Reflections on the Trends in Education and Research in Small Animal Reproduction in Europe
Notice bibliographique
Résumé
An open questionnaire-based survey was performed among 86 institutions of veterinary education in 32 European countries: 15 within the European Union (EU) and 17 outside the EU, in Central and Eastern Europe and the European Free Trade Association (EFTA). The survey aimed to provide a view of the general status of education and research in small animal reproduction (SAR) in Europe. It further aimed to disclose whether ongoing trends in organization (e.g., from the classical animal reproduction discipline orientation [DO] toward a species-oriented [SO] organization) among veterinary colleges responsible for undergraduate education and research in SAR have affected the provision of clinical services, continuing professional development (CPD), specialization, post-graduate education, and research. Response rates reached 80% among EU institutions and 48.4% in other countries (overall response rate = 68.6%). A clear, significant majority of institutions (> 60%) were DO, with a well-defined comparative subject in the veterinary curriculum. No differences were reported for either orientation in their ability to provide undergraduate education or clinical services in SAR. However, more DO institutions reported active research in SAR than their SO counterparts. Similar (and stronger) differences were seen for post-graduate education, CPD, and participation in specialization programs (national or European). Finally, more DO than SO institutions provided assisted reproductive technologies (ARTs), such as AI with frozen semen, to customers. The analysis of the data emanating from the respondents' perceptions, supports the advantages of the more classical, DO-based approach. The results highlight the need for caution when institutions abandon the comparative benefits of the classical DO animal reproduction subject for a SO approach, which tends to prioritize clinical specialized service rather than research and research education. In the author's opinion, in the absence of the data generated by comparative research and used in research education and the development of new technologies in SAR, there is a risk that sound science-based academic preparation for undergraduates and candidates for post-graduate research education is constrained. To counteract these negative trends, SAR must be recognized as a very important branch of the department of animal reproduction. Access to resources, personnel for teaching and research, and curriculum space should be made available in order to provide the basis for relevant post-graduate training, specialization, and research.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».