Ministry of Science, Innovation and Higher Education

Transcription

FACULTY OF HEALTH AND MEDICAL SCIENCE
UNIVERSITY OF COPENHAGEN
VETSCHOOL
SCHOOL OF VETERINARY MEDICINE AND ANIMAL SCIENCE
AVMA COE Accreditation
2015 Self-Study Report
List of Content
- LIST OF ABBREVIATIONS
- EXECUTIVE SUMMARY
1. ORGANIZATION ........................................................................................................................... 1
2. FINANCES ...................................................................................................................................... 5
3. PHYSICAL FACILITIES AND EQUIPMENT .............................................................................. 9
4. CLINICAL RESOURCES ............................................................................................................. 16
5. INFORMATION RESOURCES.................................................................................................... 20
6. STUDENTS ................................................................................................................................... 22
7. ADMISSION ................................................................................................................................. 28
8. FACULTY ..................................................................................................................................... 31
9. CURRICULUM ............................................................................................................................. 34
10. RESEARCH PROGRAMS .......................................................................................................... 40
11. OUTCOMES ASSESSMENT ..................................................................................................... 42
Report prepared for the AVMA site-visit April 26th-30th, 2015
LIST OF ABBREVIATIONS
Absalon
UCPH Learning Management System
ANIHWA
Animal Health and Welfare
BSc
Bachelor of Science
CLAB
Central Laboratory for Clinical Pathology
CT
Computed tomography
CULIS
Copenhagen University Library Service
CVO
Chief Veterinary Officer
DOCS
Direct observation of clinical skills
DVM
Doctor of Veterinary Medicine
EAEVE
European Association of Establishments for Veterinary Education
ECEIM
European College of Equine Internal Medicine
ECTS
European Credit and Transfer (and Accumulation) System
ECVCP
European College of Veterinary Clinical Pathology
ECVS
European College of Veterinary Surgery
Eduroam
Common pan-European university wireless network
EFSA
European Food Safety Agency
EU
European Union
EVA
Danish Evaluation Institute
FTE
Full-Time Equivalent
HEALTH
Faculty of Health and Medical Sciences
ICU
Intensive Care Unit
IKVH
Department of Veterinary Clinical and Animal Science
IPH
Department of Large Animal Sciences
IVS
Department of Veterinary Disease Biology
KOT
KUnet
LA-TH
MCQ
MOOC
MSc
OHS
OSCE
POMR
REX
SCIENCE
The National Coordinated Admission System
Copenhagen University Intranet
Large Animal Teaching Hospital
Multiple-choice question
Massive Online Open Courses
Master of Science
Occupational Health and Safety
Objective Structured Clinical Examination
Problem-oriented medical record
CULIS library catalogue
Faculty of Science
SPECT
SPS
STADS
SU
Single-photon emission computed tomography
Special Educational Support
National Student Registration System
Danish State Educational Grant and Loan Scheme
SUND
The Danish abbreviation for HEALTH
UCPH
University of Copenhagen
UH-CA
University Hospital for Companion Animals
VETSCHOOL
School of Veterinary Medicine and Animal Sciences
VMF
Danish Association of Veterinary Students
EXECUTIVE SUMMARY
The overall mission of School of Veterinary Medicine and Animal Sciences (VETSCHOOL) at the Faculty
of Health and Medical Sciences (SUND) is, based on research, to educate highly qualified veterinarians to
serve society through the continuous improvement of animal and human health. These veterinarians have
knowledge of basic animal science, disease biology, diagnosis, treatment and prevention of animal diseases
and food safety.
The specific objectives are:
 to provide students with the qualifications necessary for authorization as a veterinarian in Denmark
 to provide students with the necessary qualifications to diagnose and treat diseased animals,
including animals with communicable diseases, to prevent diseases, to evaluate animal welfare, to
undertake food inspection and professional functions within food safety, environmental protection, ,
and to undertake other professional functions where veterinary competencies are relevant
 to provide students with the necessary qualifications to independently maintain and develop their
professional and scientific competencies through lifelong learning
 to provide students with the necessary qualifications to identify, describe and solve or handle
complex veterinary problems
 to provide students with more comprehensive knowledge, skills and competencies within a given
veterinary curriculum tracking
 to provide students with the necessary qualifications to meet the day-one competencies described by
EAEVE and AVMA
 to provide the knowledge, skills, values, attitudes, aptitudes, and behaviors necessary to address
responsibly the health and well-being of animals in the context of changing societal expectations
 to provide students with the necessary qualifications to pursue PhD studies
1. ORGANIZATION
The University of Copenhagen is an independent institution under public-sector administration and is
supervised by the Ministry of Science, Innovation and Higher Education (pursuant to the Danish University
Act). Since 2012 The University of Copenhagen has six faculties (fig.1.3.1). In 2012 the area of Veterinary
Medicine and Animal Science was separated from the former faculty of Life Sciences and was merged into
faculty of Health and Medical Sciences as School of Veterinary Medicine and Animal Sciences. The School
is afforded the same recognition, status, and autonomy as the other schools at the faculty and the new
organization has strengthened the identity of the School. The chief executive officer or School director is a
Veterinarian and also head of one of the departments and refers to the dean. All department heads, the two
hospital directors and the head of studies are veterinarians. All department heads refer to the dean, in
accordance with the Danish University Act.
2. FINANCES
The financial resources available to the VETSCHOOL have overall been quite stable over the years. The
VETSCHOOL has a high degree (approx. 60%) of basic funding from state appropriations, which provides a
solid economic foundation for the school and the veterinary education program. Moreover, basic funding is
to a high degree performance-based, so the VETSCHOOL has a possibility to increase revenues from state
appropriations. In addition the school is permitted to carry-over any revenue surplus at the end of each year
and is allowed to maintain its own reserves. Basic funding from the Danish Government to the Danish
universities is however decreasing, and an increasing part of research is funded by research grants. Till now
this situation has not impacted our VETSCHOOL negatively since we have been successful in reducing our
expenses and increasing our income. A weakness is that the Teaching hospitals have large capacity costs and
therefore are highly sensitive to decreasing funding, as capacity adjustment is difficult on short term.
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3. PHYSICAL FACILITIES AND EQUIPMENT
VETSCHOOL has excellent physical facilities including two new teaching hospitals of high standard.
The number of large classrooms for around 200 students is limited and shared with the Faculty of Science,
which sometimes is challenging the booking and planning.
4. CLINICAL RESOURCES
Both hospitals are new, well maintained, well equipped and offer a unique, well-functioning learning
environment for the students. Student participation in every aspect of the case management is considered a
major resource and students are allocated to as much hands-on involvement as their level of competency and
skills allow, always under the supervision of faculty and hospital staff. The Faculty‟s location in the
metropolitan area surrounded by a rural environment provides both a large caseload of primary and referral
cases for the University Hospital for Companion Animals, a large referral area for the University Hospital for
Large Animals and easy access to production farms, e.g. dairy cattle, pigs and mink. Thus, students graduate
with clinical competences in most areas of small and large animal practice.
5. INFORMATION RESOURCES
Faculty and students at VETSCHOOL have full access to the SCIENCE Library. SCIENCE Library is part
of Copenhagen University Library Service – CULIS. CULIS gives users access to more than 50 million fulltext journal articles, and > 0.5 mio. digital books, and to the collections of printed books and journals at the
CULIS libraries. In order to equip the veterinary students with basic information retrieval skills, the library
offers special workshops in information retrieval for veterinary bachelor students writing their theses. In
addition students are offered support and training in literature search including specific guidance for master
students within the student‟s own subject.
6. STUDENTS
The veterinary curriculum is 5.5 years. Since 2005, the education has been split in a 3 years program
(bachelor - BSc) and a subsequent 2.5 years MSc program leading to the DVM – degree. Prior to this it was
one united program.
In September 2009, a new curriculum was introduced. This has gradually taken over the 2005 curriculum.
Hence, the first students that were enrolled at the new MSc-program in September 2012 shall graduate from
the new curriculum in January 2015. In 2006 enrolment into the DVM program increased from 140 to 180
students per year, with the opening of the new Large Animal Teaching Hospital facilities at Taastrup
Campus in 2008 and the new Companion Animal Hospital facilities at Frederiksberg Campus in 2009, which
have been designed for a class size of 180 students.
Students enrolled at the Faculty of Health and Medical Sciences can access information on a range of
sources, including websites dedicated to: Student and Career Guidance, Student Services, International
Guidance, Curricula, Exam Schedules. The HEALTH Faculty service department for Studies and Students,
has the administrative responsibility for all major student related services at the faculty.
7. ADMISSION
The majority of students (Quota 1; normally 90%) at Danish university educations is by law enrolled solely
on the basis of their academic grade points from their university entrance exam. A minority (Quota 2;
normally 10%) is enrolled on the basis of other competencies than pure academic achievements.
Since 2008, the VETSCHOOL has had a ministerial exemption from the general admission rules, meaning
that 50 % of applicants are enrolled through Quota 1 and 50% through Quota 2. This admission procedure
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was implemented in order to enhance diversity of applicants and increase the awareness of rural veterinary
practice, veterinary public health and biomedicine among bachelor veterinary students. At the BSc-program
the yearly intake is 180 students; 90 students via Quota 1 and 90 students via Quota 2. The “Quota 2”
enrolment procedure includes pre-university performance admission test, and a structured interview.
The outcomes of the admission procedure are monitored each year with respect to the performance of Quota
1 vs. Quota 2 students (see Standard 11.2.c). In 2014, the Faculty of Health and Medical Sciences launched a
3 year project assessing the consequences of Quota 2 enrollment into the DVM, MD, Dentistry and
Pharmacy programs. On the basis of cohort studies of Quota 1 and 2 applicants from 2005 to 2014, the aim is
to propose new admission procedures to enhance diversity; lower attrition rates; and support better matching
of students to education. The project includes parameters as applicants‟ academic grade and social
background prior to admission; performance and personal well-being during study; and, carrier choice after
graduation. The project is led by the Head of Veterinary Studies. Based on the project outcomes and
recommendations, the VETSCHOOL may decide to alter the current enrollment procedures including the
ratio of Quota 1 to 2 students.
8. FACULTY
The Copenhagen VETSCHOOL has a highly qualified academic staff with sufficient expertise to deliver the
curriculum. The number of PhD positions and PhD students has increased to a very high level and the
number and the qualifications of support staff are high and sufficient to fulfil the mission of our school. A
weakness is that the number of residencies is limited. Overall the vast majority of the faculty is veterinarians
holding a PhD degree and a number of these are also board certified. The number of faculty is sufficient to
instruct 180 new students every year. Each year, all employees at HEALTH participate in a structured
performance and development review with their closest supervisor. The aim of the review is to focus on the
results of the employee, goals related to teaching and research, general job satisfaction and wishes for
professional development and continuing education.
9. CURRICULUM
The curriculum has been developed in order to fulfill the school mission and the more specific objectives
mentioned in the beginning. The curriculum thus comprises 5½ year, equivalent to 330 ECTS (credits; 60
ECTS per year). The student will obtain a solid foundation of veterinary and scientific knowledge and skills.
This includes the understanding of basics of science and ability to understand, retrieve, handle and critically
evaluate scientific data and literature, which is essential for supporting self-regulated learning after
graduation. Having completed the veterinary MSc program, the student is by law eligible to the Danish
Veterinary License, which is recognized by all European Union countries, and to pursue a PhD study.
The 2009 curriculum has been further adjusted in 2010, 2012 and 2014 to accommodate the educational
strategies of the VETSCHOOL and in response to outcomes assessment from several sources: the annual
course and curriculum evaluations, outcomes assessment by alumni and employers, specific inquiries and
suggestions from students and faculty to the Veterinary Study Board. All changes have been decided by the
Veterinary Study Board, processed in accordance with the Quality Assurance system (see standard 11),
approved by the VETSCHOOL and finally granted by the Dean.
10. RESEARCH PROGRAMS
University of Copenhagen is a research intensive university. In 2014 the University of Copenhagen was
ranked as number 45 on the Times Higher Education-QS ranking list. Additionally, the university
collaborates with some of the top research universities in the world through the International Alliance for
Research Universities. All faculty at the university are research active. The main focus of the research is in
the area of basic and applied research relevant for animal and human health, food production, and
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environment. Within the veterinary domain, there are many different research programs and projects.
Generally, these benefit the students greatly in attracting good academic staff and creating a study
environment with strong emphasis on research and innovation.
11. OUTCOMES ASSESSMENT
In all courses, students‟ outcomes are assessed in relation to the intended learning outcomes of the course,
either at a final course examination (i.e. all BSc-courses and most MSc-courses), during the course through
theoretical and practical course assignments, portfolios and compulsory participation (i.e. courses with
practical / clinical elements) or both (i.e. most MSc courses and clinical rotations).
Furthermore the VETSCHOOL follows the educational quality control procedures laid down by HEALTH in
order to ensure dynamic improvement of outcomes. The system can be summarized as follows:
 All courses are evaluated by students every year, and subsequently the course leader evaluates and
categorizes the course in one of 3 categories (A, B, C) on the basis of students‟ outcomes, students‟
course and exam evaluations and teacher‟s inputs regarding course outcome.
 If students‟ and/or course outcomes calls for improvement, the course leader evaluation report must
be accompanied with an action plan for improvement of the course.
 Course reports and possible action plans are forwarded to the respective Department Teaching
Committees for approval.
 The Director of Studies gathers all information about course outcomes and summarizes the
conclusions in a yearly Curriculum Status Report, which is discussed and approved by The
Veterinary Study Board.
 The Board makes final decisions on improvements of the curriculum including major changes in
individual courses. If major revisions of curriculum are planned, the revised curriculum is sent for
consultation to the VETSCHOOL, i.e. School Board, Head of Departments and External Advisory
Board, and Student Administration prior to final decision.
 The revised curriculum is forwarded to the Dean for final approval.
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1. ORGANIZATION
1.1 Provide a college mission statement for the undergraduate, DVM, or equivalent program
The overall mission of School of Veterinary Medicine and Animal Sciences (VETSCHOOL) at the Faculty
of Health and Medical Sciences (HEALTH) is, based on research, to educate highly qualified veterinarians to
serve society through the continuous improvement of animal and human health. These veterinarians have
knowledge of basic animal science, disease biology, diagnosis, treatment and prevention of animal diseases
and food safety.
The undergraduate education includes the commitment to provide instruction and clinical opportunities for
students in a wide variety of domestic species including both companion and production animals as well as
tracking opportunities in companion animals, equine clinic, herd health, biomedicine, One Health /
veterinary public health.
To ensure the outcome of the programs, a set of day-one profiles have been drawn up that list the academic
competencies that DVM candidates must have.
Additionally, the VETSCHOOL wishes to ensure a continuous provision of veterinary infrastructure of high
international standards to fulfil our educational and research mission.
1.2 Identify the body that accredits the university and the current status of accreditation
The veterinary program was evaluated by the Danish Evaluation Institute (EVA) in 1998 and at European
level by the EAEVE in 1988, 2001, and 2010. Detailed information about the European Establishments for
Veterinary Education and their Standard Accreditation Procedures (SOP) can be found at the website
http://www.eaeve.org . The Danish licensing authority for veterinarians - viz. the Danish Veterinary and
Food Administration under the Ministry of Food, Agriculture and Fisheries - has fully approved the Danish
veterinary program.
On 1 September 2007, the Danish Ministry of Science, Technology and Innovation established a new and
independent accreditation body - the Danish Accreditation Institution. The institution will accredit the
program in veterinary medicine at HEALTH in 2015.
1.3 Provide a flow chart indicating the position of the college of veterinary medicine in the university
structure and show lines of authority and responsibility, and give the names and titles of principal
university administrative officers related to the college
The University of Copenhagen (UCPH) is an independent institution under public-sector administration and
is supervised by the Ministry of Science, Innovation and Higher Education (pursuant to the Danish
University Act). Further information on the university management can be found here.
1
Figure 1.3.: Diagram of the administrative organization showing the Faculty in relation to the
University and ministerial structure
Ministry of Science, Innovation and Higher Education
University of Copenhagen
Rector Ralf Hemmingsen, MD, DSc, Professor
Vice Rector for education, Lykke Friis, PhD
Vice Rector for research, Thomas Bjørnholm, MSc, Professor
University Director Jørgen Honoré, MSc, BCom, MPA
Faculty of Theology
Dean Kirsten Busch Nielsen
Faculty of Science
Dean John Renner Hansen
Faculty of Law
Dean Jacob Graff Nielsen
Dean Ulf Hedetoft
Faculty of Humanities
Faculty of Social Sciences
Dean Troels Østergaard Sørensen
Dean Ulla Wewer
1.4 Provide a flow chart of the organizational design of the college listing names, titles (deans,
associate/assistant deans, directors, department heads, etc.), academic credentials, and assignments of the
college administrators.
Figure 1.4 The Faculty of Health and Medical Sciences (HEALTH) primary administrative officers
(Dean’s office/Executive Board):
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Dean Ulla Wewer, MD, Professor, DMSc
Figure 1.4.1Vice-Dean
: Faculty
organisation/
Educational
organization
for Education
Hans Henrik
Saxild, LicSc,
Docent
Vice-Dean for Research Birthe Høgh, MD, Professor, DMSc
Vice-Dean for external affairs Sven Frøkjær, MSc Pharm , Professor
Director of Faculty Arnold Boon, PhD, MSc Anim. Sci.
Faculty Service
Faculty management Forum
Director of Educations Bitta Nielsen
School of Veterinary Medicine and Animal Science
Academic Council
School Director: Birgit Nørrung, DVM, PhD
Educational Council
Chair: School Director
Faculty Collaboration Committee
Other members: Chair of Veterinary Study Board, Heads of
Veterinary Departments, Heads of Studies within the School,
Chairs of the Educational Committees of departments and a
student from each School education
Faculty Research Committee
Veterinary Study Board
• Peter Holm (Chair),
Head of Studies, Assoc.
Prof., PhD, DVM
• Charlotte R. Bjørnvad,
Prof., PhD, DVM
• Maria V Johansen,
Prof., PhD, DVM
• Stine Jacobsen,
Prof., PhD, DVM
• Christian F. Hansen,
Assoc. Prof. PhD, MSc
Anim. Science
• Mette O. Nielsen, Prof.,
PhD, MSc Anim. Science
• Bonnie E. Hoelstad
(Vice Chair), Vet stud.
• 3 other Vet stud.
• 2 Anim. Science stud.
Faculty Occupational Health and Safety
Committee
Dept. of Large Animal
Science
Head of Dept.,
Hans Henrik Dietz,
Assoc. Prof., PhD, DVM
Students Forum
External VETSCHOOL Panel of Employer
Representatives
Dept. of Veterinary
Clinical & Animal Science
Head of Dept.
Asger Lundorff Jensen,
Prof., PhD, DVM, DrVetSci
Chair Per Henriksen,
DVM., PhD, Chief Veterinary Officer,
Danish Veterinary and Food Administration
(12 members from major private practises, companies and
organisations employing DVM graduates)
Veterinary Admission
Committee
• Chair of Veterinary Study
Board
• Charlotte R. Bjørnvad,
Prof., PhD, DVM
• Julie Fjeldborg,
• Line E. Thomsen, Assoc.
prof., PhD, MSc. Molecular
Biology
• Bonnie E. Hoelstad,
Johannes Fogh, Vet.
students
Dept. of Veterinary
Disease Biology
Head of Dept.
Birgit Nørrung,
School of Medical Sciences
External Panel of Employer Representatives
School of Oral Health Sciences
School of Pharmaceutical Sciences
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School of Veterinary Medicine and Animal Sciences (VETSCHOOL) administrative officers:
As of February 2015, the key persons in the management of the veterinary programs can be seen from the
flow chart 1.4 above. In addition, the managers of the Veterinary hospitals are:
 Hospital Director, (IKVH), Companion Animals, Merete Holst Nissen, DVM
 Hospital Director (IPH), Large Animals, Susanne N. Olsen, DVM, PhD
Director of School of Veterinary Medicine and Animal Science (VETSCHOOL): VETSCHOOL is
managed by the Educational Council chaired by the School Director. The School Director, who must be a
veterinarian, is appointed by the Dean for a three-year period, upon recommendation from the VETSCHOOL
Educational Council.
The Heads of Departments are veterinarians and refer (according to the Danish University law) to the
Dean. The positions as heads of department are filled by a process of public advertisement and application,
both from internal and external applicants. Normally, the positions are filled with limited tenure of five years
with the possibility of a three-year extension once.
Each department is composed of sections with a Head of Section for each (see Appendix 1-A for details). A
comprehensive description of roles, relations and decision-making forums at the University of Copenhagen
in general, and at the Faculty of Health and Medical Sciences in particular, can be found here.
The Head of Studies is appointed by the Dean upon recommendation from the Board of Veterinary Studies
Pursuant to the Danish University Act, the Head of Studies “is responsible, in cooperation with the board of
studies, for the practical organization of teaching and tests and other forms of assessment forming part of the
exam.” Within the Faculty, the Head of Studies is Chair of the Study Board, with responsibilities as outlined
in Appendix 1-C.
Involvement of the veterinary profession and general public in the running of the VETSCHOOL:
The external “VETSCHOOL Advisory Panel of Employer Representatives” is set up in accordance with the
Danish University Act with special focus on the educational area. The members represent areas in which
graduates of the VETSCHOOL find work. Several members are veterinarians in leading positions, including
the Danish CVO (chairman). Statements from the panel contribute to ensuring that the graduates‟
competencies correspond to the current demand on the labor market.
1.5 Describe the role of faculty, staff, and students in the governance of the college and list the major
committees of the college, and their appointment authority
As members of study boards and educational councils, the faculty and students actively participate in
decisions impacting the development of the DVM program along with continuous course evaluations and the
ongoing dialogue between faculty and students, all students have the opportunity to voice their opinions. See
appendix 1-D for a detailed list of members of the respective committees described below.
VETSCHOOL Educational Council consists of the School Director, the heads of the three veterinary
departments, the chair of the Veterinary Study Board, the vice-chair of the Veterinary Study Board (always a
student), the Heads of studies of the study programs within VETSCHOOL, student representatives from the
major study programs and the chairs of the three veterinary departments‟ teaching committees. The
VETSCHOOL Educational Council processes and coordinates educational issues related to the
VETSCHOOL programs, taking into account strategic, educational and resource considerations. As chair of
the Educational Council, the School Director is responsible for the overall strategic development of the
VETSCHOOL programs. The main duties of the VETSCHOOL Educational Council appear from Appendix
1-B.
The Veterinary Study Board comprises an equal number of representatives of the academic staff and
students elected by and among the academic staff and students at the veterinary departments. The Veterinary
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Study Board is responsible for the day-to-day organization and development of the DVM program and
teaching activities. The main duties of the Veterinary Study Board appear from Appendix 1.C.
The Academic Council is composed of the Dean (ex-officio chairman), academic staff, PhD students and
BSc/MSc students. The Academic Council of the Faculty advises the Dean on the internal distribution of
funds, central strategic research questions and educational issues. The Academic Council awards PhD and
Doctor of Science degrees.
Committees at the Department level (Department Advisory Board, Occupational Health and Safety
Committee, Collaboration Committee). Each VETSCHOOL department has a Teaching Committee and an
Occupational Health and Safety Committee with members elected among students and staff. In addition each
department has a Collaboration Committee where staff members are elected and representatives from the
department leader group participate. The two latter committees are chaired by the Department Head.
1.6 If the college plans to change its current organization, provide a summary of those plans.
The present organisational plan with three Veterinary Departments was issued in 2012. An analysis of the
economy related to hospital service, educational program and research programs organization has been
initiated in the autumn 2014 and this analysis may or may not result in organizational changes.
2. FINANCES
Overview
The principal revenue of VETSCHOOL are:
 State appropriations (also called basic funding)
 Clinical revenue from clients of the teaching hospitals
 Research grants, including 100% of the overhead funding. The major grant sources are Danish research
councils, European Union research programs, private foundations and the industry.
 Other revenues (e.g. diagnostic revenues)
In Denmark, higher education is primarily funded by state appropriations (see Appendix 2 for more details
on university funding in Denmark). The Danish government does not allow tuition fees in higher education
for Danish and EU citizens. State appropriations are divided according to fixed allocation principles between
the university level, the faculty level, and the school /departmental level depending upon the area for
expenditures:
 The university level is responsible for all building costs (rent and maintenance) and the central
university administration (including group finance, accounting, payroll, etc.)
 The faculty level is responsible for facility management and faculty shared services (including faculty
finance, student administration, examination costs, it-services, etc.)
 The school/departmental level is responsible for all direct costs of education and research.
In addition, the VETSCHOOL receives all clinical revenues, revenues from research grants (including 100%
of the overhead funding) and other revenues.
VETSCHOOL has autonomy in the management of positions. The hiring process of full professors and
associated professors is completed after approval of the Dean‟s Office, whereas VETSCHOOL is responsible
for all other hiring. VETSCHOOL has the ability to create new faculty and staff positions at will, subject to
availability of funds.
The annual budget process comprises both a top-down and a bottom-up process. In the top-down budget
process, the Dean decides, after due discussion with the department heads, on a preliminary allocation of the
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state appropriations to the schools/departments. The Dean ensures the funding balance between the four
schools at the Faculty of Health and Medical Sciences. In the bottom-up budget process, the departments
must budget all expected costs and revenues. The School Director oversees the budgeting of the costs of
education. Finally, after a budget negotiation process, the Dean decides the final allocation of the state
appropriations and approves the budget of the departments and schools. The departments and schools have to
forecast their revenues and expenditures on a quarterly basis. The forecasts are subject to financial
controlling of the faculty financial department. The VETSCHOOL is permitted to carry-over any revenue
surplus at the end of each fiscal year, but is also responsible to absorb any budget deficits.
2.1. Complete Tables A and B for the past five years and analyze the trends for each category
Tables A and B show all expenditures and revenues of the veterinary education programs, teaching hospitals
and veterinary research activities, including a proportion of the faculty expenditures for shared services and
facility management. However, the university expenditures for building costs (rent and maintenance) are not
included in Table A and B. Figure A and B illustrate the 5 year trend.
Table 2.A: Total expenditures for immediate 5 fiscal years – direct and indirect expenses (1,000 USD)
Fiscal
Year
2009
2010
2011
2012
2013
% change
Instruction
27,920
28,568
30,033
27,183
29,324
5%
Academic
support
14,981
14,893
13,607
12,898
13,149
-12%
Student
Services
1,676
1,728
1,649
1,562
1,723
3%
Services of Educational Activity
Other
Other
TOTAL
Teaching
Diagnostic
Unsponsored Sponsored Sponsored
Sponsored Ext. & Public
DIRECT
Hospital
Lab
Amount
Type
Student Aid Student Aid
Research
Activity
Services
EXPENSES
6,145
212
1,461 pharmacy
0
0
9,785
2,125
75
64,381
5,534
196
1,427 pharmacy
0
0
11,103
2,018
100
65,568
5,423
145
698 pharmacy
0
0
11,689
813
48
64,105
6,198
447
34 diagnostic imaging
0
0
11,609
1,839
174
61,944
6,539
504
24 diagnostic imaging
0
0
11,505
277
196
63,241
6%
138%
-98%
18%
-87%
162%
-2%
Note: VETSCHOOL does not and is legally not allowed to provide any student aid, because tuition at Danish Universities is free, and support for
students' living costs is awarded by the State Educational Grant and Loan Scheme (Danish acronym: SU).
Table 2.B: Total revenues (sources of funds) from all sources for immediate 5 fiscal years (1,000 USD)
Fiscal
Year
2009
2010
2011
2012
2013
% change
State
Appropr
40,276
41,592
41,270
39,194
37,708
-6%
Is tuition
estimated
amount?
Tuition &
Fees
Benefits
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Sponsored
Endowment
Program
Income
Gifts for
Income/Cost
(current yr) Current Use
recovery
0
0
14,668
0
0
16,625
0
0
16,231
0
0
16,915
0
0
15,402
5%
Other
4,112
4,546
3,345
5,385
7,152
74%
Sales and Services
Other sources
Teaching
Diagnostic from sales &
Hospital
Lab
services
2,743
174
1,721
2,600
209
1,387
3,113
258
929
3,264
500
787
3,671
520
164
34%
200%
-90%
Reserves
and
Transfers
0
0
0
0
0
TOTAL
REVENUE
63,693
66,960
65,145
66,045
64,618
1%
Note: Tuition at Danish Universities is free, i.e. universities are not allowed to charge tuition fees. Endowment income and gift are very rare at Danish
universities.
Figure 2.A. Total Expenditures
Figure 2.B. Total Revenues
Instruction, Academic and Student Support – Expenditures in this category are directly related to the FTE
account at VETSCHOOL. For 2009-2013 VETSCHOOL has increased its faculty FTE involved in the
education programs, but has slightly reduced the number of support FTE. Expenditures in student services
have increased as the University of Copenhagen wishes to improve student services and the study
environment at the university.
6
Services of educational activity expenditures – Expenditures in VETSCHOOL‟s teaching hospitals have
increased with 6% over the period, related to an increase in the activities at the teaching hospitals. At the
same time, the teaching hospitals continuously strive to optimize hospital procedures in order to cut
expenditures. In the period, VETSCHOOL has invested in increasing its diagnostic lab activities.
Sponsored research and other sponsored activities – The VETSCHOOL has increased its sponsored
research activities in the period in accordance with the strategy of the University of Copenhagen to increase
the sponsored research activities in order to strengthen the education programs of the university and to
increase the contribution of the university to innovation and economic growth in the society in general.
Extension and public services – Expenditures in this category have increased in the period, but
VETSCHOOL only has a low level of activities in this category, mainly related to continuing education.
State appropriations have decreased in the period due to several factors:
 The Ministry of Higher Education and Research reallocates each year 2% of the basic funding for
education and research to a „restructuring fund‟, which is redistributed to the universities based on
performance measures (see also Appendix 2).
 The Ministry of Higher Education and Research has decreased the state appropriations to universities,
but increased overhead funding on grants from the Danish Research Councils.
 The University of Copenhagen has made considerable investments in the renewal and maintenance of
the university buildings, which means that the university has allocated an increasing share of the state
appropriations to finance the increasing building costs.
Sponsored and Other Program revenues have increased, mainly due to the increased overhead funding
from the Danish Research Councils. The decrease in Sponsored Program revenues from 2012 to 2013, and
similar decrease in expenditures, is due to the closure of a research centre (Danish Bilharziosis Laboratory)
at The Department of Veterinary Disease Biology.
Sales and service revenues from clients of the CA teaching hospital and the diagnostic laboratory have
increased due to an increase in the number of clients and to an increase in the price of the services. In 20102011, however, revenues stagnated and the similar expenditures decreased when the SA teaching hospital
was rebuilt. As a consequence, the activities at the Diagnostic Lab were reduced accordingly. In 2012 and
2013, both revenues and expenditures for those activities have soared again. The revenues from other sources
and the similar expenditures have decreased significantly due to the closure (outsourcing) of the pharmacy in
2011. Furthermore, the Animal Research Unit at the Department of Veterinary Disease Biology merged in
2012 with the Animal Research Facilities of the Faculty of Health and Medical Sciences and hence, these
revenues and expenditures are from 2012 no longer part of VETSCHOOL.
2.2. Comment on the strengths and weaknesses in revenues over the past five years
The VETSCHOOL has a high degree (approx. 60%) of basic funding from state appropriations, which
provides a solid economic foundation for the school and the veterinary education program. Moreover, basic
funding is to a high degree performance-based (see also Appendix 2), so the VETSCHOOL has a possibility
to increase revenues from state appropriations. Also, the University of Copenhagen as well as the Faculty of
Health and Medical Sciences has a high degree of transparency in the allocation of state appropriations,
based on well-defined allocation principles.
On the other hand, basic funding for education and research is decreasing, mainly due to the university
investment plan for the renewal and maintenance of the university buildings. Furthermore, direct basic
funding for research from Ministry of Higher Education and Research is decreasing, whereas grant-based
funding for research from the Danish Research Council is increasing. Although the university investment
plan implies a slightly lower share of basic funding for education and research, VETSCHOOL benefits from
the investment plans through a modern infrastructure for its education programs and research activities.
7
The teaching hospitals of the VETSCHOOL are partly financed by state appropriations and partly by the
clinical revenues. The teaching hospitals have a high level of fixed costs that are difficult to adjust on a short
term. Thus, a decrease in state appropriations requires either an increase in clinical revenues and/or cost
reductions. Both initiatives require a long-term strategy for the teaching hospitals in order to maintain a
sustainable economic foundation for the teaching hospitals and the VETSCHOOL.
The VETSCHOOL is permitted to carry-over any revenue surplus at the end of each year and is allowed to
maintain its own reserves. This is a considerable advantage and allows for a long-term financial strategy and
saving funds for investments. Reserves can be used to balance the annual expenditures over years and allow
for gradual adjustments in revenues expenditures of the school, rather than trying spending the annual
revenues just to prevent its loss. In addition, the VETSCHOOL can, if necessary, adjust expenditure
structures over time, rather than having to implement radical cost cutting programs.
2.3. Provide a comprehensive trend analysis of revenue sources that have supported the professional
teaching program over the past five years
Revenue sources, presented in the table below, have been grouped together for review and comparison. Each
group represents a percentage of the total revenue. Figure B above also illustrates the 5-year trend of the
revenue sources.
As mentioned before, state appropriations are decreasing and an increasing share of the total revenue
originates from sponsored programs. Revenues from sales and services have more or less remained on the
same level. Consequently, the VETSCHOOL has been able to maintain stable revenue sources over the
period.
Table 2.C: Revenues by group as percentage of Total
Fiscal
Year
2009
2010
2011
2012
2013
State
Appropr
63.2%
62.1%
63.4%
59.3%
58.4%
Sales &
services
7.3%
6.3%
6.6%
6.9%
6.7%
Sponsored
Programs
29.5%
31.6%
30.0%
33.8%
34.9%
Total
Revenue
(1,000 USD)
63,693
66,960
65,145
66,045
64,618
2.4. Describe how revenues over the past five years have impacted the college's ability to provide a
contemporary professional teaching program and ancillary support services
The high although slightly decreasing percentage of revenues from state appropriations means that the
VETSCHOOL has solid funding to maintain and develop high quality in its teaching programs for veterinary
students. The VETSCHOOL also has good opportunities to increase its revenues from sales and services as
well as from sponsored programs in order to increase its revenues, which will further benefit the educational
programs.
2.5. Compare the percentage of hospital income to total hospital operational costs
The University Hospital for Companion Animals (UH-CA) income provides approximately 50% of the total
operational costs for the teaching hospital. The Large Animal Teaching Hospital (LA-TH) income provides
approximately 30% of the operational costs.
2.6. Describe anticipated trends in future revenues and expenditures
It is anticipated that the aforementioned trends will continue in the coming years. State appropriations will
decrease further, but will still be the main revenue source of the VETSCHOOL. Therefore, the
VETSCHOOL is investigating the possibilities to further increase revenues from sales and services by
increasing the number of patients at the teaching hospitals, by increasing the number of commercial activities
in addition to and with respect for the education activities at the teaching hospitals and by increasing the
8
prices for the services at the teaching hospitals. Furthermore, the VETSCHOOL has to increase revenues
from sponsored programs and may now have a competitive advantage with grant applications when
collaborating with the other schools at the Faculty of Health and Medical Sciences in interdisciplinary
projects on subjects such as One Health or antibiotic resistance.
3. PHYSICAL FACILITIES AND EQUIPMENT
3.1 Provide a brief description of the major functions of, or activities that take place in the facilities used
by the college in fulfilling its mission
VETSCHOOL is located at 290 hectares (716 acres): 17 hectares (42 acres) at Frederiksberg Campus, 220
(543 acres) at Taastrup Campus (20 kilometres or 12 miles west of Copenhagen). VETSCHOOL is
comprised of three departments and their main functions and facilities are described below:
Department of Veterinary Clinical and Animal Sciences (Institut for Klinisk Veterinær og
Husdyrvidenskab- IKVH) is located in a building complex in the north western part of the old
Frederiksberg Campus area (see appendix 3.A). The building complex contains the University Hospital
for Companion Animals (UH-CA), the Central Laboratory for Clinical Pathology (CLAB), Diagnostic
Imaging, Clinical Pathology Lab, Histology, Dissection hall, lecture rooms, laboratories and departmental
offices. Veterinary services for companion animals, teaching, and research, services within basic and
applied animal and veterinary sciences and biotechnology and administration are the main functions of
the building complex.
The Department of Large Animal Sciences (Institut for Produktionsdyr og Heste - IPH) is located
partly in a new building complex at Taastrup Campus (see appendix 3-B and 3-C), partly at Frederiksberg
Campus. The Taastrup buildings contain the Large Animal Teaching Hospital (LA-TH) (Equine Hospital,
Teaching Unit, Mobile Practice), teaching and research facilities for Large Animal Medicine and Surgery,
and Veterinary Reproduction and Obstetrics, and departmental offices. The main part of research and
teaching within Ethology, Epidemiology, Bioethics, One Health, Production Animal diseases, and Animal
Husbandry is situated at Frederiksberg Campus.
The Department of Veterinary Disease Biology (Institut for Veterinær Sygdomsbiologi - IVS) is
located in a building complex in the north eastern part of the Frederiksberg Campus area (see appendix 3A). The building complex contains pathology teaching theatres, microbiology laboratories, laboratory
animal units, lecture rooms and departmental offices. The main functions of the Department are research
and teaching within veterinary pathobiology, biomedicine and food hygiene and safety.
3.2 Provide an area map that indicates the principal facilities of the college and describe distance and
travel time to off-campus facilities
The distance between Frederiksberg Campus and Taastrup Campus is approximately 20 kilometres (12
miles). HEALTH provides shuttle buses for students and staff (primarily affiliated with the Large Animal
Teaching Hospital) three times daily. Travel time is approximately 40 minutes. For students participating in
the clinical rotation using slaughterhouse facilities in Aalborg HEALTH provides transport and housing.
Busses are provided by HEALTH for herd visits during clinical rotations. See appendix 3-A and 3-B and the
marked hyperlinks for area maps of Frederiksberg Campus and Taastrup Campus.
9
3.3 Describe the college’s safety plan and facilities management plan including mechanisms documenting
compliance
The Faculty as well as the Departments comply with the strict safety measures and regulations required by
Danish legislation. All of UCPH is overseen by the mandatory Occupational Health and Safety (OHS)
organization, with each area being overseen by a local OHS group consisting of a staff representative and a
management representative. The local OHS groups provide local knowledge and ensure that the safety is
locally anchored. OHS processes are anchored in line management and each Department has an OHS
committee consisting of members of the Departmental OHS groups and 1-2 student representatives.
The committee deals with working environment and safety problems and investigates injuries at work and
near-misses with the aim of prevention. All injuries at work must be reported to the University's Central
OHS office. Faculty and University OHS Committees are chaired by the Dean and University Director
respectively. At the Faculty and University level, there is a professional OHS section which supports the
Departments' OHS processes, provide strategic OHS input and the ongoing, systematic work being done on
occupational health and safety. The Faculty's OHS section has a professional Faculty Biosafety Officer with
special expertise in biosafety. Students are formally not covered by the Danish OHS legislation, but
VETSCHOOL students are considered and included in all OHS plans and regulations at HEALTH.
Regular, systematic OHS processes - tools and methods: The University has organized its systematic
OHS processes in accordance with OHSAS 18001 recommendations.
Workplace risk assessments: A University-wide triennial risk assessment process is carried out, with all
staff receiving a questionnaire focusing on their mental and physical working environments. A smaller
UCPH wellbeing survey is run in the two intervening years. Faculty and Departmental level OHS action
plans are drawn up on the basis of these risk assessments. The three Departments have recently drawn up
action plans regarding biosafety information for students, GMOs, chemicals, fire and evacuation, first aid,
ergonomics, pregnancy, indoor climate and stress The Faculty's ten strategic actions have focused on: Stress,
employee performance appraisals, communication, evacuation, cleaning, pregnancy, chemicals, indoor
climate, ergonomics and laboratory animals.
Audits: Every second year, the University OHS section does a health and safety audit on all Departments.
Detailed audit reports with recommendations are drawn up for each Department in addition to a general
University-level summary.
Annual OHS discussions: All University, Faculty and Departmental OHS committees carry out strategic
occupational health and safety reviews every year. OHS discussions are mandatory and include the following
four points:
1. OHS organisation - scope
2. OHS organisation - competencies (need for training)
3. Status of identified action areas
4. Action areas for the coming year
OHS Checks: Departmental OHS groups carry out health and safety checks every year, with all locations
being visited and assessed on the basis of a predetermined UCPH schedule.
OHS Week: Every year, the Faculty has a health and safety week, with the overall focus being on the
working environment and safety.
Risk Assessments: There is a legal requirement for biological and chemical risk assessments to be carried
out before work using biological agents and chemicals is started. The Faculty constantly works to improve
the risk assessment process.
10
Chemical Safety Sheets: Danish universities have a shared database of chemical safety data sheets –
“Kemibrug”. Safety data sheets are available in Danish and English. “Kemibrug” is also used as the system
for registering departmental chemical stocks.
Biosafety: The use of BSL2 organisms must be reported to the Danish Working Environment Authority.
Danish legislation also requires any work with GMO BSL1 and transgender animals to be reported.
Evacuation: UCPH has an overall evacuation concept and the Departments carry out annual evacuation
drills.
3.4 Describe the adequacy (pertains to all facilities used by the college whether on-campus or off-campus)
3.4.a Classroom, laboratories and other instructional environments and related equipment
The excellent campus facilities sufficiently meet the needs that a class size of 180 students presents.
Department of Veterinary Clinical and Animal Sciences (IKVH) facilities include:
 The microscopy clinical pathology laboratory can accommodate 45 students with a digital camera
equipped microscope and laptop computer for each student. Instructors can interact electronically with
individual students or more students and the students can interact electronically with the instructor as
well as with other students.
 Skills/surgery laboratory: The UH-CA has a combined surgical skills/ surgery laboratory that can
accommodate 36 students.
 Teaching laboratory: The teaching hospital is equipped with a student laboratory in which students can
examine skin scrapings, cytologies, bloodsmears, fecal and urine samples as well as perform standard
blood analyses.
 Teaching rooms: The UH-CA has a large auditorium that can accommodate 94 students as well as 4
other auditoriums, two of which also function as clinical rounds rooms, capable of accommodating 2545 students each. In addition to this, the UH-CA is equipped with three “flex” rooms that function both
as rounds rooms for the specialty services, as well as work rooms for students participating in specialty
service rotations.
 A histology hall fully equipped for 180 students including teacher controlled A/V-equipment
 A dissection hall with adjacent small rooms for discussion of dissected preparations
 A dedicated building for preparation of dissection material and for topographical anatomical practices
(Anubis). These facilities are equipped with an audio-visual teaching system.
 The Department also provides two wet-laboratories and one dry laboratory with capacity for 20 – 30
students.
 At the Taastrup campus, the department houses a fur animal facility for educational and demonstration
purposes.
The Department of Veterinary Disease Biology (IVS) has two teaching laboratories, a pathology teaching
theatre for all animal species, and teaching rooms for experimental animal science. These are briefly
described below.
 Teaching laboratories: The two main teaching laboratories are located in building 1-20. They can each
accommodate 60 students in laboratory-based exercises. They are equipped with 20 teaching light
microscopes each in addition to a number of loop microscopes and a few specially equipped
microscopes (dark field microscopy and the like). The laboratories are built to allow students to handle
infectious agents (class two safety level) and genetically manipulated microorganisms (class one).
Complete sets of molecular biology equipment (centrifuges, pipettes, electrophoresis equipment) are
available for teaching. The laboratories are used for training students in practical bacteriology, clinical
pathology, immunology, parasitology and virology. In addition to the two large teaching laboratories,
two smaller laboratories exist in building 1-05 (parasitology) and 1-35 (bacteriology) for up to 20 or 24
students, respectively. The latter is also used for infectious substances and for students handling
genetically modified organisms (class 1). It is primarily used for post-graduate courses and smaller
courses for other degree programs. For teaching laboratory animal science and biomedicine, teaching
facilities for up to 45 students are located at Dyrlægevej 43.
11

Main pathology teaching theatre: This facility is housed in a building from 2001, which contains two
state-of-the-art necropsy rooms and a laboratory for histology. Next to and included in the largest
necropsy room is an auditorium with 120 seats, from which the room can be overlooked. Both necropsy
rooms are well equipped for simultaneous necropsy of 2-3 large animals (e.g. horses and cattle) and 2-4
small animals (e.g. dogs and cats). In connection to the necropsy facilities there are two cold-rooms,
rooms for taking pictures, modern locker room facilities for students and support rooms. The laboratory
for histology includes equipment appropriate for conventional and fluorescence microscopy, processing
of cryostate sections, and research histology/immunohistochemistry. This is, however, not used for
basic training of students in histopathology. In addition to this there is a video-link from the teaching
theatre to the large animal hospital in Taastrup, making it possible for students and faculty in Taastrup
to communicate with pathologists and to follow the necropsy of animals at the Frederiksberg Campus.
The Department of Large Animal Sciences (IPH) has teaching facilities at both campuses comprising a
total of two large teaching laboratories, six teaching rooms for theoretical teaching and one larger
auditorium, where direct transmission from the pathology theatre at Frederiksberg is shown on large plasma
screens.
 Teaching laboratories: The Department has teaching laboratories at both Frederiksberg and Taastrup
Campus. At Taastrup one teaching laboratory with 12 workstations, each equipped with standard
laboratory equipment for haematology, fecal analysis and cytology, including microscope and access to
in-lab broadband transmission screens. The other teaching lab used by Reproduction, is situated at
Frederiksberg. It can accommodate 18 students in laboratory-based semen exercises. It is equipped with
8 bright field microscopes with phase contrast and heating plates and one similar teaching microscope
for four students connected to a monitor. The laboratory is used for teaching basic semen studies and
has all the necessary equipment for this purpose.
 Rooms for clinical teaching: At the Teaching Unit at Taastrup, three specially designed teaching rooms
are available. One big multipurpose room for different clinical teaching situations: four moveable stocks
are available (gynaecology in mares), facilities for inhalation anaesthesia of up to eight pigs at a time.
Two other rooms at LA-TH are equipped with safety equipment for handling large animals and are used
for teaching general clinical examination, embryotomy, and one room is used as a skills lab.
 Teaching rooms: At Taastrup Campus, three rooms fully equipped with beamer, PC, etc and with the
possibility of accommodating approx. 40 students are available. A large auditorium with 85 seats is also
available. This room is fully equipped with all A/V facilities and also houses the two screens used for
direct transmission from the pathology theatre at Frederiksberg. At Frederiksberg, three additional
rooms are available for teaching (for approx 12, 20 and 40 students) in close proximity to the staff
offices. Each is fully equipped with video projector etc.
3.4.b Teaching hospital(s), pharmacy, diagnostic imaging, diagnostic support services, isolation facilities,
intensive/critical care, necropsy, and related equipment
The University Hospital for Companion Animals (UH-CA) can provide class sizes of 180 students with
an enhanced learning experience and adequately supports the needs of both the core and tracking programs.
The UH-CA includes a large reception area with an information shop. There are ten clinical examination
rooms for community practice and ten examination rooms for the specialty services (internal medicine, soft
tissue surgery, and orthopaedic surgery), as well as a hospital treatment room area (ten tables). Furthermore,
there are dedicated rooms for cardiology (3D ultrasound, color doppler and ECG), oncology (chemotherapy
treatment), neurology, and ophthalmology (darkroom). The UH-CA has an intensive care unit (ICU) located
in the centre of the hospital in proximity to a fully equipped student laboratory containing emergency/cage
side laboratory equipment. For surgical procedures, the UH-CA accommodates a preparation room in
connection with five fully-equipped separate surgical theatres, and there is an additional room specially
equipped for dentistry (including digital dental X-ray), as well as a dedicated room for the hospital‟s
bloodbanking unit and endoscopy. The UH-CA also has a physiotherapy service equipped with a water
treadmill as well as an exercise treadmill that can accommodate a wide range of patient needs. There are six
normal wards for hospitalised dogs and two smaller wards for hospitalised cats. Additionally, there is an
isolation ward separate from the other wards and contains a dedicated changing room as well as its own
examination room. An additional isolation ward is expected to be completed in the beginning of 2016. The
12
ward will have a dedicated entrance isolated from the regular reception area so that patients suspected of
infectious disease will not come into contact with other areas of the hospital. The UH-CA also contains a
cold storage room for cadavers that are utilised for teaching purposes or saved for necropsy.
The diagnostic imaging unit is integrated within the UH-CA and includes digital radiography, C- arm
fluoroscopy, advanced ultrasound, CT, MRI, SPECT scanning, Dexa scanning. There is a dedicated PACS
and viewing stations are located throughout the diagnostic imaging service area. Images can also be retrieved
on screens in the teaching hospitals. Three ultrasound units are available for instruction in ultrasonography.
The diagnostic imaging unit also provides iodine-131 treatment of feline hyperthyroidism – with purpose
equipped facilities for housing. The Central Laboratory for Clinical Pathology (CLAB) is located in the same
building complex as the UH-CA. The CLAB is a fully equipped state-of-the-art ECVCP-approved clinical
pathology research laboratory. Apart from equipment for routine bloodwork, the laboratory performs
advanced diagnostic analyses of hemostatic and inflammatory disorders, flow cytometry, and advanced
endocrinological assays. The CLAB will move into a newly renovated and larger location at the northern end
of the UH-CA complex in the beginning of 2016.
There is no on-campus pharmacy. Contractual agreements exist with Trekroner Pharmacy and Glostrup
Pharmacy, two privately owned pharmacies, to meet the needs of each of the teaching hospitals. However,
all drugs at both locations are dispensed and prescribed by veterinarians as required by Danish law.
Additionally, narcotics and controlled substances are kept in a narcotic vault. All dispensations including
waste are logged. Certified technicians are responsible for filing, auditing and monitoring any discrepancies.
Pharmaceutical product shelf life is monitored and out-dated products are removed from the inventory. All
chemicals and pharmaceutical products are stored, labelled, dispensed or disposed of according to Danish
law.
The Large Animal Teaching Hospital (LA-TH) is designed to provide classes of 180 students with stateof-the-art clinical facilities.
The Equine Hospital includes 6 examination rooms, all fully equipped with stocks, each room designated
for a primary function (emergency examination, x-ray, scanning, endoscopic examination and reproduction),
two operation theatres offering advanced anaesthesia monitoring and each theatre having two recovery
rooms, ICU for approx. 15 horses, capability for handling horses in slings, distribution pharmacy, an
emergency/after-hours laboratory (acid/base equipment and standard clinical chemistry), etc. An annex to the
equine hospital contains stable facilities for an additional 31 horses, available in four sections as well as a
room for treadmill examination and a well-equipped smithy. The diagnostic imaging unit includes digital
radiography, C-arm fluoroscopy, advanced ultrasound,and scintigraphy. LA-TH is supported by Imaging at
UH-CA and shares the PACS. Images can be retrieved on screens throughout the teaching hospitals. An
improved and enlarged Isolation-unit is planned for 2015.
The Teaching Unit houses animals owned by LA-TH for teaching purposes (the use is subject to the Danish
law regarding research animals) and ruminant patients. It provides space for a herd of 10 horses and 16 cows
and calves, but has multifunction as the stalls are used according to the present need for teaching. Yearly
LA-TH buys approx. 75 cattle and 150 pigs. Additionally 70 calves are bought for fetotomy, but these calves
never enter the stable.
The mobile practice is situated in a building with no other animals. Rooms for morning rounds, offices,
garage for two cars (each with seating for five students) and storage rooms are provided. A cold storage
room for cadavers (necropsies at Frederiksberg) are available at LA-TH. Outdoor area: Paddocks, lounging
areas and a roofed trotting up area is available adjacent to the buildings in Taastrup.
3.4.c Facilities for maintenance of teaching and research animals
The Department of Veterinary Clinical and Animal Sciences has large outdoor enclosures as well as
wards for the maintenance and housing of dogs and cats used for teaching purposes. Dogs and cats for
13
teaching purposes are owned by private owners/staff/breeders, who bring them in on the days when the
instructional course requires them.
At Taastrup Campus HEALTH‟s Department of Experimental Medicine (AEM) has stables that are used
for the maintenance of research animals. Additionally, the Department of Veterinary Clinical and Animal
Sciences runs a fur farm at the Taastrup Campus.
The facilities of the Department of Large Animal Sciences for teaching animals at the LA-TH have been
described in 3.4.b. In addition to traditional teaching, the department has access to comprehensive health and
production data from Danish pig farms and cattle facilities which are used in both teaching and research.
3.4.d Research facilities and equipment
The Department of Veterinary Clinical and Animal Sciences (IKVH) In addition to digital radiography
and fluoroscopy, the imaging section is equipped with CT, MRI, DEXA, SPECT scanning, scintigraphy, and
ultrasound. The surgery section is fully equipped to perform minimally invasive surgery and the cardiology
section has an advanced echocardiography unit. The Central laboratory (CLAB) is fully equipped with state
of the art equipment to carry out research in biomarkers of inflammation and hemostasis, as well as
endocrinology. CLAB also houses and maintains a biobank. The department has 38 up-to date equipped
research laboratories for molecular genetics; nutrition; bioinformatics; and cell biology research.
Additionally, the department has facilities for indirect calorimetry, transmission electron microscopy, and
electrophysiological and bioimaging research of live cells.
At the Department of Large Animal Sciences (IPH) the research laboratories (approximately 75 sqm) are
equipped for protein research with new ELISA equipment, electrophoresis units, as well as blotting
equipment. Moreover, facilities necessary for short and long-term cell culturing are available (flow bench,
incubators, and sterile facilities). Recently, equipment for quantitative PCR analysis was purchased. The
teaching laboratory in Taastrup is also used for research purposes (cytology and parasitology). All routine
and research equipment is covered by a yearly quality assurance schedule. Students working on their MSc
thesis and PhD students have access to the research facilities. One full time technician is permanently
allocated to this task; more technicians are enrolled on a non-permanent basis according to the funding
situation.
At Frederiksberg Campus, the research laboratories for Veterinary Reproduction and Obstetrics consist of
two sections separated with an air lock between the sterile and the non-sterile areas. All laboratories are
modern and equipped with up-to-date apparatus, including a micromanipulator. These laboratories have
recently been modernised and classified by the Danish authorities to carry out GMO-class 1 research.
A laboratory for histology, immunhistochemistry and in situ hybridisation is under construction. The
equipment from LA-TH is for a large part used for research projects. Furthermore, the Department of Large
Animal Sciences has video equipment for recording of animal behaviour and equipment for continuous
monitoring of heart rate.
The Department of Veterinary Disease Biology (IVS) has around 80 equipped research laboratories for
molecular bacteriology, virology, parasitology, immunology, general and veterinary pathology,
pharmacology and toxicology. Furthermore, the department has experimental animal facilities specialized in
experiments at large animals, modern research facilities for necropsy of small and large animals.
3.4.e administrative and faculty offices
The IKVH has 122 offices that provide a total of 67 desks/workstations for faculty, staff, and PhD students.
In addition it has 33 service rooms. IVS has 126 offices that provide a total of 160 desks/workstations for
faculty and PhD-students. IPH has 106 offices for faculty and PhD students. Further, the Faculty
Administration at HEALTH holds numerous offices, with staff members dedicated to the administration of
VETSCHOOL.
14
3.4.f service areas for students (for example, lounges, cafeteria, etc.)
There are several service areas for veterinary students around Frederiksberg (see also Standard 6), including:
Two student cafeterias at Frederiksberg Campus; One student café run by members of the student union at
Frederiksberg Campus; One student bar run by the different academic student unions, including the
veterinary student union, at Frederiksberg Campus; The Frederiksberg Campus gardens; Library with several
study areas (see standard 5); One book store at Frederiksberg Campus; Wireless internet at Frederiksberg.
Service areas at Taastrup Campus include: Staff and students cafeteria with limited opening hours; 2 rest
rooms each for 2-3 students on night shift at LA-TH, Taastrup; One lounge area in Taastrup with coffee- and
snack machines; Outdoor sitting area; One small area for cooling and heating food; One small lounge area
exclusively for students.
3.4.g building infrastructure (for example, air handling, vented hoods, etc.)
Safety measures in all areas are carried out in accordance with Danish safety legislation.
3.5 For safety and educational purposes, protocols must be posted in the isolation facilities and the
facilities must be used for instruction in isolation procedures (biocontainment)
New staff members receive practical instructions about all isolation, bio-security and hygiene procedures at
employment. Students learn about infectious disease and biocontainment through lectures, laboratory work,
and clinical rotations. All students are instructed in laboratory safety practices, with a comprehensive manual
being provided in their electronic course catalogue.
Prior to clinical rotations, all students receive practical instruction regarding zoonoses, hospital hygiene,
MRSA/MRSP and isolation protocols. Protocols are posted in the isolation facilities for safety and
educational purposes and the facilities are used for instruction in isolation procedures (biocontainment). At
the UH-CA isolation protocols are available on-line throughout the hospital. A protocol is posted in the
isolation ward in the event of zoonotic threat. When patients are hospitalised in the isolation ward, isolation
protocols are discussed during rounds.
A written description of the safety precautions for working in the necropsy facilities is available for the
students on the webpage for the course. On the first day in the necropsy facilities, the teacher provides
instruction in safety precautions together with the students. Animal parts and solid biological remains after
necropsy are stored in a locked-up cold room until being picked up by the two national rendering companies,
i.e. DAKA (production animals), Bragesvej 18, 4100 Ringsted and ADAS Kæledyrskrematorium Aps
(companion animals), Højvangsvej 15, 2640 Hedehusene.
3.6 Describe current plans for improvement
At the Department of Veterinary Clinical and Animal Sciences a new isolation ward for zoonotic
diseases at the UH-CA is planned to be completed in 2016. Diagnostic imaging is planning to acquire a
multi-slice CT scanner and a high field MRI. The demand for PET-CT studies will increase in the future. For
the time being, oncology patients requiring radiation therapy are treated at Rigshospitalet. In order to meet
the growing demand, a radiation unit for cancer treatment at the UH-CA is being planned.
The Department of Large Animal Sciences expands in Taastrup in 2016 with a new office and lab.
building (900 m2) for Veterinary Reproduction and Obstetrics, which will move to Taastrup from
Frederiksberg. A new expanded Equine Isolation Unit has been approved and will be completed in 2016.
Funding for a new riding arena has just been provided and this is planned to be established in 2015. The
demanding need for equine advanced imaging to attract equine patients creates a need for facilities and
equipment within CT and MRI. A student-house in Taastrup including multiple overnight facilities
(dormitory), living room etc. would create optimal student facilities. Two vision documents for Taastrup and
Frederiksberg Campus have been developed and are in the approval process. The future plans include
establishment of new buildings for animal facilities
15
4. CLINICAL RESOURCES
4.1 Complete table A, B, and C for the past five years and analyze trends1
Table A: Teaching hospital.
Animal
Species
Number of Patient Visits*
Year
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Bovine
99
104
76
29
171
180
146
162
143
153
2000**
1971
2171
1444
1844
Canine
12599
12193
14563
16439
17877
1938
1716
2116
2222
2347
2677
2059
3581
2462
3044
54
54
40
38
101
19
7
26
21
27
250
66
208
242
293
Equine
1746
1513
1645
1466
1291
1060
805
861
842
904
5000**
4589
4736
5473
4674
Feline
4808
4568
4659
4730
4656
765
786
738
818
635
1212
1039
1170
1147
1075
Ovine
38
38
49
57
51
6
1
9
16
35**
33
11
58
160
Porcine
20
20
25
22
20
0
0
1
0
0
0
1
0
3
Caged
Pet Birds
Caged
Pet
Mammals
Avian
Wildlife
Other
LA-TH
Other
UH-CA
69
49
47
47
56
8
1
5
2
3
13
2
5
4
4
424
404
369
270
264
63
36
37
30
18
123
44
59
32
19
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
200**
202
68
203
166
9
2
0
0
1
1
1
0
0
2
46
27
43
31
31
1
2
2
1
1
4
3
2
1
1
Caprine
Number Hospitalized
5**
Number of Hospital Days
2
* Large animals examined/treated by the mobile practice, LA-TH.
** Estimation
Table A1: Animals and animal material bought for teaching purposes.
2009
2010
2011
2012
2013
63
93
77
85
76
Porcine
9
15
13
7
9
Pregnant sows
34
48
39
47
34
Bovine
8
12
12
14
17
Pregnant cows
149
177
153
159
64
Calves
2
4
0
0
0
Bulls
4
4
6
2
4
Sheep
6
3
2
2
0
Visiting stallion
3
4
7
0
6
Horses
1088
1877
978
671
975
Equine legs/hoofs*
277
76
73
8 no data
Mare -organs
no data no data no data no data
104
Cow-organs
1
Table “B” with data on the ambulatory/field service program is included in the appendix report.
16
Table C: Production Medicine
Describe your clinical resources for production medicine training by production group below
Dairy
All students are introduced to production animal medicine and systematic herd health
counseling by a one day visit to a private dairy farm. They perform a pilot analysis of a
private farm.
All students (group of 22) visit a dairy herd with special focus on calf herd management
and claw health management in dairy cows. Students dehorn and do clinical
examination of 30-60 calves. Additionally they perform lameness examination of 150
dairy cows.
All students /groups of 12) spend four days at a slaughterhouse training rectal palpation
(genital structures, pregnancy/non-pregnancy, stage of estrus and common pathological
conditions).
All students (groups of 45) spend 3 days in 3 different commercial dairy herds training
clinical examination of selected groups (e.g. calves, post-partum cows, dry cows)
including special focus on milking procedures and clinical udder/teat examination. Each
student examines 15-20 animals and additional screening of all groups in the herd while
evaluating housing system and management.
Herd Health tracking students perform in-depth analysis of a private sow herd in
collaboration with local veterinarians.
Beef Feedlots
No
Cow-Calf
Se dairy
Small Ruminants
No
Swine
All students (groups of 45) spend 2 days in herds training clinical examination on
individual animals and selected groups (e.g. sows, weaner, finishers), necropsies and
introduction to herd consulting.
Herd Health tracking students perform in-depth analysis of a private sow herd in
collaboration with local veterinarians.
Poultry
No
Fish
No
Equine
All students participate in a herd visit doing routine examination and vaccination.
All students spend at least one day in an equine reproduction practice examining mares.
Equine tracking students spend at least one day in a herd doing dentistry.
Other
4.2 Adequacy of normal and clinical diseased animals used for DVM teaching programs
The caseloads of animals are largely generated from the clinical services provided by the two hospitals; UHCA) and LA-TH. Both hospitals provide an emergency service 24/7, 365 days a year. UH-CA has a large
community practice as well as a referral service, whereas LA-TH has a referral hospital and a mobile
practice. Initiatives to ensure adequacy of healthy animals include a visiting corps of healthy dogs and cats;
maintaining a flock of teaching horses. To ensure adequacy of clinical diseased ruminants these are offered
treatment for free. Further off-campus clinical instruction in private herds by faculty and hospital staff is an
important part of the large animal clinical training. The caseload does not provide ample learning
opportunities for reptiles, caged pet birds and other avian wildlife species. Students with an interest in these
species are referred to externships or to specialize within this subject in their final master project.
4.3. Describe unique clinical educational resources or programs that enhance the educational mission
Both hospitals are new, well maintained, well equipped and offer unique well-functioning learning
environments for the students. The small animal caseload is predominantly primary cases. Student
participation in every aspect of the case management is considered a major resource and students are
allocated to as much hands-on involvement as their level of competency and skills allow, always under the
supervision of faculty and hospital staff. Both hospitals are utilized by students enrolled in the Bachelor
program as well as the Master program. With regard to the tracking students only students enrolled in the
companion animal track attend the UH-CA and only equine tracking students attend LA-TH.
17
The pre-clinical training combining handling and clinical examination on normal/healthy animals and the
pre-clinical skills lab expands the students learning platform and, thereby, their confidence and skills prior to
entering the in hospital clinical rotations. The skills lab provides a unique learning environment by
incorporating e-learning, video, demonstrations, phantoms and role play. Skills labs are situated at both
hospitals. The Teaching Unit at LA-TH houses normal/healthy and diseased production animals, (many
bought as research animals) and these offer the students‟ excellent possibilities for training basic skills for
their clinical rotation. To ensure all students – no matter the caseload – has trained basic large animals skills,
several unique initiatives have been taken: All students do abdominal surgery on cattle bought for teaching
purposes, and all students do cesareans on cows bought for teaching purposes and they train basic surgical
skills on live pigs. To ensure that all students have the necessary skills in gynaecology/rectal palpation,
students train on teaching horses and have an extramural course on a cattle slaughterhouse.
The Central Laboratory for Clinical Pathology is located in the same building as the UH-CA, allowing
students the synergy and interdependence between the clinic and the laboratory with regard to both case
workup and research projects. Both hospitals also offer the students the possibility to familiarize themselves
with in-house diagnostics equivalent to or beyond practice level. Necropsies from the student clinical
rotations are demonstrated in collaboration with the pathologist either on site (UH-CA) or by direct
videoconference (LA-TH) (2013: 233 companion animals and 95 large animals).
4.4 Off-campus clinical instruction sites used regularly by multiple students. (Tables 4D and 4E – see
appendices)
As part of their clinical rotations all students spend two weeks in private companion animal practice (seeing
practice) and four days in large animal practice seeing practice. Students are specifically asked to focus on
and evaluate working environment and routines, communication, case number and categories as well as
diagnostics and treatment strategies for common diseases. These focus areas are discussed prior to or at later
clinical rotations, during rounds and case discussions.
Companion animal and equine tracking students have 3/2 weeks of elective rotations. Here they have the
opportunity to either do informal externships in private practice or participate in an extra weeks in the inhospital services. Students are encouraged to do externships. It is a prerequisite that at least one veterinarian
in the chosen companion animal practice is a certified specialist in companion animal medicine (minimum
holding a Master in Companion Animal Sciences).
4.5 Involvement and responsibilities of professional students in the healthcare management of patients
(and clients) in clinical programs of the college
Students participate in all phases of patient examination, and practical handling during diagnostic work up
and treatment. It is the goal to allocate the students as much hands-on involvement in all aspects of patient
management as their level of competency and skills allow, while under the supervision of faculty and
hospital staff. The clinical program is designed to ensure progress in learning and skills, and master students
are given responsibilities commensurate with their skills and competences under direct supervision of a staff
veterinarian. The tracking student (CA and Equine) enters the program with the Day 1 competences provided
during the Core program. They are seen as “rookie” clinicians and the teacher‟s function is an experienced
colleague coaching a younger colleague. Students are permitted to take on as much case management
responsibility as deemed possible from their proficiency level. The students participate actively in
requesting, collecting and submitting diagnostic materials (blood, urine, effusions, skin scrapings etc.), as
well as performing diagnostic tests and procedures together with clinicians and the hospital support staff.
The students are expected to enter all relevant data in the electronic patient record and based on the collected
data they are expected to write the records following the POMR format, including problem lists and
assessments leading to relevant actions. All students are evaluated on their ability to do so. It should be
mentioned that the hospitals maintain only one electronic patient record per patient common to students and
faculty. At UH-CA track students are permitted to give a cost estimate after having consulted with the
clinician responsible for that patient.
18
4.6 Integration of subject-matter expert and clinical resources into clinical instruction
All faculty members within the clinical area as well as staff clinicians participate in the case management
and clinical instruction in accordance with the service roaster. Professors, associate professors, assistant
professors and other veterinary staff members assist on a consultative level when not on the roster. At UHCA either board certified specialists (European, American or both), board qualified specialists, or experts in
specialty fields are always available in internal medicine, cardiology, oncology, neurology, surgery,
anaesthesiology, diagnostic imaging, clinical nutrition and clinical pathology and part of the time in
dermatology, exotics and dentistry . Although the UH-CA maintains services in anaesthesiology,
dermatology, exotics, dentistry and emergency/critical care, they are not staffed with clinicians with
formalized specialty training, but the clinicians have obtained specialty expertise through many years of
dedication to their subject area or through a PhD degree within their field.
AT LA-TH either board specialists or experts in specialty fields are available during daytime in internal
medicine, surgery, reproduction and diagnostic imaging (tele-medicine from Frederiksberg), cardiology,
respiratory medicine, dentistry. The off-campus clinical herd health instructions are carried out by faculty
members or Danish Veterinary Diploma certified vets.
4.7 Adequacy of the medical record system used for the hospital(s)
May 2014 a new electronic medical record system (VetNetManagement by Tang Data) was introduced at
both hospitals and in the mobile practice at LA-TH. This system provides all students and staff members
with continuous access to patient records including lab. tests, discharge letters, billing information etc. A
fully paperless electronic medical record has not yet been implemented as results from pathology and some
external diagnostic services are archived in paper format, but are expected to become fully electronic in the
near future. Diagnostic images are archived in an open source PACS which will be interfaced with the
electronic patient record. Records are detailed and safely stored and accesses to files are under strict control.
Retrieval for teaching and research purpose is often used.
For analysis of technical data from herds several commercial record keeping systems available on the farm
or veterinary practice (Agrosoft, bedriftsløsningen, VPA, Sim Herd) are used. Data sources from national
databases are CHR, Vetstat, SPF-sus, Landmandsportalen, kvægdatabasen, salmonelladatabasen etc. are
included in the herd analysis.
4.8 How the college has responded to increasing/decreasing clinical resources
 The skills labs and its‟ continuous development and expansion has increased the students outcome
compared with only working with the normal and diseased clinical material provided in the education.
 All students have mandatory teaching 24/7 in the emergency services at both hospitals.
 Increased focus on assessment/evaluation of the students‟ academic and practical skills and intellectual
development as well as increased focus on student self-assessment by the use of multiple evaluation
procedures (Continuous individual feedback, performance evaluation, self-assessment test, case-analysis,
multiple choice, individual logbooks etc.) has increased the students learning experience. The increased
performance and dedication of the students have been to the benefit of patients, clients, staff and
students.
 The “seeing practice” initiative for all 180 students (2 weeks in companion animal, 4 days in large
animal) has improved the students‟ knowledge of the profession.
 Both hospitals are currently re-evaluating their fees to meet future economic demands
 Both hospitals engage in the veterinary postgraduate education, local meetings for vets etc. to increase
the mutual knowledge and interaction.
 UH-CA: An improved 24/7 emergency duty has increased the case-load.
 UH-CA: Formalized co-operations with private practitioners have increased in the case-load.
 UH-CA: 2013 the Master of Companion Animal Clinical Science was introduced.
 LA-TH: Despite the economic crisis in equine practice, the hospital has succeeded in turning the
declining case curve; new initiatives in the mobile practice are expected to increase the caseload here as
well.
19





LA-TH: Formalized co-operation with a large slaughterhouse has increased the student‟s access to cattle
and cows (students are during a 4 days extra mural study period exposed to approximately 150 cows for
clinical examination, rectal palpation and insemination practice).
LA-TH: To maintain a caseload of diseased cattle, treatment and transportation to the hospital is free of
charge.
LA-TH: Cattle are bought for training in abdominal surgery as are term pregnancy cattle for training Csections with small groups of students to ensure all students independent of the case load has gained
experience with the procedure.
LA-TH: The introduction of 8 practical clinical workshops (colic, lameness etc.) covering the skills in
relation to the most often seen clinical cases has increased the students skills and knowledge.
LA-TH: To increase the students‟ access to routine procedures hospital staff do extra-mural teaching in
herds within the area of equine dentistry, dehorning etc.
4.9 The means used to maximize the teaching value of each case across the curriculum
Within the teaching hospitals, the teaching value of each case is maximized by the fact that new students in
other services come in contact with the patient as the workup of each particular case demands. At UH-CA
the first opinion patients in the core curriculum may be internally referred to specialty services in which
tracking students are involved in the more detailed workup. At LA-TH, the core curriculum students work
together with a tracking student, thereby increasing the value of the case-handling. During rounds students
are encouraged to share and involve in other cases than their own. Case material is an integral part of the
clinical lectures, basic clinical training, e-learning, and clinical case presentations during rounds. Formalized
use of case material across the entire curriculum does not occur per se. However, case material from the
clinical departments may be included in courses outside the clinical departments, thereby including clinical
case material in microbiology, pathology, histopathology and ethics instruction either directly or indirectly.
Large datasets derived from clinical case material are available for MSc thesis students both within and
outside the clinical departments.
5. INFORMATION RESOURCES
Faculty and students at VETSCHOOL have – due to historical library service allocation at Frederiksberg
Campus - full access to the SCIENCE Library. SCIENCE Library is part of Copenhagen University Library
Service – CULIS. CULIS gives users access to more than 50 million full-text journal articles, and + 0.5 mio.
digital books, and to the collections of printed books and journals at the CULIS libraries. The core user
groups of CULIS are scientists and students at UCPH. Furthermore CULIS grants public access to its
collections, including walk-in-access to the digital collections.
The library is open 74 hours per week during term. Term opening hours are 08:00-20:00, Monday - Friday,
and 10:00-17:00 during weekends. 2 weeks adjacent to the examination period (four times a year) the library
offers extended opening hours; Monday - Friday 08:00-21:00, weekends 09:00-20:00. During summer the
library is open from 10:00-18:00 on Mondays and 10:00-14:00 Tuesday-Friday and closed during weekends.
5.0. Description of the acquisition policies regarding scientific information resources provided by the
library
In Denmark, the role for scientific libraries as principal repositories of literature within specific topics has
been abandoned some years ago, due to the comprehensive and growing accessibility of digital material –
mainly scientific journal articles in full text, but also digital books. In principle, most scientific libraries have
changed acquisition policy from the classic principle of “Just-in-case” acquisition to the “Just-in-time”
principle.
In 2014, SCIENCE Library spent USD 950,000 on licenses to digital full text, but only USD 25,000 on
printed books - out of a total library budget of USD 2.7 million. These figures demonstrate that the
20
difference between resources spent at digital versus print materials has rapidly increased. Acquisition of
scientific journal articles in digital full text is now business-as-usual, but in the recent years also digital
books are emerging as the preferred medium of book-acquisition.
The business model for acquiring eBooks is integration of whole catalogues of books from selected scientific
publishers. Each year the libraries downpay a negotiated amount and later select the books which have been
downloaded most frequently by the library users, within the agreed downpayment. This model is called the
EBS – Evidence Based Acquisition, a version of the broader concept Patron Driven Acquisition. This model
differs from the well-established eJournal acquisition model, which comprises acquisition of packages of
eJournal titles, bundled in broad or narrow subject areas.
5.1 Describe and comment on the adequacy of SCIENCE Library´s information retrieval and learning
resources
Due to the above described acquisition models – large packages of scientific eJournals, and Patron Driven
Acquisition of eBooks, the library assesses the adequacy of information retrieval and learning resources to be
sufficient. , The library still maintains a collection of curriculum material/ reading lists, primarily in print,
accessible in the library building, as a supplement to the general access to digital scientific information.
5.2 Briefly describe the availability of SCIENCE Library´s learning and information technology resources
support for faculty and students, including personnel and their qualifications
The digital collections are available at a 24/7-basis. The 12 librarians teach at the library courses, conduct
counter duty, maintain the library website, and conduct a interlibrary loans service. A team of 4 out of the 12
librarians furthermore conducts bibliometric services, and validate the database which comprises faculty‟s
production of scientific publications.
5.3 Describe the methods of access to library information resources for faculty and students when they are
on and off campus
CULIS runs a remote access service which enables students and staff members at the University of
Copenhagen to access all its e-resources from anywhere in the world, via the CULIS library catalogue,
REX. Furthermore the users can retrieve and order material via REX, which is not comprised by the library
collections.
SCIENCE Library has gradually transformed its building into a study environment, as the demand for space
for physical library collections decreased while more and more information is provided via servers.
Today the library building comprises an extensive study environment, with app. 260 workplaces, suitable for
both self-studies and students‟ group work.
The library is covered by a wireless network (Eduroam, the common pan-European university network) as
anywhere else at campus. Furthermore the library provides 60 public computers with access to digital
resources accessible for students (and other users). All working areas are wired with power and network
points for the users‟ own laptops. The Library Service Agreement between SCIENCE and HEALTH
comprises the condition that 1/3 of the annual budget allocation from SCIENCE to the library must benefit
the veterinary area. In order to monitor the percentage of veterinary student visitors in the library building,
the library measures where the visitors come from, four different weeks each year – split in SCIENCE
visitors, HEALTH visitors and others. The percentage of veterinary visitors lies quite stable at 1/3 of the total
number of visitors.
5.4 Describe the resources (training and support) available to students for improving their skills in
accessing and evaluating information relevant to veterinary medicine for sources in any media
In order to facilitate the veterinary students with basic information retrieval skills, the library offers special
workshops in information retrieval for veterinary bachelor students writing their theses. Additional training
and support provided by the library is:
- Literature search for all students: Introduction to literature search, primarily in article databases.
21
- Literature search for Master students: Introduction to systematic literature search following guidance in
literature search within the students own subjects.
- Ad Hoc courses/workshops in information retrieval methods: Groups of minimum 5 students can
require an ad hoc course in information retrieval methods.
- RefWorks workshops: RefWorks is a web based reference managing tool. At the workshop the most
important features are introduced, followed by exercises in importing references to RefWorks, and
instructions how to generate in-text citations and a literature list with the application to Word - called Writen-cite.
- Bibliometric service and support regarding registration of the faculty’s production of scientific
publications: The Library runs a unit for bibliometric services for the VETSCHOOL, which also validate
the data describing the annual research production (scientific articles etc.) of the faculty.
5.5 Describe current plans for improvement
In order to improve basic skills and knowledge within source criticism regarding scientific information, the
library is currently developing an online tutorial for veterinary students. During this work, the librarians are
in contact with one of the professors at HEALTH, who is lecturing in academic writing and research ethics.
This collaboration will ensure the quality and topical relevance of the tutorial. This collaboration between the
library and the professor is also aiming at an improved embedding of the library in the course for veterinary
students on academic writing.
An area has been dedicated for the veterinary students for access to the HEALTH Net and the HEALTH
print service. This initiative became necessary as the faculty network at SCIENCE/HEALTH was divided
into two separate networks, with their own separate data and services. During the summer 2014 the
SCIENCE faculty granted the establishment of a much desired and requested separate reading room on the
1st floor in the study environment. This will enable the library to offer 54 of its 260 study places in silent
surroundings. Last year the library introduced a new service; screen share based consultations for scientists.
This concept is based on the fact that as the library collections have become digital, and thereby accessible
directly from the scientists PCs, this user category no longer visits the library, and the scientists are therefore
no longer aware of the information retrieval counseling which the library staff can offer.
6. STUDENTS
6.1. Complete Tables A, B, C, and D, and analyze trends2
The veterinary curriculum is 5.5 years. Since 2005, the education has been split into a 3 years bachelor (BSc)
program and a subsequent 2.5 years master (MSc) program leading to the DVM – degree. Prior to this it was
one united program. Students from the united veterinary program are included in a separate row in Table A2,
as they do not fit into the common Year (ECTS) structure of the separated curricula the 2005 BSc and MSc
Curricula and the current 2009 BSc and 2012 MSc curricula. The new 2009/2012 curricula has gradually
taken over the 2005 curricula.
In 2006, enrolment into the DVM program increased from 140 to 180 students per year with the opening of
the new Large Animal Teaching Hospital facilities at Taastrup Campus in 2008 and the new Companion
Animal Hospital facilities at Frederiksberg Campus in 2009 designed to allow for a class size of 180
students. Since 2009, the total number of applicants for the veterinary (BSc) program has increased from 610
to 673 in 2013. However, the enrolment into the BSc-program is regulated by law (ie. 180 students per year
plus “overbooking” of 4-6 extra positions). Due to the increase in intake in 2006, there has been a minor rise
2
Table D is included in appendix
22
in total number of veterinary students from 2009 to 1108 in 2013, and a subsequent rise in number of
students graduating from the MSc-program to 181 in 2013.
Table A1: Veterinary BSc-program – Students numbers
2009/10
2010/11
2011/12
2012/13
2013/14
Total Admitted
191
186
181
185
187
”1st Year students”*
(0-59 ECTS)
276
257
256
272
259
”2nd Year”*
(60-119 ECTS)
161
147
191
168
208
”3rd Year”*
(120-179 ECTS)
177
383
340
287
305
Total number of BSc-students
781
776
717
761
754
Graduated from BSc-program
156
217
114
163
120
BSc-graduates triggering
”finishing bonus” **
131
144
174
104
125
st
*Students that have passed BSc-courses equivalent to the respective credit range (ECTS) per Oct. 1 of the specified study year.
**The VETSCHOOL receives an extra bonus from the Ministry of Education & Research for each student finishing the BScprogram within 3 years + 10 months.
Table A2: Veterinary MSc-program – Students numbers
Study year
2009/10
2010/11
2011/12
2012/13
2013/14
Total admitted
141
160
218
112
160
”1st Year students”*
(0-60 ECTS)
165
204
245
179
183
”2nd Year”*
(61-120 ECTS)
62
156
211
263
226
”3rd Year”*
(121-150 ECTS)
4
32
144
173
225
Students on the united veterinary
program
218
82
34
14
9
Total students
449
474
634
629
643
Graduated as DVM
142
127
151
151
181
MSc-Graduates triggering
”finishing bonus” **
15
93
92
80
57
*Number of students at curricula 2005 and 2012 that have passed MSc courses equivalent to the respective credit range (ECTS) per
Oct. 1st of the specified study year.
**Graduated
The VETSCHOOL receives an extra bonus from the Ministry of Education & Research for each student finishing the MSc-program
within 2.5 years + 1 months.
The fluctuations in “class sizes” seen in Tables A1 and A2 have many causes. Firstly, relative attrition is
very prominent as there has until 2013 been no regulatory or economical incitements for students to finish
23
the programs within the nominated period (see below and standard 11.1.b. for more details). Secondly in
2011, when the last courses of the former BSc-curriculum was offered, an increased number of delayed
2005-curriculum students finished there BSc-program in order to enroll in the last class of the 2005 MScprogram. This created a large fluctuation in last BSc-year‟s class size. Thirdly, the 2005 curriculum students
that did not finish their 2005 BSc-program in 2011 were transferred to the new 2009 MSc-curriculum
following a special course plan, which required them to supplement the 2009 MSc-program with compulsory
courses that formerly were part of the MSc-program (e.g. Special Pathology and Poultry diseases). These
students did therefore enter the 2012 MSc-program with superfluous credit points, which subsequently has
caused some fluctuations in the “class sizes” on the MSc-program.
Within the next 5 years period, it is expected that a higher proportion of students will graduate from the
veterinary educations within the prescribed time, as University legislations, which came into force in 2013,
will regulate study progression for all university students more strictly. Hence, from September 2015, all
students will automatically be enrolled into next semester‟s courses and course exams, and students that do
not obtain the prescribed credits within a semester will temporarily lose their State education grant.
Table B – Interns, Residents, and Graduate Students (enter each person in only one category) per year for
last five years (appendix 6-1)
The number of interns and residents is small, and linked to the clinical departments, where programs and
facilities/sections have been approved for residency training. The main reason for the low number is that the
concept of interns and residents is very difficult to adapt to the Danish legislation and labor market
regulations. There are no interns, but employed “KlinikVets” who have much the same functions, but are not
linked up to any career path in this regard. Resident MS & Resident PhD are not allowed in most of the
colleges, including ECVS & ECEIM. Rather, the predominant Danish scientific career path is the PhD
program, embedded at the Graduate School at the Faculty of Health and Medical Sciences. The graduate
program lasts three years, and includes an independent research project, course work, teaching or other types
of science communication, the possibility for a stay at a foreign research institution, and a thesis.
Table C. DVM Students per year for last five years
Danish legislation for universities (and in general) leaves no room for affirmative action in relation to student
enrolment, be it in relation to gender, ethnicity or age – and no registration takes place reflecting e.g.
ethnicity. The table C thus reflects the number of Danish and non-Danish citizens, as the term “minority” is
non-existing in the university uptake. The non-Danish (“minority groups”) are mainly of Swedish
nationality, and to a lesser extent Norwegians.
Academic year
Total
Minorities (Other nationalities* than Danish)
% Minorities
2013
187
9
5%
2012
185
20
11%
2011
181
13
7%
2010
186
38
21%
2009
191
37
19%
* Mainly Swedish and to a lesser degree Norwegian.
The average of foreign students on the present veterinary program is app. 100 out of 1128 veterinary
students. The vast majority of these students are from the Scandinavian countries Sweden, Norway and
Iceland. In 2005 and 2006, this Nordic group of students accounted for 40-50% of the admitted students.
Since then, the uptake of particularly Swedish students has declined, due i.e. to adjustments in the European
24
Grade Conversion Scale. Hence, the number of students with Swedish nationality generally enrolled at
Danish Universities has decreased from 503 in 2010 to 347 i 2014.
6.2 Listing of student services, including registration, testing, mentoring (advising), counseling, tutoring,
peer assistance, and clubs and organizations.
6.2.a Admission and counseling of potential new BSc-students
On the national websites regarding Admission (www.optagelse.dk) and Higher Educations
(https://www.ug.dk) potential students find information about and links to all National educational services.
University of Copenhagen provides information on admission requirements for all BSc-programs at
http://studies.ku.dk/bachelor/. The National admission service is further reviewed and explained in chapter 7
– Admission. The UCPH office for Student Guidance and Admission (University Education Services) is
responsible for advising and counseling of potential UCPH students on application procedures, admission
requirements and study choice for all UCPH educations. Potential applicants for an education at HEALTH
can access information on all available study programs at healthsciences.ku.dk/education. Furthermore
HEALTH annually arranges an “Open House” where potential students can visit the Campuses, talk to the
students and get information about the study programs, life as a student etc.
6.2.b Registration, Mentoring and Counseling Services for students at HEALTH
The HEALTH Faculty service department for Studies and Students has the administrative responsibility for
all major student related services at the faculty. The department is organized into 6 sections and within each
section, specific staff members are appointed to the tasks regarding the different schools, e.g. the
VETSCHOOL. Students can access information on a range of sources, including websites dedicated to:

Student and Career Guidance.

Student Services

International Guidance

Curricula

Exam Schedules
Furthermore the students can access other services at University of Copenhagen:
 The Student ambassador is independent of the University of Copenhagen and can look after the interests
of the students. If the veterinary students feel unjustly treated or believe that an error has been made the
Student ambassador can provide guidance on and handle complains for the students.
 The Student Counseling Service (a free national service offered to students at the higher education
programs) offers sessions to students struggling with e.g. loneliness, stress and depression during the
course of their studies.
 Religious professional counseling to all students - irrespectively of religious belief - is offered by the
University Chaplains. They are available for counseling all work days except Monday, either at Panum
Campus or at other University locations.
6.2.c Disability Accommodations
The University of Copenhagen Special Support by Disability unit offers special support and counseling to
students with disabilities such as dyslexia, poor hearing, ADHD or other physical or psychological ailments
in close collaboration with HEALTH Student and Career Guidance. All disabled students enrolled at an
university program are eligible for support matching their specific, individual needs (Special Educational
Support, SPS), e.g. special computer software and hardware, sign language interpreters during teaching
sessions, a mentor or support teacher etc. In addition, disabled students at HEALTH are eligible for extended
examination time granted by their respective Study Board if they need it. Enrolled students with disabilities
are also entitled for extra financial support through the State education grant (SU), administered by the
Ministry of Higher Education and Research. Students on exchange programs have access to the same
services, but have to cover the costs of the support themselves.
In 2013, the first severe hearing impaired veterinary student graduated; in this process SPS supported by
providing a special stethoscope. A total of 117 students at HEALTH are receiving SPS support (November
25
2014); details on how many veterinary students have been granted extended examination time cannot be
provided due to the law on personal data. Finally all new building projects take account services to disabled.
6.2.d Computing support
The Faculty service department SUND-IT provides computer and IT-support of students (and staff),
including wireless internet access, access to computer rooms, printers and copiers at all campuses. The IT
Help-Desk service at Panum Campus is open to personal and phone inquiries and support all week days
from 8 AM to 4 PM. In addition, veterinary students can get IT support at Frederiksberg Campus. The
Frederiksberg library has a dedicated area for the veterinarian students in the study environment for access to
the SUND Net and the SUND print service.
6.2.e Financial support.
Every Dane over the age of 18 is entitled to public support for his or her further education . Tuition at Danish
public and most private educational institutions is free for Danish students and for EU/EEA students as well
as for students participating in an exchange program. Danish students not living with their parents receive
DKK 70,068 every year in SU - state grant for education. In Denmark, students do not receive insurance
coverage from the University and are thus to be covered by their own private insurance. However, members
of the student‟s organization (VMF) are covered by a group life insurance (more than 90% of students are
members of VMF).
6.2.f Physical facility Services
The Faculty service department Campus Service SUND is responsible for the physical facilities used by
students (and staff), e.g. auditoria, group study rooms, student leisure areas, catering, facilities at Panum and
Taastrup Campuses. At Frederiksberg Campus, this responsibility is shared with Campus Service SCIENCE,
Faculty of SCIENCE. Veterinary students have access to rooms and buildings with long historic ties to the
veterinary field and may use these for receptions, parties, student arrangements etc. (e.g. the buildings
“Gimle” and “Ridesalen”).
6.2.g Peer Assistance
New students are introduced to VETSCHOOL through a formalized “get-acquainted event for new
students”.
6.2.h Students Clubs and Organizations
 A veterinary student association (Danish Association of Veterinary Students - VMF) and a magazine
edited by veterinary students. More than 90% of students are members of VMF.
 International veterinary students‟ organization - International Veterinary Students Association Denmark
(IVSA)
 Numerous on-campus and unofficial student organizations and networks, e.g. a student sports club and a
hunting club.
 A student bar (A-vej) run by the different student organizations Tuesdays, Thursdays and Fridays.
6.3 Provide a summary of college activities in support of placement of graduates
The Student and Career Guidance and the International section have specialist advisers who advise
HEALTHs students about career opportunities, internships during a program and contacts to employers of
veterinary graduates. The Student and Career Guidance has one full-time employee who is responsible for
the creation of links between the Faculty and employers of professional academics as veterinary graduates.
DVM students get in touch with potential future employers in several ways:
 External lecturers from future employers take part in the teaching at different levels of the veterinary
curriculum, both in preclinical, clinical and paraclinical courses, and the VETSCHOOL support and
encourage students, under academic supervision, to do their thesis work in collaboration with
extramural veterinary institutions, companies and practices.
26
 The VETSCHOOL has since 2009 arranged a special Career Day (“INPUT”) for veterinary students in
late September. The event is planned and organized by VMF and in 2014 approximately 600 students
and 25 companies participated on the day.
 HEALTH organizes annual Career Days where graduate students get in touch with businesses and
organizations that could be attractive in terms of future career choices.
6.4 Provide academic catalogue(s) (or an electronic address for this resource) and freshman/upper-class
orientation materials
The Copenhagen University Intranet (KUnet) provides information to the students. At KUnet all academic
and study related information is available for the current DVM students. Students can access updated
information regarding e.g. Study message/“the latest news” from the VETSCHOOL and HEALTH faculty.
Furthermore the students can access information about Curricula, academic calendar, teaching plans,
information about exams and Exam Schedules, general educational legislation, including appeal rights and
procedures, study activity requirements, study planning tools, international study exchange, tuition and fees,
State education grant, student activities, student and study facilities, job and carrier options including Ph.D.
studies, administrative contacts and miscellaneous templates and on-line forms, e.g. application for
exemptions and exchange programs, thesis contracts, anonymous suggestions or complains, exam complains
etc.
The students also have access to a Course Catalog where they can find information regarding courses
offered by University of Copenhagen, e.g. course content, examination type, goal descriptions and Learning
Outcome, teaching and learning methods, teaching materials, teachers etc.
From KUnet students have access to the Learning Management System Absalon. Absalon contains all
online course rooms used by lecturers and students. The system has many different features that support
classroom-based teaching, from basic document exchange facilities to options for audio and video features.
In addition KUnet provides access to the students‟ own data and self-service at the National Student
Registration System (STADS)-website for registration information. STADS allows access for students
and administrative employees to administrative processes regarding admission, enrolment, course
registration, examination and diplomas. Through STADS, students have online access to register (and
unregister) for courses, including student course team, and exams and to access all the information about
themselves.
6.5 Describe the system used on an ongoing basis to collect student suggestions, comments, and
complaints related to the standards for accreditation
Students‟ input, comments and complaints regarding the veterinary curriculum, courses and study
environment are collected and evaluated continuously and systematically and are an important integral part
of the management of the education. Student representation in academic boards and educational boards at the
Universities is required by Danish University legislation with a 50% representation in the latter. HEALTH
has a long tradition for and positive experiences with involvement of students at almost all levels of strategy
and decision making (see list of veterinary student representations in Faculty Boards in Appendix 6.E).
Furthermore, each student class has their own representatives, who maintain contact and dialogue with the
Director of Studies; the Head of studies, course leaders and teachers.
Students‟ complaints about assessments, decisions and exemptions going against the wish of a student are
handled according to procedural regulations, laid down by the University of Copenhagen in accordance with
the national laws regarding public administration. The outcome evaluation and assessment procedures are
discussed in further details in Chapter 11 – Outcomes Assessments.
In 2009 (following the AVMA pre-visit), the VETSCHOOL established a mailbox at Frederiksberg Campus
where student anonymously were able to post suggestions, comments and complaints in relation to the DVM
program. However, as no-one used this opportunity, in 2014 an on-line mailboxes for veterinary BSc and
MSc students has been established, where they anonymously can submit suggestions, comments and
27
complaints (see KUnet online BSc mailbox; online MSc mailbox). The anonymous inputs are collected by
the Student and Career Guidance, and forwarded to the Head of Studies to be part of the yearly course and
curriculum evaluation process. The students can do anonymous online evaluations for each course and
examination. The evaluations will be reviewed annually. If students express dissatisfaction, a dialogue will
be initiated by the teacher and, if necessary, changes of content and/or teaching will be made.
In addition to this the University of Copenhagen makes a satisfaction and well-being survey every year
where the students can evaluate their well-being, student life, the facilities etc. anonymously. The university
evaluates the survey results and based on these improvements are made. In 2013 the students were
dissatisfied with the processing time for credit transfer and therefor HEALTH streamlined the process. The
goal is to obtain a processing time of maximum 6 weeks. In 2014 the students were more satisfied with the
processing time and HEALTH is working on improving the process even more. Finally if any student
believes that an error has been made they can anonymously contact the Student ambassador and get support.
6.6 Describe current plans for improvement in resources for students.
Improvements planned for 2015 include: Renovation of student‟s dining rooms (Frederiksberg); Installation
of benches for bathrooms (Frederiksberg); Outdoor coating and outdoor recreation area, e.g. ping pong table
(Taastrup); Improvements of outdoor environment and facilities (Taastrup); Identification of indoor air
problems in lecture halls (Taastrup and Frederiksberg). These plans, as well as other longer-term plans, are
included in an action plan “the Student in Focus”, which has been developed based on the results of the
regular satisfaction and well-being assessments.
7. ADMISSION
7.1 State the minimum requirements for admission
The class size each year is limited and dictated by the Government. It is therefore not possible to offer all
qualified applicants, Danish or foreign, admission to the BSc program in Veterinary Medicine. The Ministry
of Higher Education and Science coordinates application and admission to all Danish University educations,
see www.optagelse.dk (in Danish and English), and decides on minimal academic requirements. The
minimum academic requirements for Health and Medicine educations, including veterinary medicine are
similar. In all professional educations (Medicine, Veterinary Medicine, Odontology, Pharmacy, Law etc.)
students, who obtain the BSc degree, are guaranteed admission to the MSc program of the particular
education.
1.General admission requirements: A nationally recognized university entrance examination from one of the
member countries of the European Union or other diplomas/certificates from countries which have signed
the European Convention on the equivalence of diplomas leading to admission to universities. Detailed lists
of recognized entrance examinations are accessible on the admission website of the University of
Copenhagen and the Ministry of Higher Education and Science. All applicants with entrance exams different
from the ones listed at the respective websites are encouraged to contact University of Copenhagen prior to
applying.
2. Specific admission requirements: In addition to the general admission requirements, some supplementary
levels in specific subjects are required. Foreign applicants must also meet these specific admission
requirements. All applicants must show competence in Mathematics, Physics and Chemistry in the secondary
school qualification or in specific entrance examinations. Applicants must include information and
transcripts about the level (A/O level, Higher/Subsidiary level, number of years studied at secondary school
or university) in relevant subjects.
3. Danish language requirements: Both the BSc and MSc programs in Veterinary Medicine are taught in
Danish. Hence all foreign applicants must show proficiency in Danish pass a Danish language test before
28
being admitted. The required Danish test is the “Higher Education Exam – the study exam in Danish for
adult foreigners” General information about admission for foreign students can be found at the Danish
Ministry of Higher Education and Science webpage, and at the UCPH webpage. Students from the Nordic
countries with Danish, Norwegian or Swedish included in their final pre-university examination are not
required to complete a Danish test.
7.2 Describe the student selection process, including measures to enhance diversity
General principles: The Ministry of Higher Education and Science coordinates all enrollments of students
into all Higher Educations in Denmark on the basis of a central on-line application, in Danish and English.
This process is managed by the Danish coordinated on-line application system (KOT). KOT sorts and selects
students for admission according to the minimal requirements, number of available positions and admission
procedure set by the individual educations, faculties and universities, and forwards lists of students, who
subsequently will be offered admissions within the respective admission requirements of the specific
program.
The majority of students (Quota 1; normally 90%) at Danish university educations is by law enrolled purely
on the basis of their academic grade points from their university entrance exam (see 7.1.). A minority (Quota
2; normally 10%) is enrolled on the basis of other competencies than pure academic achievements. Until
2013, exemptions from the Quota-distribution had to be approved by the Ministry; but since 2013, the
faculties have been permitted to regulate the distribution themselves, in accordance with rules laid down by
the university. Since 2008, the VETSCHOOL has had a ministerial exemption from the general admission
rules, meaning that 50 % of applicants are enrolled through Quota 1 and 50% through Quota 2. This
admission procedure was implemented in order to enhance diversity of applicants and increase the awareness
of rural veterinary practice, veterinary public health and biomedicine among bachelor veterinary students. At
the BSc-program the yearly intake is 180 students; 90 student via Quota 1 and 90 students via Quota 2
Quota 1 uptake at the Danish Veterinary education
Applicants who apply in Quota 1 are evaluated exclusively on the basis of their qualifying examinations (in
2014 the cut-off grade point for the top 90 applicants was 11.0 on the 7-step scale). This process is by law
carried out by “the Coordinated Admission System” (KOT), which is a unit within Danish Ministry of
Higher Education and Science managing Quota 1 admission to all higher education programs in Denmark.
Applying through quota 1 is possible only when the grading system of the applicant's qualifying examination
is translatable to the Danish grading system. Applicants with qualifying examinations from countries with
grading systems that are incompatible with the Danish grading system must apply in quota 2 instead.
Quota 2 uptake at the Danish Veterinary education
Applicants who apply in Quota 2 are evaluated on the basis of both academic and personal competences in a
step-wise evaluation procedure.
- 1. General pre-university (high-school) grade point score
Valid entrance examinations with an average grade point of “6” or above on the 7-step scale (or equivalent
for students with foreign exams). This part of the selection procedure is carried out and validated by the
“Coordinated Admission System”, which subsequently forward the information on qualified Quota 2 to the
Veterinary Admission Committee.
- 2. Entrance test
All of the qualified quota 2 applicants are invited to a MCQ-entrance test. The 180 applicants with the best
scores are invited to admission interviews. The MCQ-entrance test focuses on:
 General pre-university (high-school) knowledge within Biology, Genetics, Chemistry, Physics and
Mathematics / Statistics
 Specific knowledge about domestic animals and livestock production in Denmark
 Specific knowledge about veterinary public health topics discussed in the press within the past year (eg
animal welfare cases, outbreaks of zoonotic and epizootic diseases, cases of antibiotic resistance and
food poisoning)
29
- 3. Semi-structured interview
The interview is carried out by panels of 3 members, i.e. a faculty member appointed by the veterinary
departments, a student appointed by the Veterinary Students Association and an DVM (including state
veterinarians) appointed by the Danish Veterinary Association. New panel members are instructed in the
interview at a seminar held every year prior to interviews. The semi-structured interviews focus on 10
competence areas (see 7.3). Each panel member scores individually the applicant (A – E; A being the highest
score) within each competence area, and subsequently give the applicant an overall score.
- Ranking of Quota 2 applicants
On the basis of the MCQ-entrance test score (weight: 1/3 of ranking score) and interview scores (weight: 2/3
of ranking score), a final ranking list of applicants is calculated and forwarded to “the Coordinated
Admission System”, who invites the top 90 quota 2 applicants not enrolled through quota 1 to enrollment in
the DVM BSc-program.
7.3 List factors other than academic achievement used as admission criteria during the semi-structured
admission interview
The Quota 2 applicant must be able to explain personal motivation for choosing the DVM-program and must
be able to account for and reflect on qualifications and experiences in regard to admission. The following
areas are specifically evaluated at the semi-structured interview:
Experience and knowledge with veterinary profession and it‟s carrier possibilities;
Practical experience with domestic and laboratory animals
Practical experience within veterinary work areas
Specific knowledge and experience within veterinary public health (One-Health)
Specific knowledge and experience within biomedicine
Reflection on animal welfare issues
Personal and social competences, e.g. motivation, communicative skills, self-efficacy, personality (e.g.
extro- or introvert)
8. Extra-curricular activities, e.g. leadership experience, sports, teaching / tutoring experience, voluntary
work experience
9. Study and learning styles, e.g. team worker, study technique, handling of high work load, ability to plan
10. Study preparedness, e.g. plans for moving to Copenhagen
1.
2.
3.
4.
5.
6.
7.
7.4 Number of students applying and admitted into the veterinary BSc-program. Table A.
YEAR
2009
2010
2011
2012
2013
STATE
RESIDENTS
NONCONTRACT
RESIDENTS*** STUDENTS
A1/P* O/A** A1/P* O/A** A/P
310/- 135/- 173/50/0
342/- 135/- 151/49/0
398/- 163/- 121/21/0
420/- 159/- 120/26/0
480/- 1701/- 93/101/0
O/Ac
0
0
0
0
0
TOTAL
A1/P*
483/180
493/180
519/180
540/180
573/180
A2/P*
610/180
654/180
702/180
733/180
763/180
O/Ac3
185/191
184/186
184/181
185/185
185/187
1
A = Applicants with Veterinary medicine as their 1st priority in the Danish coordinated on-line application system for Higher
Educations (KOT).
2
A = Total number of KOT-applicants, including students with veterinary medicine as their 2 nd, 3rd, 4th and 5th educational choice.
3
Ac = Accepted of students per Oct. 1st, including students offered admission through KOT (O) plus (i) a small number of veterinary
students from foreign veterinary-programs and (ii) former Danish veterinary students that are re-admitted intro the BSc-program.
*P = Positions available. All positions are allocated on the basis of Quota 1 and 2 admission criteria. Admission on the basis of
residency, nationality, ethnicity, gender etc. is not allowed according to Danish law.
**O/Ac = Offers Made by the Danish coordinated on-line application system /Acceptances.
*** Non-residents are calculated as number of applicants with a non-Danish entrance exam or persons with foreign citizenship
Both the total number of applicants and the applicants with veterinary medicine as their first choice have
risen slightly over the last 5 years. Consequently the average grade point from the entrance examinations
30
have increased from 10.5 to 11 at our “7-step scale” (average score of the scale is “6”). The decrease in 1st
priority applications from non-residents is mainly due to a decline in applications from Swedish citizens. It is
believed that this is a reflection of KOT changing the formulas for converting entrance exam scores from the
Swedish university entrance examination system into the Danish “7-step” system around 2008-2009, thus
making it harder for Swedish students to enter directly through Quota 1.
The official number of positions is 180 per year. However, KOT offers up to 5 extra students a position,
knowing that the major attrition of students take place within the first year of the study. Therefore, the
number of Offered positions (O=184-185) by KOT, is higher than the number of positions (P=180). The vast
majority of students, e.g. residents and non-residents, accept the admission when offered. If students decline
the offer before Sept. 1st, available positions are immediately offered to students on a “Quota 1 waiting list”.
7.5 Current plans for assessing the success of the selection process to meet the mission of the college
The outcomes of the admission procedure are monitored each year with respect to the performance of Quota
1 vs. Quota 2 students. See Standard 11.2.c. In 2014, the Faculty of Health and Medical Sciences launched a
3 year project assessing the consequences of Quota 2 enrollment into the DVM, MD, Dentistry and
pharmacy programs. On the basis of cohort studies of Quota 1 and 2 applicants from 2005 to 2014, the aim is
to propose new admission procedures to enhance diversity; lower attrition rates; and support better matching
of students to education. The project includes parameters as applicants‟ academic grade and social
background prior to admission; performance and personal well-being during study; and, carrier choice after
graduation. The project is led by Peter Holm, Head of Studies. Based on the project outcomes and
recommendations, the VETSCHOOL may decide to alter the current enrollment procedures including the
ratio of Quota 1 and 2 students.
7.6 Policies and procedures for admitting transfer students who will receive a degree from your
institution, and state the number of transfer students admitted per year for the last five years
Students from other veterinary educations are admitted into the veterinary MSc-program, if their veterinary
BSc-education or equivalent veterinary education equalizes the Danish veterinary BSc-program and they
fulfill the Danish Language requirement (see 7.3). The VETSCHOOL Admission Committee evaluates and
recommends the applicants. Within the last 5 years, 2 students have been admitted into the full the veterinary
MSc-program on the basis of a foreign 3 years veterinary BSc-program (or equivalent). Furthermore, a
number of graduates from non-EU countries take single MSc-courses in order to fulfill specific FVFArequirements regarding their veterinary degree, if it is not readily recognized as by the Danish Veterinary
and Food Administration (FVFA) as equivalent to the Danish DVM degree, and therefore does not qualify
for obtaining a Danish Veterinary License, However, these students do not graduate from the VETSCHOOL;
they only supplement their foreign degree with pass single MSc-courses.
8. FACULTY
8.1 Complete Tables A and B, and assess the strengths of the faculty and support staff in fulfilling the
college mission (See Appendix 8-A and 8-B)
The Copenhagen VETSCHOOL has a highly qualified academic staff with sufficient expertise to deliver the
curriculum. The number of PhD positions and PhD students has increased to a very high level and the
number and the qualifications of support staff are high and sufficient to fulfil the mission of our school. A
weakness is that the number of residencies is limited
8.2 State the current number of academic faculty (head count) who possess credentials as listed in Tables
C and D (See Appendix 8-C and 8-D)
Overall the vast majority of the faculty are veterinarians holding a PhD degree and a number of these are also
board certified. The number of faculty is sufficient to instruct 180 new students every year. Staff members
are all highly qualified.
31
8.3 Assess the challenges for your college in maintaining faculty numbers and quality
In Denmark, veterinarians have a long tradition of high employability. Salaries in the private sector are
generally higher than they are in the public sector but in general, and especially within basic and paraclinical
sciences, we are able to attract and maintain highly qualified faculty. In some areas, especially within the
clinical areas, there are however few qualified candidates and therefore we increase our scouting procedures
in order to attract faculty from abroad.
The decrease in basic funding and the increased dependency on external funding for research is a major
challenge for the senior scientific staff.
8.4 Provide information on the loss (discipline/specialty) and recruitment of faculty (See appendix 8-A)
There has been an overall loss in the number of faculty members during the last five years, which is
explained by budget cuts in basic funding. In the same period there have been increases in the number of
PhD students which, to some extent participate in teaching of students.
8.5 Provide a concise summary of promotion and tenure policies, and the policy to assure stability for
non-tenured, long-term faculty
The “Job Structure for Academic Staff at Universities” stipulates the framework and contents of the job
positions and their length, which may be assigned to academic staff at Danish universities.
According to the Fixed-term Employment Act (Ministerial Order no. 907, section 5 (2), 2008) fixed-term
employment contracts can be renewed a maximum of two times, the maximum number of successive periods
of employment is thus three. This means that researchers/teaching staff in non-permanent positions cannot
subsequently be appointed to the same position for additional period(s) of employment. It is possible to
appoint the researcher/lecturer to a new position at the university. The Fixed-term Employment Act applies
to each level of the job structure.
Only staff employed in positions stipulated in the “Job Structure for Academic Staff “ may perform teaching
and research activities at Danish universities. It is the responsibility of the university management to ensure
the balance between research and teaching. Moreover, academic staff has academic freedom and is free to
conduct research within the university‟s strategic research framework. This is elaborated on in detail in the
University Act (2013).
Academic staff is appointed through a four-step procedure:
1. Vacancy announcement formulated and made public with the intention of attracting a broad range of
eligible applicants
2. Independent and informed academic assessment of candidates carried out by a scientific committee
3. An appointment committee interviews candidates and makes recommendations to the Dean
4. Appointment decision made by the Dean after consultation with the Department Head.
UCPH has common guidelines for teaching portfolios when appointing academic staff. Teaching portfolios
are to be submitted when applying for positions at the associate professor and professor levels.
The guidelines are to be seen in connection with the Guidelines for the University of Copenhagen teacher
training program for assistant professors. These guidelines specify how assistant professors are to receive
teaching and practical training in the development and ongoing use of a teaching portfolio. The development
of a teaching portfolio is an obligatory and integrated aspect of the assistant professor teacher training. The
work with teaching portfolios in the assistant professor teacher training can form the basis for the
development of a portfolio for use in applications to positions at the associate professor and professor levels.
8.6 Provide an estimate of the weight assigned to promotion/tenure and or compensation for teaching,
research, service, or other scholarly activities
The appointment of academic staff in the above positions is highly regulated by Danish legislation and
university guidelines. To progress from one position to another depends on individual, peer- reviewed
32
assessment regarding research, teaching and communication qualifications. In addition the university is
especially focussed on attracting and retaining talented researchers.
Progression from one academic position to the next is based on individual appointment. An independent,
informed and confidential assessment of whether applicants possess the relevant academic qualifications in
research, teaching, communication, and services that are stipulated in the above mentioned job structure and
the vacancy announcement is carried out by an assessment committee.
For the permanent posts described above the vacancy announcement is formulated by the head of department
and approved by the dean. Once the assessment committee has made its academic assessment the
appointment committee can select candidates to interview. The appointment committee is headed by the
vice-dean for research, the department head, the head of studies of the veterinary program, and a student. The
appointment committee makes a recommendation to the dean based on the personal interview and the
academic assessment. The dean makes the final appointment decision. The University of Copenhagen has
recently introduced a new tenure-track assistant professor program to attract younger, talented researchers.
The intention is to provide a certain level of employment security for a longer period of time, while
following a tenure track plan.
The departments are organized in sections defined by research activities. The responsibility for the research
and teaching output lies within these sections. Teaching and research activities are shared among section
members and it is agreed that it is the total output from the section rather than the individual output which is
used to ascertain the quality of research and teaching. Superior quality in research, teaching and services is
acknowledged by the department through the annual salary negotiations and yearly performance and
development reviews.
8.7 Briefly describe faculty professional development opportunities available in the college/university
The recruitment and development of researchers is a strategic priority at HEALTH. HEALTH uses its
dynamic research culture to attract, motivate, develop and retain the highly valued Faculty by offering the
development opportunities required to attract and retain faculty. Each year, all employees at HEALTH
participate in a structured performance and development review with their closest supervisor. The aim of the
review is to focus on the results of the employee, goals related to teaching and research, general job
satisfaction and wishes for professional development and continuing education. Both the employer and the
employee have a responsibility for the employee‟s professional development. The development opportunities
are not limited to a certain set of options. It is important for HEALTH that all employees must be able to
impact their own development as much as possible and that it can be defined in close cooperation between
the employer and the employee. Possible development activities could be participation in national or
international courses or master programs. Additionally, it is important that the individual development is
coordinated with the strategic goals of the VETSCHOOL, the department, the sections and the local research
group that the employee is a part of.
8.8 Describe current plans or major changes in program direction that would be affected by faculty
retirements, recruitment and retention
The Faculty works with long-range staff plans to anticipate staff flow. This includes strategic PhD programs,
strategic Post Doc programs and tenure-like positions at the level of assistant professors. In 2013 all
departments were allocated specific funding (3 million DKK) for strategic staff recruitment.
8.9. Describe measures taken to attract and retain a diverse faculty
Positions at HEALTH are broadly advertised with the intention of attracting a broad range of eligible
applicants. During some years there have been a minority of women among professors and there have
therefore been focus on recruiting women to apply for these positions. In all cases the appointment procedure
described in 8.5 is followed.
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8.10. Describe programs for on-campus delivery of curricular content by individuals not employed full
time by the institution (other than occasional guest lecturers), including subjects taught. Estimate
the percentage of core curricular content delivered in this way
VETSCHOOL has made a strategic collaboration with the National Veterinary Institute at the Danish
Technical University to ensure that research based teaching can be given within certain areas of veterinary
virology and microbiology and that students are given an equal opportunity to perform their master project
within these areas. The percentage of core curricular delivered this way is less than 1 %.
8.11. Describe the role of interns, residents, and graduate students in teaching and evaluating veterinary
students
In the clinical rotations, interns (“klinikdyrlæger”; typically graduate students with a few years of practical
experience as veterinarians) and residents actively contribute to the practical clinical teaching where they
give students clinical instruction and discuss clinical cases with the students individually and at rounds. The
opinions of the interns and residents are also included in the weekly evaluations of the students made by the
clinical scientists.
9. CURRICULUM
Please see Appendix 9 for Curriculum Digest overviews of BSc and MSc obligatory and elective courses.
9.1 State the overall objectives of the curriculum and describe how those objectives are integrated into
individual courses
The overall mission of the VETSCHOOL is to educate highly qualified veterinarians that benefit society
through the improvement of animal and human health. These veterinarians should have knowledge of basic
animal science, disease biology and food safety as well as knowledge of the diagnosis, treatment and
prevention of animal diseases. The specific objectives are:
 to provide students with the qualifications necessary for authorization as a veterinarian in Denmark
 to provide students with the necessary qualifications to diagnose and treat diseased animals, including
animals with communicable diseases, to prevent diseases, to evaluate animal welfare, to undertake
food inspection and professional functions within food safety, environmental protection, , and to
undertake other professional functions where veterinary competencies are relevant
 to provide students with the necessary qualifications to independently maintain and develop their
professional and scientific competencies through lifelong learning
 to provide students with the necessary qualifications to identify, describe and solve or handle complex
veterinary problems
 to provide students with more comprehensive knowledge, skills and competencies within a given
veterinary curriculum tracking
 to provide students with the necessary qualifications to meet the day-one competencies described by
EAEVE and AVMA
 to provide the knowledge, skills, values, attitudes, aptitudes, and behaviors necessary to address
responsibly the health and well-being of animals in the context of changing societal expectations
 to provide students with the necessary qualifications to pursue PhD studies
For detailed list of intended outcomes of the BSc and MSc-programs, see Appendix 11-A.
The veterinary educational program is governed by the Danish Act on Universities, which requires that all
university education must be divided into a BSc program (3 years) and a MSc program (2½ year for
34
veterinary medicine). The veterinary curriculum thus comprises 5½ year in total, equivalent to 330 ECTS3
(credits; 60 ECTS per year). The student will obtain a solid foundation of veterinary and scientific
knowledge and skills. This includes understanding of foundation of science, and ability to retrieve, handle
and critically evaluate scientific data and literature, which is essential for supporting self-regulated learning
after graduation. Having completed the veterinary MSc program, the student is by law eligible to the Danish
Veterinary License, which is recognized by the countries of the European Union and to pursue a PhD study.
For details about the core and elective courses, see appendices 9-A to 9-C.
2009 Curriculum, adjusted in 2011, 2012 and 2014
Core courses comprise the majority of both the BSc- and MSc-programs. In the BSc program, 277.5 ECTS
are mandatory courses, while 22.5 ECTS are electives. To be admitted to the veterinary MSc program, the
student has to select a 22.5 ECTS package of three specific veterinary courses (see appendix 9-A).
In the veterinary MSc program, 26.5 ECTS are electives. The electives have been combined into 5 tracking
programs (so-called “differentiation modules”): Advanced Companion Animal Clinic, Equine Clinic, Herd
Health, One Health and Biomedicine. For students, who would like international experience, it is possible to
design their own elective program, consisting of clinical rotations and other final year veterinary MSccourses at AVMA and EAEVE accredited Colleges, including the possibility of maximal 3 months
supervised externship.
The veterinary BSc-education provides the scientific knowledge necessary for the student to launch an
intensive study of animal health and diseases, and develops the specific biochemical, anatomical,
physiological, pharmacological, pathological and clinical principles necessary to understand normal and
abnormal structure and function and their relation to the clinical manifestations, diagnosis, treatment,
management and prevention of disease.
The fourth year (i.e. MSc education, Year 1) is devoted partly to core techniques courses (lectures on
companion animal and large animal diseases as well as practical training in clinical examination and surgical
techniques and skills), where students are taught theoretical and practical skills relevant for diagnostic workup in veterinary practice; partly to in-practice rotational courses on the diagnosis and treatment of diseases of
the major domestic species, many of which are taught using a problem-oriented approach. The latter
rotational courses continue into Year 5. The second half of the fifth year and Year 6 are mainly dedicated to
the elective tracking courses and the MSc-thesis.
Clinical experience is an integral part of veterinary medical education and a major part of the core rotations
and it includes emergency service. In the community practices of the University hospitals for Companion
Animals and Large Animals, students have primary patient responsibility under close supervision. They take
patient histories, conduct health examinations, vaccinations, learn the art and science of diagnosis, and make
recommendations for treatment or referral to other services for further evaluation as well as participate
actively in case management and client communication. All of these activities are performed under the
supervision of clinical or scientific faculty, who are specialists in their field. In field services, faculty and
students evaluate and treat farm livestock, horses, and exotic animals. The herd health program is conducted
by regular, clinical, and adjunct faculty in farms and businesses around Zealand.
The BSc project (10 ECTS) and the MSc thesis (30 ECTS) have as their didactic/pedagogical basis a projectbased approach, thus favoring accommodative and divergent learning. This is aimed to help the students
obtaining the necessary qualifications to independently maintain and develop their scientific and professional
competencies and qualifications to identify, describe and solve or handle complex veterinary problems.
Furthermore, the projects are regarded as an essential step in initiating and promoting lifelong learning in
each professional degree candidate.
3
European Credit Transfer System. One year full time study equivalents 60 ECTS, which in Denmark is translated into 1650 hours
study load
35
9.2 Describe major curricular changes that have occurred since the last accreditation
The current 2009 curriculum is based on a major curriculum revision that was initiated in October 2007 and
incrementally implemented between 2009 and 2013. Hence, the first students following the 2009 curriculum
have graduated in January - February 2015. In 2009, the 2009-curriculum was presented and evaluated
prospectively by the AVMA pre-visit team (see AVMA pre-visit team comments and recommendations, and
subsequent actions taken in Appendix 9.E). In December 2010, the 2009-curriculum was approved and
accredited by EAEVE.
The original 2009 – curriculum has been further adjusted in 2010, 2012 and 2014 to accommodate the
educational strategies of the VETSCHOOL and in response to outcomes assessment from several sources:
the annual course and curriculum evaluations, outcomes assessment by alumni and employers, specific
inquiries and suggestions from students and faculty to the Veterinary Study Board. All changes have been
decided by the Veterinary Study Board, processed in accordance with the Quality Assurance system (see
standard 11), approved by the VETSCHOOL´s council on education and finally granted by the Dean.
In 2010, two adjustments were made in the BSc-curriculum:
1. Minor adjustments regarding laboratory animal science teaching, so students graduating from the
BSc-education hold the Danish and EU license4 to assist in animal experiments.
2. Re-location of practical tutorials within “Basic clinical theory, large animals” to 3rd quarter from 2nd
quarter of Year 3 in order to allow more even distribution of students and practical animal tutorials at
the University Teaching Hospital for Large Animals, Taastrup Campus.
3. In 2012, a series of adjustments of courses were implemented, based on Students and teachers
evaluations.
4. Re-establishment of more discipline oriented course modules and exams on some BSc-course, e.g.
Veterinary Ethics & Science Theory and Veterinary Zoology, Cytology & General Histology and
Veterinary Genetics, Animal Nutrition and Animal Breeding, Applied Ethology and Veterinary
Jurisprudence. These courses had been assembled in 7.5 ECTS courses in the original 2009
curriculum.
5. Re-location of the BSc- course Special Pharmacology (former Veterinary Paraclinics-1) to the last
quarter of Year 2 from the last quarter of Year 3, in order to obtain a more even study load through
the last Year of the BSc-education.
6. Lectures in client communication were included in several courses as a consequence of alumni
survey.
7. 2 weeks extra mural “seeing practice” rotation was added to the MSc- course General Clinical
practice, companion animals‟ course.
8. In 2014, the Veterinary Study Board decided that from February 2015:
9. Integration of the BSc-courses on pharmacology and toxicology into one course and major renewal
of teaching and exam forms in order to exploit the synergy between the basic issues of the two
disciplines, achieve a more even study load and to obtain better learning alignment between learning
goals, teaching and assessment.
10. 4 days extra-mural "seeing practice" rotation has been added to the course General Clinical Practice,
Large Animals with focus on large animal practice management and client communication.
9.3 Describe the process used for curriculum assessment (including course/instructor evaluation) and the
process used to assess curricular overlaps, redundancies, and omissions
Aspect set by the Danish Act on Universities:
 The Dean shall manage the main academic area, and ensure the interaction between research and
education and quality of education and teaching.
 The Dean shall approve curricula, subject to proposals from the Study Board.
4
Issued by the Danish Ministry of Food, agriculture and fisheries in accordance with regulations set by the Federation of European
Laboratory Animal Associations (FELASA).
36
 The Study Board shall comprise equal numbers of representatives of the academic staff and the
students, selected by and from the academic staff and the students respectively.
 In co-operation with the Study Board, the Head of Studies shall undertake the practical organization
of teaching and assessments forming part of the exams.
 The Study Board shall ensure the organization, realization and development of educational and
teaching activities (see appendix 1-C for a detailed description of the duties for the chair of the Study
Board).
 The Head of Departments shall ensure the quality and interaction between the research and education
of the department, and in consultancy with the Study Board and the Head of Studies, the Head of
Department shall follow-up on evaluations of education and teaching.
Aspects set by HEALTH and University of Copenhagen (UCPH):
 As a school within the HEALTH faculty, the VETSCHOOL follows the Educational quality control
procedures laid down by the HEALTH and UCPH for outcomes assessments including course and
exam evaluation and curriculum assessment. This is described in details in Standard 11.1.
Apart from these formal aspects, a variety of informal aspects also contribute.
At any time, the Head of Studies can on his/her own initiative, or following decision in the Veterinary Study
Board, conduct an evaluation of larger parts of the curriculum. An example of this was meetings with
students, BSc-course leaders and pre-university teachers within physics and chemistry, in order to evaluate
the present role of supportive subjects in the BSc-curriculum. Another example was a series of meetings with
students, teachers and course leaders of the clinical rotations at the MSc-curriculum, with focus on the
summative assessment forms. These were accompanied by a workshop on Clinical examination with
emphasis on OSCE examination.
9.4 Describe the strengths and weaknesses of the curriculum as a whole
Strengths:
 The existing curriculum exposes students to all aspects of veterinary medicine, and this broad-based
coverage is its primary strength.
 Dedicated, motivated and active teachers as well as students are also primary strengths. Furthermore,
the unique uptake of 50% of the students via the quota 2- admission procedure ensures a broader
student background, which is highly appreciated by VETSCHOOL and the employers.
 Despite the comprehensive nature of the curriculum, tracking opportunities within companion
animals, equine clinic, herd health, One Health (veterinary public health), and biomedicine are
available for students in the last year of the MSc program.
 The curriculum provides a wide didactic variety for our students, i.e lectures, practical exercises,
clinical practicals and rotations, project-based learning, case-based learning, e-learning, and clinical
skills laboratory.
 A dynamic curriculum allowing that the Veterinary Study Board is able to efficiently implement
changes to courses and curriculum on the basis of course and curriculum evaluations and outcome
assessments.
 Vertical integration between parts of the Anatomy syllabus into propaedeutic and clinical courses,
e.g. Basic Clinical Theory Large Animals, Medicine, Surgery and Reproduction, Companion
Animals and Veterinary Imaging.
Weaknesses:
 No teaching-free periods prior to summative course exams within the ordinary quarter structure
stresses students and reduce time for exam preparation.
 Redundancies between the syllabi of physics and chemistry of the required pre-university secondary
high school education and the biophysics and chemistry modules within the 1st Year BSc-degree
curriculum.
 Inadequate use of available post-mortem specimens for teaching BSc-degree students. The course of
Special Pathology and Poultry Diseases is only taught during the fall semester (2 quarters) meaning
37

that BSc-degree students do not utilize and take actively part in post-mortem examinations during
the spring semester.
The quarter structure of the teaching year results in blocks with less than 9 full week‟s teaching, as
public holidays in some years collides with a block week. This creates problems on the clinical
rotations as well as in organizing laboratory work in smaller teams for 180 students during a 8 week
block.
A curriculum revision procedure is currently taking place in order to address the weaknesses described
above.
9.5 Describe preceptor and externship programs (including the evaluation process)
The core clinical MSc-courses, General Clinical Practice, Companion Animals and Large Animals have
extra mural “seeing practice” rotations of 2 weeks and 4 days, respectively. During these rotations, students
are asked to focus on client communication and practice management. During the external rotation, the
students are asked to make a brief portfolio on patients seen and to answer specific questions to make them
reflect on the working environment and patient handling in the external clinics.
Within the elective (tracking) MSC-courses students can select extra mural rotation / externships as part of
their course program:
 Advanced Companion Animal Tracking: Three weeks in an approved external specialized
Companion Animal Practice, where at least one veterinarian should hold a specialization in companion
animal medicine.
 Equine clinic tracking. At the Equine Clinic track the students have two weeks of seeing practice.
The students select the practice them self and the cases of the practice should be large animals with
special focus on horses. During the stay the students obtain a log book including all cases. This log
book must be approved by the course responsible. Additionally the students also have three weeks of
seeing practice in the field practice allocated to the University
 Herd Health tracking. The students are further introduced to herd health and veterinary public health
during a preceding 5 ECTS course. 17.5 ECTS of the main course is project-based and entirely extramural. Centered on an industrialized dairy or sow herd, the students do traditional clinical work and
study all aspects of herd health management. The students are required to collaborate with farm
personnel and the local herd veterinarian. The outcome of the course is a comprehensive herd health
report, which is assessed by means of a 4-hour written examination. The remaining 4 ECTS is elective
to allow the students to pursue specific interest. Currently, many students work with mink and most of
the rest go with veterinarians in farm animal practice. A log book must be approved by the course
responsible.
 One-Health tracking. The students are further introduced to herd health and veterinary public health
and acquire an in-depth knowledge about the One Health approach when solving national, regional as
well as global challenges, with special focus on health problems associated with the spread of
pathogens between animals and humans ('zoonoses'). Through case work the participants will learn
how to develop systematic, stepwise approaches into cost-efficient and sustainable disease control
programs based on evidence from literature and new/own investigations of zoonotic diseases.
 Alternative Elective Program: With the alternative elective programs, there is a maximum of 12
weeks (15 ECTS) allotted for supervised externship / trainee service. This Externship / trainee service
program must be work in a graduate-like position. It may take place in private veterinary practices,
veterinary state laboratories and organizations, biomedical industries etc. The student is supervised by
a faculty as main supervisor with a co-supervisor at the workplace. The work must be of such a nature
that it contributes to the development of the student‟s theoretical and practical knowledge in relation to
the DVM-studies themselves. The student must deliver a reflective report (portfolio) which is assessed
by the main supervisor. The externship program must be approved by the main (subject) supervisor
and the externship program coordinator of the supervising department. Furthermore, the Study Board
represented by the Head of Studies must subsequently approve the whole alternative program (see
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course descriptions Veterinary Project in Practice (7.5 credits) and Veterinary Project in Practice (15
credits)
 Except for short extramural “seeing rotations” with the compulsory clinical courses General Clinical
Practice, Large Animals and Companion animals, no compulsory extramural clinical work is included
in the curriculum. However, as BSc students increase their calculated grade used in the selection
process for admission into the different tracking programs, a large part of the students engage
themselves in veterinary trainee service for 3 or more weeks during the summer holidays. The handson practical training in meat inspection and food safety inspection in the second semester of year 4/the
first semester of year 5 is outsourced to the Danish Meat Trade College in Roskilde (see standard
4.1.5).
 The course on Equine clinic includes and extra mural practice, and in the other clinical tracking
programs, extramural clinical work may be incorporated into the course program by individual
students, i.e. Advanced companion animal (up to 3 weeks), Herd Health (up to 6 weeks) and OneHealth (up to 4 weeks). Furthermore, MSc students may, with approval from a clinical veterinary
supervisor and Head of Veterinary Studies, compile their own special tracking program based on
extramural work. The assessment is based on a project report.
9.6 Curriculum Digest
A Curriculum Digest is provided in Appendix 9-A and B, which hyperlinks directly to all veterinary courses
in the course database). In appendix 9-C, D and E, course descriptions of a BSc program course and two
MSc program courses, a clinical rotation course and a tracking course, are shown. The descriptions follow
the standard layout of all veterinary program courses that are published at the University Course Database.
9.7 Describe current plans for curricular revisions
On the basis of the continuous monitoring of the outcomes of the 2009 BSc-curriculum, the Veterinary Study
Board has in 2014 initiated a revision process for BSc-curriculum that shall result in adjustments meeting the
identified weaknesses (see 9.4, above). Work groups shall deliver suggestions for new course syllabi in June
2015. As the first DVM-students enrolled on the 2009 curriculum will graduate in 2015, the Veterinary
Study Board has planned a comprehensive analysis and review of the MSc-curriculum and outcomes, and
will subsequently initiate necessary adjustments. From 2015, the teaching blocks (quarters) that collide with
public holidays will be prolonged accordingly by including teaching days within the free weeks between
blocks.
9.8. Provide a description of the testing/grading system (scoring range, pass levels, pass/fail) and the
procedures for upholding academic standards
The June 2014 Ministerial Order on University Examinations and Grading (the Examination Order) specifies
in detail all rules and regulations in this regard .
The veterinary programs are competence based educations (see Standard 11 and Appendix 11-A), with
constructive alignment between intended learning goals and assessment. The examination after each course
tests student performance in relation to intended learning goals; most veterinary examinations are written and
practical skills are either included in the summative examination or tested in formative assessments during
the courses. Exams and assessment are regulated, the grading scale being a 7-step grading scale with a
Pass/fail system, as laid down in the ministerial grading scale order.
9.9 Describe the opportunities for students to learn how different cultural and other influences can impact
the provision of veterinary services
The veterinary students are introduced to impact on cultures on veterinary services and animal handling at
the first year course Veterinary Ethics and Science Theory. Furthermore, knowledge of different religious
slaughtering practices and the EU and National regulations regarding these practices are an integrated part of
the curriculum. As part of HEALTH, veterinary students are part of a multicultural educational environment,
even though the cultural religious diversity among students at veterinary program is less than found at other
programs as Dentistry, Pharmacy and Medicine.
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10. RESEARCH PROGRAMS
The College must maintain substantial research activities of high quality that integrate with and
strengthen the professional program
The main focus of the research is in the area of basic and applied research relevant for animal and human
health, food production, and environment. Within the veterinary domain, there are many different research
programs and projects. Generally, these benefit the students greatly in attracting good academic staff and
creating a study environment with strong emphasis on research and innovation.
10.1. Describe up to five programs of research emphasis and excellence
10.1.a New strategies for combating antimicrobial resistant bacteria.
Antibiotic use in humans and animals has the unavoidable side effect to promote selection of resistant
bacteria. The use of antibiotics and the development of resistant bacteria therefore affect both animal and
human health. At the VETSCHOOL we perform research to find effective solutions to this problem
including reduction of the use of traditional antibiotics and the risk of zoonotic transmission from animals to
humans. The research program is conducted in a true One Health perspective and includes faculty from
veterinary science as well as human medicine and animal science. It focuses on translational research
bridging the gaps between basic science, clinical research, and patient care.
10.1.b Animal Health and Welfare
There is an increasing focus on animal health and animal welfare. The research in this field goes across
several levels: from settling on how animal health or animal welfare may be defined, over the identification
of indicators that may be used to detect disease or bad welfare, over the detection of causes of poor health or
welfare, to the clarification of how to set ethical limits to animal use. By using diverse methods from applied
animal behavior, epidemiology and bioethics, approaches for preventing or limiting risks of poor health and
welfare are being developed. This research is conducted in close collaboration with animal science research.
10.1.c Experimental animal models
The EU uses 15 million laboratory animals every year. Most studies are models for human diseases. At
VETSCHOOL we contribute to reduce the use and refine the experimental animal models. We do this by
adapting the animal models to a high degree of resemblance with human diseases, by trying to lessen stress
on the individual animal and reducing the uncontrolled variation in the animals. The work is concentrated on
models using mice, rats, guniea pigs and pigs.
10.1.d Domestic animal genomics and epigenomics
The research is focused on a generation of novel information on genetic components that can be applied to
improve animal and human health and support sustainable animal breeding. The group has a longstanding
interest in studies of host-pathogen interaction, comparative genomics, molecular pathology, and
development of animal models for human diseases. The research establishes novel information within the
area of genetics and genomics that contribute to generation of novel basic biological insight in mammalian
genome organization and function. The researchers interact with veterinary clinics and breeding
organizations and prioritize translational projects, which benefit production and companion animals as well
as the human genetic field. Therefore, the group delivers truly research-based teaching, that is continuously
improved and updated with the newest developments within the field of genetics and genomics.
10.1.e Healthy companion animals
Companion animals are often considered family members, and the veterinary clinics and the pet industry
experience increasing growth despite the financial crisis. Our research has focus on improved diagnostics,
treatment and prevention of the most serious diseases for cats and dogs, which are also the diseases
frequently seen in humans. The diseases show basic pathophysiological mechanisms, which can be studied
across disciplines and species. To a large extent cats and dogs share the environment and life style with their
families. Their short life span and natural ageing, makes it possible to study the disease mechanisms and the
triggering factors, arising spontaneously and with the same complexity as in humans. The environmental
40
impact interacting with the molecular basis, genetic and epigenetic, can be studied over a short period. At the
same time this approach offers a unique platform for new diagnostic modalities and treatment strategies that
benefit both animals and humans without afflicting diseases upon the animals.
10.2. Provide evidence for the breadth and quality of the college research program
10.2.a. The number of individual faculty members within each department involved in research, total
research FTE, and research productivity (tabulate below for each of the last three years).
The Academic staff members listed in Appendix 10.A are active in research, and the research output is listed
as peer reviewed papers.
10.2.b. A description (one page or less) of other measures of faculty research activity (e.g., faculty
participation and presentation of original research in scientific meetings, involvement of faculty in panels,
advisory boards or commissions, and national and international research awards received).
The research priorities of the veterinary science area adhere to the HEALTH research strategy named from
MOLECULE TO SOCIETY. As strength, the Copenhagen area contains the largest concentration of medical
and biotechnology companies in Northern Europe, and generally top-researchers at HEALTH are in the
international lead. Among these are several members of faculty at the Veterinary Departments. Research is
conducted broadly into most areas of veterinary science, as documented by the publication record.
Interdisciplinary research initiatives help us address the broad, complex themes and challenges that lie
outside the range of the individual disciplines. HEALTH‟s research is conducted to high professional
standards, within a culture that complies with both Danish and international standards for good scientific
practice.
As part of their academic appointment, faculty at VETSCHOOL are expected to develop independent
basic and/or clinically oriented research and publish their results in professional/scientific peer review
journals. Furthermore, most faculty are involved in research committees for international meetings,
congresses and national and international commissions.
Specifically faculty employees are represented in the Danish Council for Independent Research, The Danish
Council for Strategic Research, agricultural levy funds for several animal species (cattle, swine and mink).
Further, faculty employees are represented in boards and expert committees in several countries as well as
EU organisations (e.g. EFSA) and funding bodies (e.g. ANIHWA).
10.3. Describe the impact of the overall research program on the professional program and on
professional students
Research is an indispensable and essential part of all activities within the veterinary programs. Research
results are used in all parts of the veterinary courses to provide the students with the most recent and
evidence based information. The students are taught how to critically evaluate sources and experience
research first hand through their veterinary MSc thesis work. Through this exposure, they experience the full
impact of research on the veterinary profession as well as inspiration to pursue a research education program.
10.3.a Describe courses or portions of the curriculum where research-related topics are covered (literature
review/interpretation, research ethics, research methods or techniques, and study design.
In the BSc-project (thesis) and the MSc-thesis at the final year of the respective programs, students are
explicitly engaged in research topics, either through writing of a literature review of a veterinary scientific
topic (BSc-project) or by performing independent veterinary research work (MSc-thesis). In addition,
students are involved in research-related topics in several courses throughout the programs, e.g. Bio ethical
project assignment within the Veterinary Ethics and Science Theory courses and study design with the Basic
Statistics and Epidemiology course at Year 1 and 2, respectively, of the BSc-program. Within the MScprogram students are engaged in research related topics in relation to the elective courses, e.g. Biomedicine
and One-Health, during which students either design or participate in research projects.
41
10.3.b. Describe/list the current or proposed opportunities for participation in research
All veterinary students actively participate in research through their veterinary MSc thesis project which
includes an experimental research part, either a laboratory experiment, a clinical study, or an analytical
activity. In addition, many students participate or are involved in research during their clinical or other
rotations in the tracking programs.
The MSc program is concluded with a thesis, where the student works independently with a problem which
is an important part of the individual student‟s academic profile. The thesis equals 30 credits (1 semester)
and it must include independent experimental and/or analytical work. The main supervisor must be an
employee at HEALTH and must as a minimum be an Associate Professor. Supervision is based on mutual
agreement and on the student‟s individual needs. The supervisor supervise with respect to the structuring of
the assignment, the method of analysis, important sources etc.
10.3.c. Describe efforts by the college that facilitate the link between veterinary medical student research
and subsequent or concurrent graduate education, and that enhance the impact of college research on the
veterinary professional program.
By law, the program has to be research-based so examples of current research are included in single courses
and lessons when applicable. This goal is reached by integrating research and research results in the
veterinary curriculum at bachelor and master level as described above.
10.3.d. Describe college research seminars and presentations for DVM students
Formal, recurring research seminars and presentations for DVM students are not established. Students
attending courses at the University Hospital are invited to join the weekly research seminars/presentations
made by faculty and veterinarians working at the University hospital. DVM students make oral presentations
of their research at the examination of their bachelor's and master's theses. Furthermore, supervisors
encourage their bachelor and master students to publish their work in peer reviewed journals and offer their
guidance during the process.
As part of the Biomedicine track, DVM students are required to prepare posters (in groups) that are
presented and discussed in plenum. Furthermore, in the Companion Animal Hospital, DVM Master Students
have the opportunity to attend the weekly faculty seminar including presentations of PhD research.
11. OUTCOMES ASSESSMENT
In all courses, students‟ outcomes are assessed in relation to the intended learning outcomes of the course,
either at a final course examination (i.e. all BSc-courses and most MSc-courses), during the course through
theoretical and practical course assignments, portfolios and compulsory participation (i.e. courses with
practical / clinical elements) or both (i.e. most MSc courses, including clinical rotations).
Furthermore, the VETSCHOOL follows the educational quality control procedures laid down by the Faculty
(HEALTH) and UCPH in order to ensure dynamic improvement of outcomes. The system can be
summarized as follows:
 All courses and exams are evaluated by students every year using an electronic survey, and
subsequently the course leader evaluates and categorizes his/her course in one of 3 categories (A, B, C)
on the basis of students‟ outcomes, students‟ course and exam evaluations and teacher‟s inputs
regarding course outcome.
 If students‟ and/or course outcomes calls for improvement, the Course Leader Evaluation Report must
be accompanied with an action plan for improvement of the course.
42
 Course reports and possible action plans are forwarded to the respective Department Teaching
Committees for approval. Improvements that do not require syllabus or curriculum changes are
immediately implemented.
 The Head of Studies gathers all information about course outcomes and summarizes the conclusions in a
yearly Curriculum Status Report, which is discussed and approved by The Veterinary Study Board.
 The Board makes final decisions on improvements of the curriculum including major changes in
individual courses. If major revisions of curriculum are planned, the revised curriculum is sent for
consultation to the VETSCHOOL, i.e. School Board, Head of Departments and External Advisory
Board, and the Faculty Service Section of Studies and Students prior to final decision.
 Finally, the revised curriculum is forwarded to the Dean for final approval.
The marked hyperlinks provide access to exam questions, summaries of outcomes of course exams, the
annual report from the chairman of the external examiners, students‟ course- and exam evaluations (available
at Absalon), the Curriculum Status Report and summaries (minutes) from Study Board Meetings and the
overall UCPH evaluation plans.
11.1.a NAVLE school score report data and passage rates over the past five years
As the Vet-school has not yet been accredited by AVMA, we do not have NAVLE score data to report in
Table A.
11.1.b Student attrition rates with reasons.
Tables B1 and B2 below show attrition of the specific BSc and MSc program classes, respectively.
Table B1: Attrition at the BSc Program 2009-2013§
Entering
Class
(year)
2009
2010
2011
2012
2013
Admitted students§
(per Oct. 1st in
entering year)
191
186
181
185
187
Attrition*
Reason for Absolute Attrition**
Absolute Attrition**
per December 1st, 2014
Academic
Failure/Additional
Program***
Number
76 (40%)
72 (39%)
97 (54%)
77 (41%)
52 (28%)
Personal #
12
7
8
1
0
7
14
29
9
9
Percentage
19
21
37
10
9
9.95 %
11.29 %
20.44 %
5.41 %
4.81 %
§ All admitted students follow the new BSc-curriculum (2009)
* Students that are either withdrawing from the program or have not progressed the prescribed 60 ECTS per year after entering the
BSc-program.
** Students who leave and never return
*** Number of students for which the faculty terminated the enrolment in the program due to academic failure
# Number of students that decided by themselves to terminated the enrollment in the program
43
Table B2: Attrition at the MSc Program 2009-2013§
Entering
Class (year)
Admitted students
(per Oct. 1st in
entering year)
Attrition*
Reason for
Absolute Attrition**
2009§
141
Academic
Failure /
Additional
Program***
86 (61%)
1
2010
§
160
83 (52%)
2011
§
218
2012
$
2013
$
Absolute Attrition** per
December 1st, 2014
Personal
#
Number
Percentage
0
1
0.71 %
0
0
0
0.00 %
157 (72%)
0
1
1
0.46 %
112
27 (24%)
1
1
2
1.79 %
160
42 (26%)
0
0
0
0.00 %
§ Following old curriculum (2005), $ Following new MSc-curriculum (2009)
* Students that are either withdrawing from the program or have not progressed the prescribed 60 ECTS per year after entering the
MSc-program.** Students who leave and never return *** Number of students for which the faculty terminated the enrolment in the
program due to academic failures
# Number of students that decided by themselves to terminate their enrollment
Absolute attrition
At the BSc-program, absolute attrition has - with the exception of Class 2011 - been below 10 percent for
each class since 2009. The reason for the high attrition in Class 2011 is unknown. However, the Class also
had a higher relative attrition spread, as only 78 students in the Class had graduated within normal time.
The majority of drop-outs, caused by personal reasons, takes place within the first 2 years of the BScprogram and are evenly spread over these first 4 semesters (see appendix 11). In contrast, academic failure
will normally not lead to termination of enrollment until 2-5 years after admission, when legislation allows
the VETSCHOOL to terminate students‟ program enrollment. This will happen if students have not fulfilled
the study activity requirements, i.e. more than 3 examination attempts in a course, failing to pass first year‟s
BSc-courses within 2 years from admission or failing to pass the entire BSc-program or MSc-program within
5 years. The Study Board may in extraordinary circumstances grant exemption from the legislation.
Relative attrition caused by study delay
About 40% of BSc students (24-54%), 2/3 of MSc-students on the old curriculum and 1/4 of MSc-students
on the new curriculum delay their study with one or more years. University educations in Denmark are
tuition-free and until 2013 students have been able to receive the governmental study grants (SU, see
Standard 6) for 6.5 years in total, when admitted into the veterinary program. Furthermore, the BSc- and
MSc curricula allow 5 years for both programs, as long as the first year of courses is passed within two
years. Therefore there have only been minor economical and regulatory incentives for students to finish the
education within 5.5 years, as reflected in the tables. With the new MSc-curriculum implemented from 2012,
students have to participate and pass the first semester propaedeutic courses in order to enroll in the clinical
rotations; and clinical rotations must be approved in order to start the elective courses. These compulsory
prerequisites most likely explain the drop in relative attrition at the MSc-program from 2012.
From 2014, new legislation regarding students‟ study progression has been implemented for all freshmen.
From 2015, this legislation will cover all university students. This means that at the beginning of each
semester, all students will automatically be enrolled in new courses and subsequent exams equivalent to 30
ECTS. Furthermore, students must pass 30 ETCS courses per semester in order to maintain the governmental
study grant. This is expected to reduce study delay significantly. However, it is also expected that the new
legislation may cause an increase in absolute attrition, as it will put pressure on both academically weak
students and students with suboptimal performance due to personal problems.
44
A survey in 2010 among veterinary and other students at the former Faculty of LIFE Sciences (UCPH)
showed that the two main reasons for students dropping out or being delayed were high workload and
personal problems. This has been supported in a recent Satisfaction Survey among students (2014), showing
that 55% of veterinary students responding to the survey experience stress-related symptoms (stomach ache,
depression, difficulty in concentrating, difficulty in sleeping, etc.). Similar response patterns are seen at the
medical education. HEALTH initiated in 2014 an investigation of the effect of different admission
procedures (Quota 1 vs. Quota 2) at Veterinary Medicine, Medicine, Pharmacy and Odontology on student
performance and career (see Standard 7. 5) including a prospective cohort-study of students‟ well-being in
order to explore the possibilities of better matching of students and study through increased and improved
Quota 2 uptake. Results from this investigation will be available in 2016.
The VETSCHOOL monitors and assesses the outcomes of the 2009 curriculum, and has consequently
initiated a number of enhancements to courses and curricula to meet identified challenges. This includes
several adjustments of the 2009 Curriculum (see Standard 9.2 and appendix 11)
11.1.c. Evidence of students’ outcomes for each of the nine listed competencies
The quality control system regarding curricular outcomes, outcome assessments and subsequent procedures
for evaluation and improvement actions regarding the veterinary program are explicitly defined and
described in the faculty quality control system.
The veterinary curriculum (see Standard 9) is competence based. Hence, competences required by the
Danish Veterinary and Food Administration for authorization, as well as Day 1 competences required by
EAEVE and AVMA for obtaining international accreditation, are incorporated as learning outcomes in the
curricula of the BSc- and MSc programs. Furthermore, each course is constructed around a set of intended
learning objectives regarding knowledge, skills and attitudes / competences that feed into the outcomes of
the overall programs. After and/or during each course, students are assessed on their performance in relation
to the intended outcomes of the course. The intended learning outcomes, the related assessment criteria and
exam procedures are all laid down in the course descriptions.
In all BSc-courses, students‟ outcomes are tested directly through summative written or oral course exams,
of which some include practical elements (i.e. Infection Microbiology, Anatomy and Physiology and Special
Pathology and Poultry Diseases). In courses with theoretical or practical exercises and/or assignments, the
summative assessment is supplemented with formal or informal formative assessments. Moreover, learning
outcomes of most BSc-courses with practical elements are indirectly supported through compulsory
participation in these activities.
Final summative course assessments are present at all MSc-courses, except at the core clinical rotation
course “Companion Animal General Clinical Practice” and the elective clinical course “Advanced
Companion Animals”, at which students are solely assessed by direct observation of clinical skills (DOCS).
All other MSc courses and rotations have a final summative written or oral exam, supplemented with
formative assessments of students based on portfolios, case-based written assignments, case presentations,
clinical rounds and specific skills tests including OSCE-based tests. In addition, outcomes in all MSc-courses
are indirectly supported by the compulsory participation in all practical and clinical work. On the basis on
the various forms of formative assessments, students‟ course performance is approved / not approved at the
end of each course. Hence, passing most MSc-course requires both an approved “course certificate” and a
passed “summative exam.”
In appendix 11-A, examples of competence matrices for the nine AVMA competences are listed illustrating
how the intended learning goals and assessments of MSc-courses feeds into the EAEVE and AVMA
competences. The complete BSc- and MSc-course competence matrices in relation to the AVMAcompetences and EAEVE Day 1 competences can be found on the VETSCHOOL website.
45
11.1.d Employment rates of graduates (within one year of graduation)
Table 11.C: Unemployment rates
Year
(December)
2010
Students
graduated
142
Within one year of
graduation *
15/57 = 25.6%
At 6 months after
graduation**
16%
Of all insured DVM*
2011
127
12/57 = 21.7%
17%
66/1866 = 3.6 %
2012
137
19/70 = 27.5%
n/a
86/1902 = 4.5 %
2013
145
19/68 = 27.8%
n/a
73/1959 = 3.7%
2014
178
40/ 97 = 41.2%
n/a
89/ 2006= 4.5 %
60/1851 = 3.2%
(September record)
* Data collected and published monthly by Danish Confederation of Professional Associations (AC Akademikerne) based on
registrations of unemployment among alumni that are members of one of the public unemployment funds. It is estimated that more
than 50% of all Danish DVMs and at least 80% of newly graduates are member s of an unemployment fund.
** Official national statistics from Ministry of Education and Research.
Table 11.C shows a summary of the last 5 years‟ unemployment rates among veterinarians. The global
economic crisis hitting Denmark in 2008 has influenced the job situation for veterinarians, both in private
practice - particularly equine practice in which a 30 % reduction in gross turnover has been reported (source:
Danish Veterinary Association) - and within the public services sector, where technical staff has taken over
many inspection and control functions within meat and food hygiene control (source: Danish Veterinary and
Food Administration). During the same period, more students have graduated due to the increased uptake
from 140 to 180 students per year from 2006. As a result, the unemployment among newly graduated
veterinarians is among the highest in Denmark compared to other academic groups. However, the overall
unemployment rate for DVM‟s is still low compared to the same academic groups.
The VETSCHOOL is at present focusing on unemployment among newly graduated candidates and possible
ways to ensure that the intake of freshman matches the societal needs. At the VETSCHOOL, a strategic
project, “Sustainable Veterinary Education” was launched in November 2014, which includes possible
reduction of student intake and adjustment of curriculum as part of its terms of reference in order to match
the future labor market and societal needs for veterinarians. The project work groups comprises key Faculty
and executive officers within the VETSCHOOL, study directors, heads of the departmental teaching
committees, students officers from HEALTH, administration and DVM‟s from the External Panel of
Employer Representatives of the VETSCHOOL.
11.1.e. Assessments of graduating seniors; and assessments of alumni at some post-graduation point (for
example, three and/or five years post-graduation) assessing educational preparedness and
employment satisfaction
Outcome surveys among alumni has until now been carried out every 4 years, i.e. in 2010 and 2014.
However, according to the new Copenhagen University Quality Control Program that will take over in
September 2015, outcome surveys will be carried out every year among all students at one year after
graduating from the BSc-program, and all alumni at one year and 4 years, respectively, after graduating from
the MSc-program.
The first veterinary program survey (in 2010) included all alumni that had graduated 2007-2010 (n = 501) of
which 41% (n = 204) responded to the on-line questionnaire. The second survey (in 2014) included 478
alumni graduating 2010 -2014, of which 40% (n=171) responded. The on-line questionnaires comprise
queries about employment status, job satisfaction, educational preparedness and continuing education,
mainly in a closed questions format using a 4 or 5-step “Likert scale”, supplemented with a few open
questions, where the alumni may qualify some answers. The queries regarding educational outcomes and
their relevance in the present job situation of the responder were identical in both surveys, and based on
questions about educational preparedness in relation to Day One skills.
46
In 2009 and 2014, 58 and 59% of the respondents, respectively, worked in clinical practice. The second
largest groups (15% in both years) were PhD students, while 7% and 9%, respectively, were unemployed at
the time of surveys. The remaining 16-17% were working either in Biomedical or Pharmaceutical industry,
Veterinary Public Health Sector, Teaching colleges or were on maternity leave. Overall, 93% and 91% of the
respondents of the respective surveys answered that the education had prepared them for their professional
life to “some extent” (about 40%) or “high to very high extent” (more than 50%). The remaining responders
answered to “lesser extent” or “not at all”. In general, the majority of alumni in the 2010 survey assessed that
their educational preparedness was satisfactory or adequate, both in relation to the academic / theoretical
outcomes and to the practical / clinical outcomes of the education. However, a majority of alumni working in
clinical practice answered that their educational outcomes were inadequate in relation to client
communication, interdisciplinary team work, the ethical dilemmas regarding euthanasia in practice, surgical
skills in relation to explorative laparotomy, neutralization and castration and the use of ultra sound
equipment, which, except for the latter, were skills that the alumni at the same time assessed as very
important in their present work situation.
Conclusions from the latest survey indicate that the majority of alumni now feel adequately prepared with
respect to client communication and dilemmas around euthanasia in clinical practice. However, a majority of
alumni assessed that they were inadequately prepared in relation to general practice management and ethics.
It must be mentioned that the represented alumni have graduated from the old veterinary curricula. With the
implementation of the 2009 Curriculum, the education outcome regarding the mentioned skills has been
enhanced significantly, as the core clinical rotations have been improved and expanded and outcome
assessment of practical / clinical skills have changed, from being mainly indirectly based on compulsory
participation and theoretical examination, to now including various direct formative and summative
assessments of clinical skills (see above). The results of the outcome surveys are published at the HEALTH
website.
11.1.f. Assessments of employers of graduates to determine satisfaction with the graduates
Assessments among employers of graduates are planned to take place every fourth year. In relation to the
2014 alumni survey, employers were identified and asked about their satisfaction with the newly graduated
alumni. Of the 101 employers that were invited to join the survey, 44 responded to the on-line questionnaire
that contained queries about the alumni performance in relation to the 30 EAEVE Day 1 competencies (as
used in the alumni survey).
The employers‟ answer pattern were very similar to that of the newly graduates. Employers were generally
more satisfied with the graduates‟ level of preparedness to the veterinary profession than the graduates
themselves, as 50% answered “high to very high extent” and 43% answered “to some extent” to the question
“Are the newly graduate educationally prepared?”. The majority of the responses regarding the specific Day
1 competences were positive, meaning that more than 50% of the responders (excluding responders
answering “not relevant”) found that graduates had obtained the competences to a “high or very high extent”.
The only exception was surgical competences (ie. explorative laparotomies) where just 50% of employers
were satisfied with the graduates‟ outcomes. Moreover, several employers called for more hands-on clinical
training during education and better graduate skills regarding client communication and practice economy.
11.1.g. Assessments of faculty (and other instructors, for example interns and residents) related to such
subjects as adequacy of clinical resources, facilities and equipment, library and information
resources, etc.; and preparedness of students entering phases of education
In relation to the yearly course evaluation and revision process (see 11.1. Students outcome and Standard
paragraph 9.3), course leaders assess the various resources needed to fulfill the intended course outcomes as
described in the Curriculum (i.e. course descriptions) as approved by the Study Board. The updated course
budgets are submitted to the respective Head of Department for approval. Subsequently, the veterinary
course budgets are verified and commented by the School Director after consultation with the Head of
Departments, The Head of Studies and finally the School Board, and forwarded to the Dean together with the
47
revised curriculum agreed by the Veterinary Study Board. The Dean finally approves the curriculum and the
overall course budget and allocates on this basis the financial resources regarding courses to the departments.
Faculty are also assessed in relation to performance, well-being, adequacy of resources, facilities etc. at the
yearly “Performance and development reviews”.
The adequate preparedness of students entering the different phases of the veterinary program is assured
through a series of administrative procedures based on students‟ outcomes:
 Students must pass the first year‟s courses within two years in order to continue at the BSc-program
(National regulation)
 Students cannot proceed in the program if they fail an exam 3 times (National Regulation).
 Students must graduate from the BSc-program and MSc-program within 5 years of start, respectively
(Curricular regulation)
 Students cannot enter the MSc-program unless they have graduated from the BSc-program (National
regulation)
 Students participation and performance at the propaedeutic first semester MSc-courses has to be
approved (obtained course certificate) in order to continue at the subsequent clinical rotation courses on
the MSc-program (Curricular regulation)
 Students must have passed (= obtained certificate plus passed the summative exams) the propaedeutic
first semester MSc-courses and obtained course certificates from all the following 2 semesters‟ core
clinical rotations in order to proceed to the elective courses (Curricular regulation)
 The MSc-thesis must finalize the MSc-program. This means that students engage in their thesis work
during the last year of the program, either just after or before the elective courses.
The Veterinary Study Board exempts from the above regulations, if special circumstances are present, e.g.
illness, maternity leave and military service.
11.1.h. Additional assessments that might assist the college in benchmarking it’s educational program.
VETSCHOOL is the only veterinary school in the kingdom of Denmark. Students‟ outcomes and course
outcomes are assessed regularly by a corps of external censors. External assessments take place at more than
half of the BSc-courses (equivalent to 130 of 180 ECTS) and MSc-courses (equivalent to 101.5 of 150
ECTS). According to government legislation, a minimum of 1/3 of the program credit transfer scale (ECTS)
must have external censorship. The corps of censors examines and assesses the performance of the individual
students as well as evaluates the exam procedures and overall results. The chairman of the Censor Corps
submits an annual Censor Evaluation Report to the Faculty. This report is discussed by the VETSCHOOL
Board and the Study Board. Hence, the Censor Evaluation Report is included in the decision making
procedure regarding curriculum revision. The External Examiner Evaluation Report is published on the
HEALTH website (link to 2013 report).
11.2. Institutional outcomes
11.2.a. Describe how the college evaluates progress in meeting its mission (for example, benchmarking with
other institutions, etc.).
The VETSCHOOL is engaged in three accreditation programs, two international and one national, in order to
evaluate and support progress of the program (see below). The conclusions and recommendations from these
program accreditations are discussed within the VETSCHOOL, i.e. School Board, the Study Board, and the
External Panel of Employer Representatives, and also within HEALTH, i.e. the Section for Studies and
Students and the Deans Office. Subsequently, necessary actions to improve the veterinary program are taken
in order to meet its mission and societal requirements. Appendix 11-B lists the recommendations from the
former AVMA evaluation process and the subsequent actions taken by the VETSCHOOL.
EAEVE- evaluation and accreditation
The veterinary program was evaluated at European level by the EAEVE in 1988, 2001, and 2010. In 1988
and 2001 at Stage One level, and in 2010 on both Stage One and Two level. For details see the 2010 SelfEvaluation report and related EAEVE comments. The next EAEVE accreditation visit is due for 2020.
48
AVMA-accreditation
In 2009, the VETSCHOOL was visited by AVMA in order to be allowed to apply for the present AVMA site
visit and full accreditation. The pre-visit Self Study Report and Appendices, and the AVMA-evaluation
report can be found here.
Danish accreditation
The Danish Accreditation Institution has the mission to ensure and develop quality and relevance in higher
education degrees and institutions in Denmark. The Danish Accreditation Act on higher education
institutions was passed unanimously by the Danish Parliament in 2013 and it replaces the original
Accreditation Act from 2007 (prior to that, the veterinary program was evaluated by the Danish Evaluation
Institute in 1998). Consequently the first accreditation of the Veterinary program will take place in the
autumn of 2015, and preparation of the Self Evaluation Report is in progress. In the future, institutions rather
than programs will be nationally accredited, and the University of Copenhagen is currently preparing for its
accreditation in 2016. As a consequence, a new common quality control framework has been implemented
within the last year for all of the university‟s educations, including the veterinary program.
11.2.b. Describe the adequacy of resources and organizational structure to meet the educational purposes
(dean should provide).
VETSCHOOL has an effective organizational structure and sufficient resources to ensure an excellent
educational program with outstanding clinical facilities and a sufficient caseload for all students.
The yearly budget process comprises a top-down and a bottom-up process. In the top-down budget process,
the Dean decides, after due discussion with the VETSCHOOL director and the heads of departments, on a
preliminary allocation of the funding for education to the departments and to the financing of the facility
costs and other indirect costs. The Dean ensures the funding balance between the four Schools. In the
bottom-up budget process, the departments have to budget all expected costs to the educational programs.
The School Director oversees the budgeting of the costs of the Veterinary education.
Although the basic governmental budget is being reduced with 2% per year the overall budget to the area of
Veterinary Medicine has been quite stable. Due to strategic recruitment of faculty to the VETSCHOOL in
2013 we have during some years had a high level of activities compared to the level of our future budget.
Therefore we are presently mapping all our activities (educational program, research areas and activities,
hospital service and administration) in order to ensure balance between our total income and expenditures.
11.2.c. Describe outcomes assessed for college activities that are meaningful for the overall educational
process (for example, scholarly activity of the faculty, faculty awards, faculty and staff perception of
teaching resources, student satisfaction with the educational program, teaching improvement
benchmarks, and others). If your program assesses other outcomes, briefly describe the results.
The outcomes of the Admission procedure is monitored and discussed by the Admission Committee in
relation to the performance of Quota 1 and Quota 2 students, e.g. attrition, study progression, average grade
points. Overall, the Quota 2 procedure has resulted in greater diversity of students, as older students, more
students from country districts, more male students and more foreign students (e.g. Swedish students) are
enrolled through Quota 2 than Quota 1. There is a non-significant lower absolute attrition rate at the BScprogram among Quota 2 students compared to Quota 1. However, Quota 2 students‟ study progression tends
to be a little slower and their average grade point score is significantly lower compared to Quota 1 students.
See Standard 7.5 for details about on-going project on Quota 2 admission procedures at HEALTH.
UCPH makes an annual “satisfaction and well-being survey” among students, faculty and staff, and every
third year an “Educational Environment Assessment” (next time in 2016). On the basis of these, action plans
for improvements in college activities are formulated and implemented. Further, all courses are evaluated by
students and the outcomes of the evaluations discussed and followed up for improvements by the Teaching
Committees and the Study Board. The Center for Online and Blended learning at HEALTH promotes
learning tools for teachers and instructors and educates and supports the use of the virtual tools. The
Department of Science Education offers a variety of courses in teaching, including the Teaching and
Learning in Higher Education Programme (“Universitetspædagogikum”), which is a full year course (app.
49
175 hours of work) through which university teachers become able to work continually to increase student
learning. At the annual UCPH Commemoration, there are prize-giving‟s, including the Teaching Award
(“Harald”), the Innovation Award and the International Study Environmental Award. At VETSCHOOL, the
annual prize “Saly‟s Horse” is awarded by the Student Association (VMF) to appreciate an outstanding
teacher.
11.2.d. Describe how outcomes findings are used by the college to improve the educational program (give
examples)
The procedures regarding improvement of the educational program on the basis of students‟ and course
outcomes and outcomes from institutional accreditation processes have been briefly described above (11.1
and 11.2a, respectively). Examples of curriculum changes made in 2010, 2012 and 2014 on the basis of
students‟ and course outcomes are given in Standard 9.2. Examples of curriculum and organizational
changes made in order to improve the curriculum according to the recommendations in the 2009 AVMA
report are listed in appendix 11-B.
50
VETSCHOOL
SCHOOL OF VETERINARY MEDICINE AND ANIMAL SCIENCE
AVMA COE Accreditation
2015 Self-Study Report

Ministry of Science, Innovation and Higher Education

Transcription

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