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President
Scott Keller
Joliet Junior College
Joliet, Illinois
President-Elect
Jennifer Wells
Blue Ash College
Cincinnati, Ohio
Secretary/Treasurer
Teresa Sonsthagen
North Dakota State University
Fargo, North Dakota
Past President
Monica Tighe
St. Clair College
Windsor, Ontario
Directors at Large
DeeDee Schumacher
Des Moines Area Community College
Ankeny, Iowa
Lori VanValkenburg
Pima Medical Institute
Houston, Texas
Paula Kirkwood-Zahara
St. Lawrence College
Kingston, Ontario
Executive Board 2013-2015
PublishedMay2015•2015/1
Journal of the Association of Veterinary Technician Educators 3
There isn’t anything much more satisfying to me than seeing an idea grow, be culti-
vated and finally blossom into something big. What you have in front of you is exactly
what I’m talking about. This journal started off as an idea (thanks to Monica Tighe and
the AVTE Board of Directors for this). A dedicated group of volunteers then took the
idea to the next level by surveying our membership and brainstorming ideas on what
our professional journal should include, look like and be called. They then organized
into an editorial staff with Cyndy Grey at the helm. Next, there was a review of what
some publishers had to offer. They have done such a good job that JAVTE is now a
perk of your AVTE membership at no additional cost. When does that ever happen?
You really should thank our editorial staff.
I can see JAVTE being the go-to journal for higher education in the vet tech field.
It will offer you the opportunity to be published. In addition, it provides in-depth
and detailed peer-reviewed articles from experts in the field whom I am sure we all
want to learn from. However, it can’t write itself. Here’s a challenge to all my AVTE
colleagues out there. Each of you needs to submit an article on a topic near and
dear to your heart. You know that it will also be near and dear to others’ hearts.
Don’t think that you don’t have anything to offer. You may be new or old at this. You
may or may not have been an author before. Regardless of the reasons, you have
knowledge and experiences that we all want to learn from. You are the experts in
veterinary technician education. Let’s share that wealth of knowledge with each
other. Start with an idea, cultivate it, and watch it blossom. That’s real satisfaction.
Here’s to the best bunch of teachers I have ever known: my colleagues in the AVTE.
Enjoy your JAVTE.
Dr. Scott Keller, DVM
AVTE President
Letter from the President of the
Association ofVeterinary
Technician Educators
Dr. Scott Keller, DVM
Joliet Junior College
Veterinary Medical Technology Department Chair
Association of Veterinary
Technician Educators
11428 38 St. S
Horace, ND 58047
701.231.7531
www.avte.net
Call for Papers: Curriculum and Instruction
“Curriculum and Instruction” manuscripts should discuss innovative and success-
ful programs or practices. Current educator forums across disciplines identify
curriculum as a framework/design for learning that guides instruction and assess-
ment and is discipline-specific; instruction is the method or way of teaching, or
how educators deliver the curriculum to the students.
Scheduled delivery is the first week of November 2015.
Manuscripts must be submitted by August 1, 2015, to JAVTEEditor@gmail.com.
4. JAVTE – Inaugural Issueby Cynthia Grey, DM
When asked to select their top three choices of suggested
content areas, the top five content items identified were Best
Teaching Practices (99); Curriculum and Instruction (98); Critical
Thinking (82); Measurement, Evaluation, and Assessment (70);
and Student Development and Learning Principles (64). These
five areas are what the Editorial Board based the selection of
themes for each issue of JAVTE. Figure 1 presents the distribu-
tion of suggested content areas.
The results indicated a high interest in the journal, and 73 per-
cent identified that they would be willing to submit a manuscript
occasionally (126) or annually (37).
Approximately 60 percent (134) of the responders definitely
would read a veterinary technician educator-specific journal.
Approximately 31 percent (69) identified that they would skim
each issue for articles of interest and read those.
Willingness to review and likeliness to subscribe were positive,
with 51.5 percent of the responders indicating a willingness to
serve as a reviewer for a two-year term and 62 percent indicating
they would definitely subscribe to this type of journal.
Pertaining to type and content, the responders favored a
scholarly journal (54.5 percent) that includes RACE-approved
articles for CE hours. There were a few written suggestions that
As AVTE launches this inaugural issue of the
Journal of the Association of Veterinary Technician
Educators, the members of the JAVTE Editorial
Board thought there might be interest in“the
journey to JAVTE.”In August 2013, a request for
volunteers to be part of the journal task force
was made by the AVTE Board of Directors (via
Monica Tighe, RVT, BA, Med). By mid-September,
the task force was announced. The members of
the AVTE Journal Task Force (Mel Chambliss, Cyn-
thia Grey, Karen Hershberger-Braker, Glenn Jack-
son, Erin Miracle, Oreta Samples and Christina V.
Tran) were charged with identifying the viability
of a professional journal for veterinary technol-
ogy educators. A survey was developed by the
task force to gauge the need and interest for the
creation of a professional journal. The survey was
distributed to AVTE members and other veteri-
nary technician educators through the Veterinary
Information Network (VIN). The survey generated
226 responses.
Figure 1: Suggested Journal Content
0
20
40
60
80
100
120
99
82
98
70
64
25
30
48
34
20
30
23 24 27
20
7
38
BestTeachingPracticesCriticalThinking
Curriculum
andInstruction
Measurement,Evaluation,andAssessment
StudentDevelopmentandLearningPrinciples
Classroom
ManagementOnlineEducation
ResearchinVeterinaryTechnologyEducation
Program-BasedConcerns
AdmissionRequirements
Retention
Program
Development
GrantsandResourceDevelopment
ProfessionalEthics
GlobalEducationinVeterinaryTechnology
ExchangePrograms
Management&LeadershipPracticesinVetTechEducation
4
5. identified a preference for a mix of scholarly
and nonscholarly. Forty-two percent indicated
a preference for the printed format. Thirty per-
cent indicated an interest in a print and online
format. Currently, JAVTE, as a scholarly journal,
is provided at no cost to the members in the
online format. The AVTE Board will continue
to investigate the feasibility of publication in a
print format and the possibility of publishing
RACE-approved articles.
The preferred type of articles was case reports
(48 percent as first choice) with a definite least
type of articles as editorials (59.6 percent). The
second-choice selections were more clustered,
Review (33 percent), Research (30.8 percent) and
Case Reports (28 percent).
Thirty-four (15 percent) people included com-
ments. Some were comments pertaining to the
desired content and willingness to subscribe
and to participate. More than 55 percent (19) of
the 34 who provided feedback provided posi-
tive comments indicating they “loved the idea,”
“great suggestion,” “an invaluable resource,” “much
needed,” and “a great addition to the profession
and the membership.”
Based upon the task force’s findings and rec-
ommendations, the AVTE Board of Directors
elected to move forward with JAVTE in June
2013. The Board of Directors drew from the
task force to create the JAVTE Editorial Board
(Cynthia Grey, Karen Hershberger-Braker, Glenn
Jackson, Oreta Samples and Christina V. Tran,
with the addition of Bonnie Loghry, who was
not on the original task force). The AVTE Board
of Directors contracted with Innovative Publish-
ing to publish JAVTE twice yearly. The JAVTE
Editorial Board worked to define the current
editorial policies, peer-review process and ethi-
cal standards. Submitted articles for this edition
have followed the double-blind peer-review
process. In December 2014, a Call for Papers
was requested, and in June 2015, the inaugural
issue of the Journal of the Association of Veteri-
nary Technician Educators is a reality.
Journal of the Association of Veterinary Technician Educators (JAVTE), a peer-
reviewed, scholarly journal, is the official publication of the Association of
Veterinary Technician Educators (AVTE). Its purpose is to act as an international
publication for disseminating scholarly research to people working as educators
in the field of veterinary technology. The journal’s emphasis is on encouraging
collaboration among veterinary technology educators through scholarly inquiry
relating to the understanding and/or improvement of educational processes
and outcomes; organizational issues in education; concepts of teaching and
learning; and student engagement based upon research, observations and
experience relevant to the field.
Letter from the President of the
Association of Veterinary Technician Educators ................................................................................3
JAVTE – Inaugural Issue ................................................................................................................................................................. 4
Letter from the AVTE Symposium Chair ........................................................................................................ 6
Tufts at Tech: Community Medicine and Student Success ........................................ 8
Quick Tips: In or Out: Verifying Correct
Placement of Endotracheal Tubes ...................................................................................................................... 10
New Proposed Veterinary Technician Specialty ........................................................................ 11
What Makes Internships, Preceptorships and Practicums Work? .............. 12
Global Veterinary Experiences ................................................................................................................................... 16
Oreta Samples
Fort Valley State University,
Fort Valley, Georgia
Christina V. Tran
Purdue University,
West Lafayette, Indiana
Karen Hershberger-Braker
Globe University-Madison West,
Middleton, Wisconsin
Journal of the Association of Veterinary
Technician Educators (JAVTE) Editorial Board
Contents
Cynthia Grey, Editor
St. Petersburg College,
St. Petersburg, Florida
Glenn Jackson
University of Nebraska-Nebraska
College of Technical Agriculture,
Curtis, Nebraska
Bonnie Loghry
Yuba College, Marysville, California
Journal of the Association of Veterinary Technician Educators 5
6. I would like to extend an invitation to anyone who has
not yet registered for the 2015 AVTE Symposium to
consider coming to this event being held in Niagara
Falls, Ontario, July 30-August 2, 2015. As many of our
members already know, the AVTE Symposium is a
one-of-a-kind event where attendees can be found
networking morning, noon and night. This is the only
place you can speak to multiple people who teach the
exact same subject as you do. This is the place to get
questions answered; brainstorm about new and differ-
ent ways to assess essential skills; and, just as impor-
tant, have fun with a great group of people!
The Symposium kicks off on Thursday evening with the
can’t-miss “Voyage to the Falls.”On this cruise, you will
see, hear and feel the water from the falls up close! On
Friday morning, we open the Symposium with four con-
current workshops sure to get your mind into problem-
solving mode. An exciting group of sessions follows that
afternoon. Friday evening is the Opening Gala event,
and Saturday kicks off with our sought-after keynote
speaker Steve Noonan, DVM, CPCC, and continues with
excellent programming for the rest of the Symposium.
As always, we couldn’t put on this event without the
generous support of our many sponsors and exhibitors.
This is also a great event to get up close and experience
the latest and greatest books, software and equipment
used in vet tech education.
The place to find program, schedule and registration
information about the Symposium is the AVTE web-
site, www.avte.net. Early registration ends June 30,
and hotels will be filling up quickly, so register soon!
I hope to see you all there (and U.S. citizens — don’t
forget your passport)!
Jennifer Wells
AVTE President-Elect
Letter from the
AVTE Symposium Chair
Contact for questions
Symposium Manager Dana Saal, 217.528.2460, rdsaal@sbcglobal.net
Symposium RegistrarTamiko Kinkade, 217.585.9065, tk@tkcpsolutions.com
Symposium Chair Jennifer Wells, DVM, wellsjn@ucmail.uc.edu
Travel Information
Click here for additional information about traveling to and visiting
Niagara Falls, Ontario, including passport requirements.
Airport
The Buffalo Niagara International Airport (44km/27 miles to hotel)
is the airport most conveniently located to the hotel. (The Niagara Falls
International Airport is closer, but it provides service to only Myrtle
Beach and a few Florida cities.)
Ground Transportation from Buffalo airport
• AVTE Symposium Shuttle: $57 round trip, inclusive
• AVTE Limo Service: $90 round trip or $65 one way, inclusive; see
next page for details
• Taxi: About $80 each way, before tax and gratuity
6 Journal of the Association of Veterinary Technician Educators
7. AVTE Limo Service
AVTE has partnered with Niagara Airbus to provide discounted trans-
portation from the Buffalo airport (round trip = $90; one way = $65).
You can make reservations in advance and manage them privately. For
reservations: www.niagaraairbus.com or 905.374.8111. The AVTE dis-
count code is 246. A 10 percent discount is available for transportation
from other area airports.
Hotel Information
Reservations for Registered Attendees Only
AVTE is meeting during a Canadian holiday weekend. Monday, August
3, is Civic Holiday day in Ontario. Therefore, reservations at Sheraton
on the Falls are open only to those who have registered for the AVTE
Symposium. Reservations will only be accepted online; no phone calls.
Register early to ensure you secure one of the discounted rooms in the
AVTE room block. Once it’s filled, we will not be able to add more.
When you complete your Symposium registration (click here), you will
receive a confirmation email that includes the link to the Sheraton’s
website for AVTE’s reservations.
Register Early!
There are enough rooms for AVTE, but room types are limited and avail-
able on a first come, first served basis for the following rates:
Cityview room = $198 CAD + $9.95 required resort fee* + 3.8% city fee
+ 13% tax = $233.36 CAD inclusive (~$185 USD)
Fallsview rooms = $229 CAD + $9.95 required resort fee* + 3.8% city fee
+ 13% tax = $280.27 CAD inclusive (~$222 USD)
*The Resort Services Package of $9.95 (exclusive of tax) per room per day currently
includes: WiFi access with endless devices, unlimited long distance calls from your
room to anywhere in USA or Canada, unlimited local calls, two bottles of compli-
mentary water per day, in-room Starbucks coffee and Tazo teas, Globe and Mail
newspaper (no Sunday), unlimited access to Sheraton Fitness by Core Performance,
printing of boarding passes, and two WEGO tickets. (This state-of-the-art bus system
connects accommodations and tourism attractions through the city of Niagara Falls
and Niagara Parks. Retail value $14.)
Roommates Encouraged
If you are interested in sharing a room, make your reservation, and post
your interest on the AVTE List serve. You are responsible for making all
arrangements with your roommate. The hotel can charge each of you
for half of the costs.
8. 8 Journal of the Association of Veterinary Technician Educators
From the Veterinary Assisting Department,
Worcester Technical High School, 1 Skyline
Drive, Worcester, MA 01420. From the Depart-
ments of Clinical Sciences, Cummings School
of Veterinary Medicine at Tufts University, Graf-
ton, MA, 01536.
This manuscript represents a portion of a thesis sub-
mitted by Dr. Suomala to Capella University, School of
Education, as partial fulfillment of the requirements
for a Doctor of Education degree. Presented in abstract
form at the Annual Massachusetts Association of Voca-
tional Administrators, Connecting for Success Confer-
ence, June 2015.
Address correspondence to suomlaap@worc.k12.ma.us.
Abstract
Tufts at Tech is a pioneering educational
model in career technical/vocational educa-
tion (CTE). This paper presents the alliance
developed between a CTE high school and a
veterinary university for student success. The
paper provides CTE student outcomes to date
and a discussion of the program’s progression
to an active collaborative teaching model.1
CTE student outcomes are a subset of the full
impact of a community practice model. The
implementation of an active collaborative
learning model (ACLM) in a “live”clinical envi-
ronment should be considered for improved
student outcomes in CTE.
Introduction
Workforce legislative initiatives and educational
leaders have molded the evolution of voca-
tional education in America for more than 150
years.2
From Booker T. Washington’s arguments
with educational leaders of the late 1800s to
today’s Secretary of Education Arne Duncan,
the truth still rings clear that“…American
employers need a workforce that is skilled,
adaptable, creative, and equipped for success
in the global market place… and CTE is cen-
tral to rebuilding our economy and securing
a brighter future for our nation.”3
In 2003, the
North American Veterinary Medical Education
Consortium was formed and developed the
Roadmap for Veterinary Medical Education in
the 21st Century: Responsive, Collaborative,
and Flexible.4
The Roadmap outlines core com-
petencies for graduating veterinarians and set
the stage for educational innovation.
Development of a Veterinary
Assisting CTE program
Worcester Technical High School (WTHS) cul-
tivated the idea of a Veterinary Assisting (VA)
program as early as 2005, eventually enrolling
an inaugural class in 2007. The program was
developed under the strong leadership of
school administration, and the curriculum was
established using the Massachusetts Depart-
ment of Elementary and Secondary Education
(DESE) Chapter 74 Vocational Frameworks for
Animal Science: Concentration-Veterinary Sci-
ence (2013).5
In addition, in 2010, NAVTA cre-
ated the Approved Veterinary Assistant (AVA)
program to better define each veterinary
team member’s role and to offer a VA educa-
tional curriculum and an industry-recognized
credential. Utilizing DESE and NAVTA guide-
lines, WTHS established its VA program as the
first NAVTA-approved AVA program in a voca-
tional high school in 2011.
The focus during the first two years of
the program was on developing a robust,
competency-based curriculum. However,
providing high-school-aged students with
hands-on animal experience was challenging,
and the majority of teaching was done with
simulation animals. In order to deliver a better
student experience and develop career and
college readiness skills, the idea of a veterinary
clinic was proposed. The idea blossomed
under the direction and influence of Cum-
mings School of Veterinary Medicine at Tufts
University and high school administrators, and
a proposal for a community veterinary clinic
was born. To limit overhead and construction
cost, the clinic is housed in the high school
and was built by students from the various
trades/vocations within the school using
donations and grants. Initially, final-year veteri-
nary students were assigned to patient cases
and appointments, while veterinary assistant
students were assigned to task-oriented areas.
This in retrospect segregated the two student
populations from each other. Both student
populations are directed by a group of clinical
instructors made up of veterinarians, certified
veterinary technicians and licensed educators.
Active Collaborative Learning
Model Evolves
The program evolved because of many influ-
ences, including veterinary education initiatives
and workforce needs. In order for students to
be workforce-ready, a standard skill list for vet-
erinary assistant technical skill competency was
established by NAVTA and called the Essential
Skills lists (ESL).6,7
Verification that VA graduates
can demonstrate and carry out those identified
ESL for work preparedness is the role of the
career technical schools. Veterinary scholarly
literature has highlighted the importance of
utilizing veterinary support staff members
in veterinary clinical practice to promote
improved patient care and finances. A recent
NAVTA Journal article stressed the importance
of job descriptions that reflect the VA ESL and
outlined specifics job duties of AVAs in her
hospital.8
The early learning model focused on
fulfilling task-oriented learning, and students
were assigned task-oriented roles. For example,
a CTE student would be assigned to clean
and prepare an exam room and complete a
scripted patient history with a client. Then he
Tufts at Tech: Community
Medicine and Student Success
Effect of Launching a Joint Learning Setting on a Career Technical/
Vocational Education (CTE) Veterinary Assistant Program
by Patricia A. Suomala, CVT, EdD; Christina Melvin, BS,CVT, MPH ’15 (candidate); Emily McCobb, DVM, MS, Diplomate ACVA;
Megan K. Mueller, PhD; Gregory Wolfus, DVM; and Kathryn Baker, LVT
9. Journal of the Association of Veterinary Technician Educators 9
or she would wait for the next appointment
and repeat the task. Another student would be
assigned to restrain and yet another to run in-
house laboratory diagnostic testing. However,
no CTE student would be involved with the
DVM student’s subjective, objective assessment
or plan, including the physical exam of the
pet, diagnostic sampling, testing or the treat-
ment plan. While students became proficient
in cleaning and scripted client interactions, an
appreciation of the patients’needs and criti-
cal thinking skills in a live clinic environment
appeared limited. Supportive evidence for this
inference included a low passing rate in 2013
on initial AVA exam and CTE student feedback
on the clinical experience.
Everyone can agree development of interper-
sonal and critical thinking skills is cornerstone to
career and college readiness and is mandated
in CTE by the DESE frameworks. Therefore, an
action research study was started to focus on
the CTE student skills assessment process as
well as instructor reflective practices on the
teaching of critical thinking and interpersonal
skills to CTE students.9
The outcomes of both
the action research study and VA/DVM instruc-
tor reflections on teaching practices led to the
implementation of an ACLM in 2014/2015,
which paired CTE students one on one with
DVM students. This model was implemented
in order to foster the principles described by
Dr. Mohamed Hamada.1
The pairings are deter-
mined and supervised by faculty members.
This model hopes to improve CTE students’
technical abilities and their development of
critical thinking skills that can help them bridge
the skill/task to patient outcome. To facilitate
success, an orientation is presented to the DVM
students before they begin their clinic rotation
with a focus on how to be successful working
with adolescent learners and diverse learners,
as well as their role in helping CTE students
develop clinical and interpersonal skill. The high
school and veterinary students work together
to complete patient exams, diagnostic tests, sur-
gery and client education with instructor over-
sight. This model continues to evolve through a
collaborative reflective practice taken on by all
instructors and staff members involved in the
Tufts at Tech development.
Program Outcomes
The success of WTHS and the Veterinary
Assistant Program is impressive, and some
highlights include:
September 2014: WTHS was named a
National Blue Ribbon School. The National
Blue Ribbon Schools Program recognizes pub-
lic and private elementary, middle, and high
schools based on their overall academic excel-
lence or their progress in closing achievement
gaps among student subgroups.
May 2014: The passing rate on the industry
credentialing AVA exam increased from less than
50 percent to 92.9 percent for program-eligible
students from 2013 to 2014. The increase in the
AVA pass rate is attributed in part to the evolu-
tion of program curriculum, assessments, the
introduction of highly qualified instructors, the
evaluation and implementation of a new text-
book, and a“live”clinical experience.
June 2014: President Barack Obama deliv-
ered the commencement address (the only
high school graduation that he attended).
July 2014: The results of a study of VA-stu-
dent essential skills showed positive trends for
proficiency at grade level.9
September 2014: High school students have
daily hands-on skill development while paired
10. with fourth-year Doctor of Veterinary Medicine
students during grade 11.
January 2015: Career pathways outcomes
for recent program graduates (total gradu-
ates of program starting with Class of 2013 =
26) include 14 students attending four-year-
degree colleges, seven students attending
two-year-degree colleges and five graduates
working in the veterinary industry. In addition,
the current assessment method of student VA
ESL allows verification of workforce readiness,
and the student may utilize the results of the
assessment method in practice.
Conclusion
A veterinary assistant program was introduced
at a technical high school, and a joint effort
to bring together vocational and veterinary
education emerged. The program inspired
leaders to develop an on-site veterinary clinic.
A community practice was implemented to
aid underserved veterinary pet populations.
Early on, the program concentrated on high-
school-student task and skill efficiency but
lacked attention to the development of critical
interpersonal and thinking skills necessary for
career and college readiness. Through reflec-
tive practice, the challenges were identified,
and the program evolved to an active collab-
orative learning model that empowers high
school and veterinary students to work with
each other for patient care and fundamental
learning. Current high-school-student out-
comes are exciting and inspirational. An ACLM
can be and should be replicated throughout
CTE and veterinary technology education,
because exposure to DVM students can serve
in developing networking relationships and as
role models of advanced educational knowl-
edge and developed critical thinking skills. It is
hoped that future outcomes specific to critical
thinking and interpersonal skill development
utilizing the ACLM in CTE will be evaluated
and published. Worcester Technical High
School’s Veterinary Assistant program and
Cummings School of Veterinary Medicine at
Tufts University’s development of Tufts at Tech
is a practical example of the ability for edu-
cational organizations to reach beyond their
borders and initiate a path for student success.
References
1. Hamada M., ed. Active and Collaborative Learning:
Practices, Problems and Prospects (Education in a
Competitive and Globalizing World). New York, NY:
Nova Science Publishers, Inc.; 2014.
2. Gordon, H. The History and Growth of Vocational
Education in America. Needham Heights, MA: Allyn
and Bacon; 1999.
3. U.S. Department of Education. Investing in Amer-
ica’s Future: A Blueprint for Transforming Career
and Technical Education. Washington, D.C.: U.S.
Department of Education, Office of Vocational and
Adult Education; 2012.
4. North American Veterinary Medical Education Con-
sortium. Roadmap for veterinary medical education
in the 21st Century: responsive, collaborative, and
flexible. www.aavmc.org/data/files/navmec/
navmec_roadmapreport_web_booklet.pdf.
Published 2011. Accessed January 2, 2015.
5. Massachusetts Department of Elementary and
Secondary Education. Vocational Technical Educa-
tion Framework: Agriculture and Natural Resources
Occupational Cluster. Animal Science (VANIM). Mal-
den, MA: Massachusetts Department of Elementary
and Secondary Education, Office for Career/Voca-
tional Technical Education; June 2014.
6. National Association of Veterinary Technicians in
America. Essential Skills for Assistant Training. www.
navta.net/files/Essential%20Skills%20for%20VA%20
Rev%20Jan%202014.pdf. Effective January 2014.
Accessed February 1, 2015.
7. Sirois, M. Elsevier’s Veterinary Assisting Textbook.
1st ed. St. Louis, MI: Elsevier Mosby; 2013.
8. McConnell, J. (2014), Implementing and utilizing
the approved veterinary assistant: reap the benefits:
The NAVTA Journal. A Publication of the National
Association of Veterinary Technicians in America.
9. Suomala P.A. The implementation and analysis of
an assessment methodology for veterinary assis-
tant students: An action research study. [Order No.
3646861]. Capella University; 2014.
The quickest and simplest method to guarantee correct placement of
an endotracheal tube (ETT) is to visualize the tube passing between
the vocal folds. This is true provided the patient is adequately anesthe-
tized. More induction drug(s) may need to be administered to allow
safe and adequate visualization of the oropharynx. A physiologic/
mechanical method to verify correct ETT placement is via end tidal
carbon dioxide (ETCO2
) measurement. Esophageal intubation would
produce little to no change in the CO2
values or even a waveform
versus tracheal intubation, which should yield normal values and
waveforms. Other visual methods of verification are susceptible to
false-positive interpretation. Esophageal intubation will cause positive
results, including presence of humidity inside the tube, thoracic and/
or abdominal ventilatory movement in patient, inflation/deflation of
reservoir bag coinciding with thoracic/abdominal movement and
the animal remaining anesthetized, which will all also occur with
proper ETT placement. Patients receiving heavy sedation/induction
medications will appear properly anesthetized even with esophageal
intubation. Generally, immediately after induction animals experi-
ence little painful stimuli during surgical preparation and most will
appear adequately anesthetized regardless of ETT placement. Even
patients with proper ETT placement can appear to have the ETT in
the esophagus due to lack of depth of anesthesia. This typically occurs
when rotating them from one-sided recumbency to another. When
in doubt, always visually verify ETT placement. It never hurts to re-
intubate because this will eliminate many other potential physiologic/
anesthetic issues such as a kinked/plugged ETT, one-sided bronchial
intubation and a too small ETT. Visualization of proper ETT placement
will not let you down, other methods will (except ETCO2
, if CO2
values
are abnormal this will likely also cause you to visually check ETT place-
ment and possibly re-intubate).
Submitted by Matthew Panarella, DVM, Johnson College, Scranton, Pennsylvania
QuickTips
In or Out: Verifying Correct Placement of Endotracheal Tubes
10 Journal of the Association of Veterinary Technician Educators
11. The proposed Academy of Veterinary Technician Specialists in Educa-
tion (AVTSE) values quality in education, professionalism, career devel-
opment and leadership. The Vision of the AVTSE is to be the leading
organization that:
• Guides veterinary technicians in the education profession with the
knowledge and skills to further opportunities provided to learners
• Offers a framework to interested veterinary associations, facilities and
practices in an effort to raise the standards of training and educa-
tional endeavors
• Is an evolving entity that rises to meet the educational and technical
challenges that face educators and learners
• Influences and supports veterinary technicians in their goal of edu-
cational career advancement and acts as a guide in that growth
Our mission is to provide resources that elevate the skills, knowledge and
professionalism of veterinary technicians in the education profession by
igniting and maintaining passion throughout their educational careers.
The organizing committee (OC) is hard at work developing the guide-
lines for earning the Veterinary Technician Specialist (VTS) designation
in education. Applicants will be expected to document advanced and
continuing education, both in technical areas and in education, and
they are expected to be active in publishing and speaking. Additional
documentary evidence will include instructional design plans prepared
by the applicant. An examination will be required for those who meet
the portfolio documentation requirements.
The members of the organizing committee are:
• Rebecca Rose, AAS, CVT (co-chair)
• Margi Sirois, EdD, MS, RVT, LAT (co-chair)
• Carrie Jo Anderson, MS, CVT
• Mary Berg, BS, RVT, VTS (Dentistry)
• Kara Burns, MS, Med, VTS (Nutrition), VTS-H (Internal Medicine, Dentistry)
• Julianne Evenhus, CVT, CFE
• Aggue Kiefer, LVT
• Dennis Lopez, Med, B Sci, LVT
• Heather Prendergast, RVT, CVPM
• Lori Renda-Francis, PhD, LVT
• Jennifer Serling, CVT, BS Vsc
• Marianne Tear, MS, LVT
The OC conducted a needs analysis and strong support exists for devel-
opment of the specialty. Of the hundreds who responded to the sur-
vey, nearly 80 percent indicated they would pursue the specialty once
approved by NAVTA. The OC anticipates forwarding a formal petition
for specialty recognition to the NAVTA Committee on Veterinary Techni-
cians Specialties (CVTS) by the summer of 2015.
The NAVTA CVTS was formed in 1994 and is recognized by the Ameri-
can Veterinary Medical Association. The CVTS provides guidelines to
veterinary technician organizations to facilitate the formation of a
specialty organization. Academies develop advanced pathways that a
candidate must follow and complete in order to be awarded the desig-
nation of VTS in their specific discipline.
An academy designates veterinary technicians receiving recognition as
a specialty and is restricted to credentialed veterinary technicians, who
must complete a formal process of education, training, experience and
testing to qualify.
More information on the proposed Academy of Veterinary Techni-
cian Specialists in Education can be found at www.avtse.org and on
Facebook at www.facebook.com/VTSEdu.
New Proposed
Veterinary Technician Specialty
Academy of Veterinary Technician Specialists in Education
by Margi Sirois, EdD, MS, RVT, LAT
Recognizing the need for advanced education and training for those veterinary technicians that not only
have to keep current medical knowledge and skill but also focus on improving their skills as educators,
a group of veterinary technicians has proposed a new veterinary technician specialty for education. The
group has diverse representation from veterinary technicians who serve primarily as educators in a variety
of settings in academia and industry.
Journal of the Association of Veterinary Technician Educators 11
12. Abstract
Objective: To identify methods of success or elements of facilitation for
veterinary technology internships, preceptorships or practicums that
produce student satisfaction and successful transfer of learning that
may be useful to new program developers. Methods: Literature was
reviewed from the American Veterinary Medical Association program
accreditation information and compared to educational program
development theory. Surveys were sent to program educators and
graduates regarding elements of program structure. Results: Qualitative
results show there is agreement from all sources that practicum experi-
ences are a valuable tool in providing transfer of learning. Commonly
noted key elements that may lead to success include student choice of
practicum site, appropriate assessment of a practicum site in terms of
case load and relevance to the need for skill practice, and instructor or
mentor engagement throughout the practicum experience.
Key Words: Veterinary technology, internships, preceptorships, practicums,
transfer of learning
Introduction
The work that the American Veterinary Medical Association’s (AVMA)
Committee on Veterinary Technician Education and Activities (CVTEA)
has done through its accreditation process for Veterinary Technology
programs provides standards of learning with clear learning out-
comes referred to as “Essential Skills” that leave little room for variation
in curriculum.1
Additionally, the accreditation standards require that
students spend a minimum of 240 hours in the practice setting as
part of the curriculum, referring to this experience using terms such
as internships, preceptorship or practicums.1
For purposes of this paper,
the term practicum will be utilized. However, while practicums are
required, how they are implemented is not dictated.1
The purpose of
the practicum is directly related to making the connection between
Essential Skills and their application in the real world, and the AVMA
What Makes Internships,
Preceptorships and Practicums Work?
by Margaret Wheeler, LVT
Dr. Sarah Proctor, program director for the Veterinary Technician pro-
gram at the University of New Hampshire, shared a similar list of pre-
dictors of good practicum sites, adding that it is important to consider
clinic caseloads and seasonal issues that may make it difficult for stu-
dents to get the intended depth of experience.
Sam Craddock, LVT, instructor at Windward Community College in
Hawaii, suggested it is important to consider the personality of the
student in practicum placement, making sure students are placed in
large or small facilities according to the same learning style character-
istics noted by Varnhagen and Wright.3
Vicki McLain, CVT, LATg, instructor for Penn Foster, commented, “In my
opinion, mentoring is extremely important. Students going through
the practicums need to be able to feel that they are out there doing
their skills. For students that have never worked in the field, this can be
a very intimidating experience.”
Megan Brashear, CVT, education director at Dove Lewis, provider of educa-
tional videos, feels “an ‘ideal environment’ will make or break a practicum,”
and agrees practicum sites must respect the value of the credentialed
technician. She suggests the “point person” is best positioned to provide a
mentoring relationship and that by encouraging case study assessment,
helping students see connections between clinical signs and lab work, pro-
cessing interpersonal issues, and preparing for job interviews, the mentor
can greatly impact the veterinary technician’s professional development.
12 Journal of the Association of Veterinary Technician Educators
highlights this by saying, “Whenever possible, animal nursing skills
should be developed in a setting and under conditions that are a
reflection of the manner in which graduates will use these skills.”1
The
AVMA also refers to the importance of providing a curriculum that
“will inspire the student to continue life-long learning.”1
While it may
be possible to get students out into practices to experience the appli-
cation of skills, the word “inspire” seems particularly important and
may be pivotal in determining the recipe for a good practicum expe-
rience. Further, responses from educators and graduates surveyed for
this study suggest that how practicums are implemented may play a
role in how students feel about their ability to demonstrate transfer of
learning and in how they view the value of their educational program
in general.
Educators building programs for adult learners should include consid-
eration of best practices. Caffarella and Daffron, in their text, Planning
Programs for Adult Learners, support the pedagogy of well-designed
practicums and provide guidelines supportive of developing curricu-
lums.2
Caffarella and Daffron define transfer of learning and the purpose
of practicums by saying, “As appropriate, instructors assist participants
in examining how the new knowledge, skills, problem-solving and
problem-finding capabilities, beliefs, or feelings they have learned can
be applicable to their lives”.2
These authors then describe the “Five key
transfer of learning strategies”as the following:
1. Engaging learners in identifying activities that will help them
transfer learning
2. Letting learners practice what they’ve learned in the classroom
3. Using learning techniques to enhance learning transfer
4. Letting learners devise ways to improve where they are weak
in learning
5. Ensuring that learners have a system in place to support ongoing
transfer of learning2
13. Journal of the Association of Veterinary Technician Educators 13
Connecting these strategies with the experience and intent of the
AVMA, it becomes clear that a well-designed practicum experience
could facilitate transfer of learning as described by Caffarella and Daf-
fron, but it points to the need for involvement of the practicum instruc-
tor to support students in strategy engagement.2
Learner characteristics and learning style are additional dynamics
that adult educators must consider in administering curriculum.2
Varnhagen and Wright, in the reporting of their study on veterinary
technician learning styles, provide detail comparing online students
to those who attend face-to-face programs demonstrating that the
typical online student has a greater internal locus of control and is
a better independent learner.3
Face-to-face programs in veterinary
technology are better positioned to support students who are less
independent in terms of completion of the on-campus course work,
while, generally speaking, online programs are accessed by students
with a more independent learning style, according to the work of
these researchers.3
This suggests that face-to-face programs need to
be more attentive to supporting the student in his or her transition
into the practicum experience, while online students may inherently
be more able to do so with less support.3
The educational theory certainly supports the practicum experience
as good pedagogy and the involvement of the instructor as neces-
sary to support transfer of learning, but other elements to consider
are noted by both educators and graduates surveyed. While there are
some unique elements noted by each group, commonly noted by
both groups is the element of mentorship. Caffarella and Daffron define
mentoring as “An intense, caring relationship in which someone with
experience works with a less experienced person to promote both pro-
fessional and personal growth.”2
This definition leads to questions about
how realistic it would be to attempt to construct this relationship for
every student. However, if students of less independent learning styles,
as described by Varnhagen and Wright, can be identified perhaps the
energy spent in seeking out and facilitating this relationship for those
students would lead to greater student learning and satisfaction.3
Materials and Methods
With an understanding of the educational theory supporting the peda-
gogy of the AVMA’s standard requiring practicums and the importance
of the role of the instructor, the next step in identifying best practices in
practicum development is to learn from experienced program directors
and program graduates. To gain insight from experienced veterinary
technology educators, emails were sent to program directors, instructors
and educational professionals asking for thoughts about how important
practicum experiences are, what makes a successful practicum and
whether mentoring is important to that experience. To assess graduate
perception of practicum experiences, a survey was sent out nationally by
a Web link to veterinary technicians through state associations, program
faculty members and Facebook groups, with 135 responses received.
Results
Input from Program Directors and Educators (Included with Their Permission)
Dr. Pete Bill, who has been designing online and face-to-face vet-
erinary technology programs at Purdue University since 1990, was
generous in sharing his rich experience. Dr. Bill provided the follow-
ing guidance on what he believes to be elements of a successful
practicum arrangement:
• Team members at prospective sites must have respect for the impor-
tance of credentialed technicians as part of the veterinary team
• The student must be actively engaged and passionate about the pro-
fession and about their role in working with the practicum site team
14. Input from Graduates
Survey questions and responses are provided below.
Question 2
Who Arranged Your Practicum Site?
Question 4
Veterinary Technician National Exam Status
Question 5
Did You Experience a Mentor Relationship During Your Educational Experience?
Arranged by
faculty
Arranged by
student
Not defined or
at current job
Passed first attempt
Passed after multiple
attempts
Took VTNE but haven’t
passed yet
Haven’t taken VTNE but
plan to
Don’t plan to take VTNE
Yes — a faculty member played a mentor-like
role in my educational development
Yes — faculty facilitated in arranging a practi-
cum experience with a veterinarian or techni-
cian who played a mentor-like role in my
educational development
Yes — I arranged a practicum experience with a
veterinarian or technician who played a mentor-
like role in my educational development
Yes — as a result of my educational experi-
ence, I worked with a veterinarian or techni-
cian who played a mentor-like role in my
educational development
No — mentoring did not play a role in
my educational process, but I think it
would have made my educational experi-
ence more meaningful
No — mentoring did not play a role in my
educational process, and I don’t think it would
have impacted my educational experience
Comments: Respondents suggested graduates take the VTNE quickly, encouraging group study-
ing, using practice tests and recognition of the need for rigor in the program.
Comments: Experienced students reported that they felt mentoring was not necessary, but others
described the value of mentoring using words such as “friend status,” “took me under their wing,”
“lifelong mentors,” and “still in touch with them today and still depend on their advice.”
Question 6: Would you like to share any
thoughts on your veterinary technology edu-
cational experience with regards to what best
supported your learning and your ability to be
successful on the VTNE? (83 responses) A sam-
pling of comments representing common themes
is provided:
“I would have loved a mentor during my extern-
ship that was with me all the time, explaining
how things worked and offering to let me try
things instead of me having to ask to do things.”
“If my classmates and I didn’t have each other,
some probably wouldn’t have passed classes let
alone the national exam.”
“Although I didn’t enjoy my classroom time,
the practicum was amazing. Those six months
were essential in creating a strong foundation
for my career.”
“Mentor program would have helped.”
“Working in the field and having prior on
the job training helped me correlate theories
and knowledge I learned in the class with real
world situations.”
“My college did a great job at getting me fully
ready to take the exams, but I wish I had some-
one who was willing to help me during my
externship instead of treating me like just a stu-
dent and someone who was in the way…”
14 Journal of the Association of Veterinary Technician Educators
“My mentors were a huge reason as to why I
was successful.”
“They make sure you not only have the knowl-
edge and skills but also support and help you
build confidence in yourself.”
“They did not emphasize hands-on skills or even
the ability to talk to clients because they were
concerned with having a 100 percent pass rate
on the VTNE.”
“The program required a lot of self-drive and
motivation, and the faculty were too busy to
mentor in a one-on-one situation that most
students need.”
12%
4%
84%
Question 1
Did You Attend a Face-to-Face or Online Program?
Online program
Face to face
Hybrid or mul-
tiple programs
13%
21%
66%
Question 3
Was Your Practicum Experience More
Optimal or Negative?
Optimal
Negative
Mixed experience
or changed loca-
tions
27.41%
6.67%
14.81%
11.85%
31.85%
7.41%
83%
3%
4%
6%
4%
29%
58%
13%
15. Journal of the Association of Veterinary Technician Educators 15
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• The student must be counseled in the importance of maintaining a
positive and professional attitude even in the face of negativity
• The student will learn most when they are challenged and able to
seek solutions independently, helping them to build confidence
Dr. Bill suggests students “try out”practicum sites to test the learning
environment. The veteran educator states, “A predictor of a potentially
excellent experience would be one where there is the opportunity
for challenge and there is that mentor or advocate who will provide a
sounding board for the student’s questions/concerns and will provide
just the right amount of push to keep them on track without crushing
or supplanting their self-motivation with regimentation.”He adds that
while everyone would agree that mentoring sounds great, defining
the term warrants further study. Responses from other educators point
out that mentor relationships can be a positive influence, or they can
potentially be catastrophic. (See responses in sidebar on page 12.)
Discussion
Although limited, educator and student responses provide a glimpse at
supportive practices for arranging practicums that may provide some
direction for those developing new programs. A few practices for new
program developers to consider include:
1. Instructor involvement should include assessment of student learning
style and conversations with the student about what type of practice
might be most appropriate for his or her practicum experience.
2. Both educators and graduates provided feedback suggesting that
student arrangement of practicum sites is ideal but that best prac-
tices would suggest students should first “try out”the site chosen to
better assess the learning environment.
3. Literature regarding practicum work supports continued involve-
ment of the instructor with the student during the practicum
to support transfer of learning or to make changes if necessary.
If, for instance, the practice did not have the necessary caseload
or a supervisor who is able and willing to engage the student as
originally agreed, the instructor could facilitate making a change of
practicum site with the student.
4. Considering student response on mentoring, if, rather than hap-
pening by luck or by accident, educators are able to identify a pool
of engaging mentors particularly for students who are not yet fully
independent learners, they may be more likely to graduate well-
developed, confident veterinary technicians who feel well served by
their programs of study.
The alacrity and the intensity of the responses received suggest this is
a topic of importance to both educators and students. Further study
would be useful in identifying common characteristics of those identi-
fied by graduates or students as good mentors.
References
1. American Veterinary Medical Association. The AVMA Committee on Veterinary
Technician Education and Activities (CVTEA) accreditation process. www.avma.
org/ProfessionalDevelopment/Education/Accreditation/Programs/Pages/cvtea-
process.aspx. Accessed February 22, 2015.
2. Caffarella, R.S., Daffron, S.R. Planning Programs for Adult Learners: A Practical
Guide. San Francisco, CA: Jossey-Bass; 2013
3. Varnhagen, C., Wright, D. Learning characteristics of veterinary technology
students in a distance-education and an on-campus program. Journal of Veteri-
nary Medical Education. 2008; 35(3), 449-455. Retrieved from http://utpjournals.
metapress.com/content/P58P11466G012084. Accessed February 22, 2015.
Join us for a weekend of networking and education! Don’t
forget to register early by June 30.
For more information and a complete list of sessions and
speakers, please visit www.avte.net.
2015 AVTE Symposium
July 31-August 2, 2015
Niagara Falls, Ontario
16. In January 2015, Drs. Sabrina Timperman and Lisa Schenkel, members of
the Mercy College Veterinary Technology Program faculty, traveled with
10 students and two alumni to the Cayo District in Belize, where they
volunteered at the Belize Wildlife and Referral Clinic (BWRC). Cofounded
as a nonprofit facility by Dr. Isabelle Paquet-Durand and her husband,
Justin Ford, the mission of the BWRC is to rescue and provide veteri-
nary care for wildlife, as well as offer education in wildlife medicine and
conservation for future generations. Mercy College, a private nonprofit
college in New York, is committed to provide educational experiences
that transform students into lifelong learners who act responsibly and
ethically in a changing world. At BWRC, the Mercy College students had
a unique opportunity to participate in the care of injured, rescued, cap-
tive and confiscated wildlife species of Belize, as well as to learn about
important issues regarding wildlife rehabilitation and the impact it has
on the local community. Because of the clinic’s hands-on approach and
commitment to wildlife conservation and education, BWRC provides an
educational experience that can transform students into global citizens.
This study-abroad experience is part of a course entitled Global Veteri-
nary Experiences, a three-credit elective that students can take in their
spring semester. Developed by Drs. Timperman and Schenkel in the
spring of 2014, the goal of
this course is to provide
students with hands-
on clinical and research
experience with wildlife,
as well as to expand their
cultural awareness. Each
year, faculty members and
students travel to a foreign
country to volunteer at a
project or facility engaged
in wildlife medicine and
conservation. The course
consists of three compo-
nents — pre-travel classes,
on-location fieldwork and post-travel classes. The pre-travel component,
worth 20 percent of the students’final grade, included a graded Pow-
erPoint presentation on articles provided by the BWRC and a presenta-
tion on research the students completed prior to the trip to Belize. The
students met for eight in-class lectures during the fall semester. During
these sessions, topics that were discussed included population dynam-
Global Veterinary Experiences
by Sabrina Timperman, DVM, and Lisa Schenkel, DVM, Faculty
Members at Mercy College in Dobbs Ferry, New York, in the
Veterinary Technology Program
Mercy College Students Making a Difference Around the World
16 Journal of the Association of Veterinary Technician Educators
Evie Tochterman at the San Ignacio Hotel’s
Green Iguana Project
Caroline Sutch, Mary Gardner, David
Arias, Samantha Minnigan, Samantha
Martinez, Anthony Aponte, Ralph Guti-
errez, Stephanie Paff, Evie Tochterman,
Stephanie Acosta, Dr. Isabelle Paquet-
Durand, Dr. Sabrina Timperman and Dr.
Lisa Schenkel on a boat headed toward
ARCAS, a wildlife sanctuary in the Peten
region of Guatemala
17. Journal of the Association of Veterinary Technician Educators 17
ics, normal physical exam findings, injuries and illnesses of local Belizean
wildlife, conservation efforts, and the impact of global environmental
changes on wildlife and local communities. Students were required to
research these topics, along with information concerning Belize and its
people, flora and fauna, and present them to the class prior to the trip
to Belize.
During their time at the BWRC in Central Farm, Belize, the students
attended lectures on topics such as the mission, purpose and history of
the BWRC; anatomy and physiology; handling and physical examination
of native wildlife; and wildlife conservation efforts in Belize. In addition,
the students participated in all aspects of veterinary care, from physical
exams to calculating medication doses and providing nursing care for
hospitalized patients. Dr. Paquet-Durand is an extremely knowledge-
able, enthusiastic and patient teacher. She provided the students with
guidance while still allowing them independence for problem-solving
on their own.
While Dr. Paquet-Durand kept the students busy at the BWRC, her
husband, Justin, arranged for guest speakers to come speak with the
students on a variety of topics ranging from wildlife diseases to socioeco-
nomic issues in Belize. The students were also required to interview these
speakers about their perspective on how anthropogenic impacts to the
environment are affecting the local community and wildlife in Belize and
use what they obtained in these interviews to help shape and form their
own opinions regarding anthropogenic impacts. They then incorporated
these ideas, as well as some videos and quotes, into their final project.
Justin, in addition to providing speakers, also arranged day trips to places
such as the Belize Zoo, where the students participated in a behind-the-
scenes tour that exposed the students to the zoo’s conservation efforts
with local fauna and flora. At a green iguana project, the students per-
formed physical exams, noting any abnormalities, and treated over 60
captive iguanas for ectoparasites. Any iguana that needed further care
was brought back to the hospital for treatments that were completed by
the students under the direction of the veterinarian. Treatments included
everything from fluids and antibiotics to assisting in surgical debridement
of a wound. While at ARCAS, a wildlife sanctuary in the Peten region of
Guatemala, students treated patients and learned about the challenges
of species reintroduction. When visiting the Mayan ruins in Tika, students
learned about the regional history and culture. Overall, these experiences
provided students with the opportunity to practice their clinical skills
while opening their minds to new ideas and another culture. To properly
assess this on-location fieldwork portion of the course, worth 50 percent
of their final grade, the instructors used graded practicums, participa-
tion scores, professionalism behavior scores, graded interview questions,
graded video journals and reflective entries.
After returning from Belize, the students and faculty members, in the
post-travel portion of the course, met for debriefing regarding their expe-
riences. Discussions centered on processing both the positive and chal-
lenging aspects of the trip, as well as how to improve or strengthen the
study-abroad experience. In addition, they continued their research on
anthropogenic impacts to the environment, such as climate change, hab-
itat conversion, forest fragmentation and human-wildlife conflict and how
these impacts affect wildlife and communities. Their post-travel assign-
ment was to create a digital story encompassing their research; their own
personal reflections; and what they witnessed while in Belize. Drawing
their own conclusions on how anthropogenic impacts are affecting
wildlife, individuals and the larger community, both in Belize and more
globally, these digital stories provided the watcher with a glimpse into
the lives of both animals and people in this region of Central America, as
well as the creator’s perspective on these global issues. The post-travel
component, worth 30 percent of the students’final grade, consisted of a
graded research paper, a script and a final project. The final project, the
culmination of all their work, the digital story was assessed using a rubric
created by the instructors that evaluates digital projects.
By gaining this global experience, the students have the opportunity
to glimpse into another region’s culture, history, flora and fauna. They
witness firsthand how changes in the environment, both natural and
man-made, affect wildlife, the local ecosystem and the more global
environment. Allowing students to see connections between seem-
ingly unrelated areas strengthens their appreciation of the intercon-
nectedness of the planet. One of the students who took the course,
Anthony Aponte, a senior, had this to say about the experience: “The
Belize trip was an amazing eye-opening experience that helped not
only expose us to other aspects of veterinary medicine but also to how
different cultures adapt and provide care for both animals and people
with the resources they have — resources that are affected by changes
occurring both locally and abroad.”To be a global citizen, students must
understand that the problems facing other nations are not solely the
responsibility of one country. It is imperative that students appreciate
that what happens in one area affects all regions of the globe. It is the
belief of the Mercy College Veterinary Technology Program that, as edu-
cators, it is our charge to prepare students to take on these challenges
and have the confidence, perseverance and knowledge to ultimately
make a difference in the world.
Dr. Isabelle Paquet-Durand and Mercy Col-
lege students Evie Tochterman and Stephanie
Acosta examining a turtle
18. Now that we have your attention...
get the Association of Veterinary Technician Educators members’
attention in their magazine.
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