 2006-2007 2007-2008 4,08 3,28 3,12

R 5 :

An examination of table 10.1 shows that 49.85 FTE of PATO personnel are financed by resources (research and services) belonging to sectors for a total of 128.43 = 38.8 %. By adjusting the calculation, the FMV finances through research 8.27 FTE for personnel not assigned to it (49.85 – 41.58) and which should belong to the ULg framework.


67

CHAPTER 11. CONTINUING PROFESSIONAL EDUCATION 11.1 FACTUAL INFORMATION The professional ethical code edition 200725 (art. 28) indicates that the Belgian veterinarian is obliged to attend sessions of continuous education. Presently, no quantification and no systematic follow-up of these sessions is applied, except in some specific areas (AFSCA missions, Royal decree as of 12/20/200426, radioprotection, Royal decree 07/20/200127, and equine identification, Ministry decree 10/09/200628). In the near future, the ethical code will endorse the OMV (professional order) with the control this training. To the present day, the offer in post-graduate training for field veterinarians is given through: - Veterinary medicine faculties of Ghent and Liege; - Scientific societies (Belgian Equine Practitioners Society (BEPS), Société Belge Francophone

de Buiatrie, World Association of Veterinary Food Hygienists29 (WAVFH), European Food Safety Authority30 (EFSA), …);

- Professional societies (UPV 31, veterinary clusters, …); - Non profit societies – ASBL (FORMAVET 32, …); - Private partners in continuing education (Animalia curandi ars 33, Bureau d’étude vétérinaire du centre 34, …); - Private companies (Pharmaceutical firms, private laboratories, equipment selling companies, …). The FMV only occasionally organizes limited training sessions (radioprotection, equines identification, epidemiology, …). However, FMV academics are often invited to participate in the programmes of continuing education and FMV facilities are regularly used for the training sessions. Formavet was created joinly by FMV, UPV and the Fédération des Associations Vétérinaires Wallonie -Bruxelles (FAV). 11.2 COMMENTS The FMV is pleased that initiatives taken by actors connected to the profession are part of making sure that its graduates can receive continuing training. By welcoming onto its grounds the organisations that conduct training sessions of this kind, and by allowing its teachers to participate in such meetings, the FMV is supporting the organisations involved. The question arises, whether the FMV should simply operate continuing professional education and refresher courses itself. The FMV believes at present that it is preferable to concentrate on the basic training of students and to continue along the path developed by members of the profession, in order not to stifle its initiatives. Otherwise, the likely appearance in the near future of new organisations for continuing professional training makes it advisable for the FMV to maintain its independence from all of them, limiting its assistance to indirect aid (meeting space, participation) for all groups that request it, and that are competent to provide the training involved. Accordingly, the FMV has instructed its teaching staff that while they are participating in such organisations’ activities, they do so as individuals. 11.3 SUGGESTIONS There is no specific suggestion that has to be made, other than the advisability of closely monitoring this aspect of training in a sector that is experiencing important changes. The ULg is in the process of setting up an “institute for continuing education”, open to all university disciplines, and the FMV is closely monitoring this development.

25 http://www.ordre-veterinaires.be/index2/index2.htm 26 http://www.afsca.be/veterinairesindependants/_documents/2008-11-03_FormationdesCDM.pdf 27 http://www.fanc.fgov.be/GED/00000000/1100/1129.pdf 28 http://www.cwbc.be/bibliotheque/File/AM_identificateurs.pdf 29 http://www.wavfh.com/ 30 http://www.efsa.europa.eu/EFSA/efsa_locale-1178620753816_home.htm 31 http://www.upv.be 32 http://www.formavet.be 33 http://www.animalia.be/ 34 http://www.bevc.be/


68

CHAPTER 12. POSTGRADUATE EDUCATION

12.1 FACTUAL INFORMATION The “Bologna” decree of 2004 simplified to a great extent the number and type of university diplomas available. Outside the basic education cycles that are part of the “bachelor” programme (1st cycle) and the “master” (2nd cycle), there are “advanced Master” degrees, which are specialisations of 2nd cycle studies open to students who have earned Master degrees in regular, complete programmes. The only diploma granted as a result of 3rd cycle studies is the “doctor of veterinary sciences” degree (a Ph.D.). This programme is subsidised with public funds for three years, but in actual practice often lasts for four years or even more. At the FMV, specialisation studies are organised as follows:

- Advanced Master in specialised veterinary medicine (MC MVS), Clinical sciences option,

• Companion animals module • Horse module • Ruminants module

Veterinary public health option, • “Food science” module

- Advanced Master in management of animal and plant resources in tropical climates (MC GRAVMT at the FuSAGx)

- Advanced Master in aquaculture (at the Faculty of Sciences of ULg and the FUNDP) The FMV has, in its staff, university qualified colleagues of various European Colleges - see annexe XXII. 12.1.1 CLINICAL SPECIALTY TRAINING (INTERNS AND RESIDENTS) In areas in which a European college for a specialisation exists35, the FMV participates actively in its programmes, especially with regard to clinical areas, in the training of its interns and resident physicians.

Table 12.1.1: Clinical specialty training

Clinical discipline No interns

No residents

Diploma or title anticipated 1. Companion animals 8 MC MVS, option clin. sc.

Internal Medicine 3 Diplomate of ECVIM Surgery 2 Diplomate of ECVS

Ophthalmology 1 Diplomate of ECVO 2. Horses 8 MC MVS, option clin. sc.

Internal medicine 2 Diplomate of ECEIM Surgery 1 Diplomate of ECVS

Reproduction GA 1 Diplomate of ECAR Anaesthesia 1 Diplomate of ECVAA

3. Ruminants / pigs 4 MC MVS, option clin. sc. Management of bovine health 1 Diplomate of ECBHM

Interns are considered to have student status. They go through the MC MVS training, clinical sciences option, with the module of their choice included. During the year of their internship they receive scholarship support to the amount of 420 € per month.

35 http://www.ebvs.org/


69

Resident veterinary physicians are considered to have the same status as doctoral candidates (they are in fact classified as such by ULg and their status is identical; see below). All programmes referred to in table 12.1.1 are certified by the “European Board of Veterinary Specialisation” (EBVS).

12.1.2 RESEARCH EDUCATION PROGRAMMES As indicated above, only doctoral training takes place in the 3rd cycle. This training includes the requirement of 60 credits worth of coursework, courses to be chosen by the student within a programme designed by the ULg. The programme will also include the choice of a Faculty sponsor and a dissertation/thesis topic. Rules for doctorates are available on line at the University’s website: http://www2.ulg.ac.be/fmv/collegedoctorat/index.htm. Basically, these rules govern the naming of a doctoral committee of four persons, and a public dissertation/thesis defence before a jury, the FMV, and persons from outside the university. The organisation of doctoral programmes is handled by the Doctoral college of the FMV. In order to adapt the practices of the Faculty as well as possible to the provisions of the “Bologna” decree, the College proposed to the FMV that certain aspects of the procedure be modernised (requirements, make-up of juries, standardisation) in November 2008. Table 12.2: Number of research students enrolled in different programmes

Type of degree Full time Part time Length of programme

PhD 158* - 3 years * including 38 registered for the first time in 2007-2008

Students registered for doctoral programmes receive financial support, usually for four years. Some students work as assistants or researchers, others receive a doctoral scholarship from the ULg, and still others receive support from a third party or a foreign government. 12.2 COMMENTS In general, the ULg is not satisfied with the number of Ph.D.s (students receiving doctorates) it produces. At the FMV the number of doctoral candidates has been steadily increasing, which eventually should lead to an increased number of graduates. Below we list the number of students registered and the number of doctorates awarded over the last 5 years:

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 Registered 105 117 126 133 158 Graduates 11 (0 NVS) 11 (2 NVS) 17 (1 NVS) 11 (3 NVS) 10 (3 NVS)

The percentage of veterinary doctors among the doctoral candidates is 7/10, 70%, for 2007-2008. Over 5 years, the percentage is 85% (51/60). 12.3 SUGGESTIONS Conditions with regard to hiring, work, supervision, pay rates for interns, residents, and candidate doctors are adequate at the FMV, something that is not always the case in other faculties at the ULg. The university RD administration is preparing, in collaboration with the doctoral colleges, a new set of rules detailing the contractual obligations of students and Faculty sponsors.


70

CHAPTER 13. RESEARCH 13.1 FACTUAL INFORMATION Students in introductory education cycles are taught to do research in several ways. In 2nd year: a course in “introduction to documentary research and scientific English” (50h CT, 3 credits). This applies to all students.

In 5th year: supervised group learning (ASG). The FMV in 2003-2004 inserted into the 5th year programme a group project (3-5 students, 2 credits) intended to help develop students’ transversal skills. This project consisted of a part involving bibliographic research or field research, the production of a written document, and an oral presentation by the group before a committee made up of members of a department.

In 2008-2009, by direct application of the “Bologna” decree, this activity is to be replaced by an individual end-of-studies project (TFE), to be worked on over the last two years of studies, and comprising extensive bibliographic research. The TFE is mandatory. Each student chooses a supervisor and decides together with the supervisor on a topic for study and the means of carrying out the project. This project will be evaluated in the 5th year (2 credits) and in the final year (13 credits). The TFE regulations are available on the FMV website at this location: http://www2.ulg.ac.be/fmv/bib/bibTFEetud.htm. Each member of the teaching staff that holds a doctor’s degree (PhD) will be assigned 4 students from the 5th year and 6th year, for a total of 8 permanent supervisees.

The FMV maintains professional relationships with many organisations that sponsor student work. Each year theses worked on in the research laboratories of the FMV by student volunteers in their final year are submitted for various prizes. These are awarded along with diplomas, in front of invited guests and their families. The list of prizes and amounts is given below.

List of prizes and associated amounts: Thomas Lermusiaux Foundation Prize 500 € Belgian Equine Practitioners Society Prize – Francophone Section 1000 € Institut Vétérinaire Tropical Prize 300 € (books) Prize of the Equine Research section and Welfare Fund of the Prince Laurent Foundation

1000 €

Prize of the Annales de Médecine Vétérinaire 750 € Pfizer Animal Health Prize 750 € Prize Vétoquinol 750 € Dr Paul Janssen Prize 1000 € Prize of the Union Professionnelle Vétérinaire 500 € Prize Scientia Cordeque of the Veterinary Society for Animal Protection 750 € Tom & Co Prize 1000 € Yara Prize 1000 €

Laboratory directors always welcome students who want to complete their training by a period of time spent working with research teams.

Finally, as part of the external internship of the terminal year, students who express the desire can spend 14 weeks working in a research company in Belgium or abroad.


71

13.1 COMMENTS The intention to introduce students to research in their first years of training is real. It runs up against the equally real plethora of students, which limits staff availability. The decision to require all teachers to participate in the arrangements for the new TFE is an additional burden for them, accepted out of necessity. But the situation leads us to fear that many teachers will have difficulty working effectively because of the extra demands on their time. We will see how this measure, whose details have barely been sketched, will work out in practice. 13.2 SUGGESTIONS The potential for students participating in research has been visibly increased by the introduction of the TFE to the programme in 2008-2009. It will be appropriate to measure the results after about 4 or 5 years.

Date post:	20-Jul-2018
Category:	Documents
Upload:	dinhthu
View:	212 times
Download:	0 times

AEEEV versiongb 4 - eaeve.org · In 1910, the veterinary school moved a short distance into new...

Documents