Cornell College of Veterinary Medicine

bines aspects of immunology, bacteriology, and virology, to biomedical research faculty in a manner that inspires but also biochemistry, pharmacology, and molecular bi- and seduces; the incorporation of research opportunities ology, within a context of actual infectious disease cases into the curriculum; and the necessity for every student that students systematically diagnose by working through to present a seminar (Senior Seminar) that incorporates information about individual cases. These "pre-clinical" research and clinical information. Cornell's curriculum offers opportunities that are an courses themselves were modified around 2003, adding lectures that explicitly covered core material not covered investment in the future–graduates benefit from the foby individual cases, and thus balancing self-learning with cus of faculty on preparing our graduates for veterinary information delivered in an efficient didactic format. The practice that is different than it was 30 years ago and will curriculum also benefited by the progressive addition of be markedly different 30 years from now. Our program "Distribution," or elective, material that enables students prepares veterinarians to lead changes in companion and food animal practice, in regulatory and laboratory to tailor learning to their own interests. Parallel to these developments, the "Veterinary Prac- animal medicine, and as academic veterinary scientists. tice" Course (Block 7) was conceived to promote the de- While highly succcessful, however, Cornell's approach is velopment of clinical and associated non-clinical compe- only one of many innovative and effective educational tencies. Over the past 10 years the list of clinical activities strategies in medical education. Vertical (each medical that students are exposed to during the first three years area taught from basic to clinical) and inverted (clinical of their curriculum has expanded to what I believe is the rotations first and basic/research later) curricula have most extensive of any veterinary curriculum in the world. been implemented in effective ways, as have tried and Additionally, skills training is augmented by the addi- true didactic courses followed by medical rotations. Part of the strength of modern medition of simulation exercises and cal education is the willingness robotic patients. One of the most common wishes that I hear from A DVM education at a world to innovate and the diversity of approaches taken by different students is that they would like to class research university schools. do more spay and neuter surgeries I hope that this brief overview before they graduate, and we have such as Cornell offers has convinced you that Cornell's plans to expand these opportuniincredible opportunities to curriculum is vital and changing ties. However, I believe that the exposure of students to a broad inculcate students with an with the times. From their first day, Cornell veterinary students range of clinical activities during the formative period of their appreciation, and hopefully a are engaged in acquiring clinical skills and learning how to probprofessional careers is vital to prepassion, for discovery. lem solve. This, along with the expare students for the professional traordinary breadth of opportunichoices that they will make at graduation. Clinical competence is vital in a profession in ties available on our single campus, is the foundation of which students are licensable immediately upon gradua- Cornell's veterinary training. As the cover says, patients come in all sizes. So, too, tion, but in addition to these experiences, instruction by outstanding faculty in related areas such as communica- do the roles that veterinarians must play in our society. tion, marketing, finance, and ethics is also of tremendous This issue of 'Scopes features stories that highlight some value. Both are areas that we have added or augmented in of the ways the College goes beyond the basics to prepare veterinarians to treat all members of the animal kingdom. the last several years. Finally, a DVM education at a world class research Please enjoy. university such as Cornell offers incredible opportunities Cordially, to inculcate students with an appreciation, and hopefully a passion, for discovery. Our profession is only as strong as our continued advances and students need opportunities to see medicine advancing. While preparing students for today's practice, we will fail if we do not also train and motivate the veterinary scientists and clinician research- Michael I. Kotlikoff, VMD, PhD ers who will make future advances. This occurs in at least Austin O. Hooey three major ways at Cornell: the exposure of students Dean of Veterinary Medicine

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