Self Evaluation Report 2011

Transcription

School of Veterinary Medical Sciences
University of Camerino
School of Veterinary Medical Sciences
University of Camerino
Contributors
Stefano Rea
Associate professor of Inspection of food of animal origin
Coordinator of the School internal board for the EAEVE evaluation process
Fulvio Laus
Assistant professor Veterinary clinical medicine
Vice-coordinator of the School internal board for the EAEVE evaluation process
Alberto Felici
Assistant professor of Biochemistry
Alessandro Fruganti
Assistant professor of Veterinary internal medicine
Gian Enrico Magi
Assistant professor of Veterinary pathology
Angela Palumbo Piccionello Assistant professor of Veterinary surgery
Silvia Preziuso
Assistant professor of Veterinary infectious diseases
Alessandra Roncarati
Associate professor of Small animal production
Giacomo Rossi
Associate professor of Veterinary pathology
Silvia Vincenzetti
Associate professor of Clinical biochemistry and molecular biology
1
FOREWORD
The present Self Evaluation Report (SER) has been written according to the guidelines given in the
2010 version of the EAEVE Standard Operating Procedures (SOP). The SER is the result of a
considerable effort of the whole School of Veterinary Medical Sciences (SVMS) of the University
of Camerino, under the coordination of the School’s internal board for the preparations for the
EAEVE visit of April 2011, composed by Prof. Stefano Rea (coordinator), Dr. Fulvio Laus (vicecoordinator), Mr. Gian Paolo Betti, Dr. Alberto Felici, Dr. Alessandro Fruganti, Mr. Emanuele
Gresia, Dr. Gian Enrico Magi, Dr. Angela Palumbo Piccionello, Dr. Silvia Preziuso, Prof.
Alessandra Roncarati, Prof. Giacomo Rossi, Prof. Silvia Vincenzetti. The members of the above
board would have not been able to complete their job without the help of the whole School. All
members of the teaching and support staff and all the students acted as one team providing
comments, data, analyses, suggestions, remarks, criticisms. The SER has been a synchronous effort
of all those who are directly or undirectly involved with the SVMS of the University of Camerino.
The starting point of the present document and for the preparations for the EAEVE visit of April
2011 was the SER written on the occasion of the first EAEVE visit of the then Veterinary Faculty(1)
of the University of Camerino held in 2000 and the relevant findings, remarks and suggestions
elaborated by the members of the Visiting Commission. The 2000 SER allowed the current internal
board to point out the most significant weaknesses thereby improving the facilities and the
organisation of the SVMS to meet the minimum requirements needed for approval by EAEVE. For
this reason credit must be given to the members of the staff of the Veterinary Faculty of Camerino
(now SVMS) who were involved with the previous evaluation procedure in 2000: Prof. Anna Rita
Loschi, Ms. Paola Lucidi, Prof. Paolo Polidori, Mr. Mario Tesauri, Prof. Beniamino Tesei, Dr. Luca
Todini.
All chapters of the present SER have been reviewed several times by the members of the internal
board before producing the final version that has been shared with all teaching staff, support staff
and students representatives. The final version has been evaluated and revised by the Director of the
SVMS Prof. Giacomo Renzoni, by the external Liaison Officer Prof. Stefano Romagnoli of the
Veterinary Faculty of Padova (Italy) and by the Internal Liaison Officer Prof. Stefano Rea. As
reported in the text, the present SER gives a picture of the School updated to the end of October
2010 (the end of the Academic Year 2009/10). Where possible, data concerning the solar year (JanDec 2010) or the Academic Year 2010/11 are given.
The help of the students, particularly Mr. Gian Paolo Betti and Mr. Emanuele Gresia, is also
gratefully acknowledged: their active participation and contribution in analyzing and discussing
teaching and organisational issues of the SVMS has been essential for finalizing the present SER
and also for preparing the 2011 EAEVE visit.
The SVMS would like to thank Prof. Stefano Romagnoli whose experience, skills and patience
have greatly benefitted the writing of the SER and the preparation of the EAEVE visit.
(1)
In 2008 the University of Camerino decided to change the definition of its faculties, which have
since 2009 been called Schools (see Chapter 1, paragraph 1.1.1 for further details)
2
The EAEVE Visiting Team is composed by the following Experts:
Prof. Dr. Joaquin Goyache (Madrid, Spain)
Prof. Dr. Uwe Truyen (Leipzig, Germany)
Prof. Dr. Jill Nute (United Kingdom)
Prof. Dr. Gilles Duprè (Vienna, Austria)
Prof. Dr. Anna Tidholm (Danderyd, Sweden)
Ms. Patricia Lopez
Basic Sciences (Chairperson)
Animal Production
Food Hygiene
Clinical Sciences
Clinical Sciences (Practitioner)
Student Member
Prof. Dr. Gert Niebauer (EAEVE Vienna, Austria)
EAEVE Coordinator/Rapporteur
Prof. Dr. Stefano Romagnoli (Padova, Italy)
Prof. Dr. Stefano Rea (Camerino, Italy)
External Liaison Officer
Internal Liaison Officer
3
List of the acronyms most commonly used throughout this document
AHBP
AY
CEM
DCVM
DICG
ECTS
ESSPER
FTE
ICDOP
ISTAT
JCR
JTC
LACD
LHA
MC
MCAAR
MD
MIUR
NILDE
NLS
NUC
NVS
OFF
OMIR
OPAC
PIC
PYC
RARHE
SACD
SAP
SLB
SPCT
SR
SSD
SVMS
UEB
UISS
ULC
ULS
UNICAM
UNS
URHA
USC
VM
VS
VTH
WOS
ZEI
= (School of Specialization in) Animal Health Breeding and Production
= Academic Year
= Continuing Education in Medicine
= (five-year) Degree Course in Veterinary Medicine
= (second-level Master in) Diagnostic Imaging of the Dog and Cat
= European Credit Transfer System
= Economic and Social Science Periodicals
= Full Time Equivalent
= Inter-university Coordination of Databases and Online Publishing
= National Statistical Institute
= Journal of Citation Report
= Joint Teaching Committee
= Large Animal Clinical Division
= Local Health Agency
= Standard abbreviation for the province of Macerata
= (first-level Master in) Management of the Coastal Areas and the Aquatic Resources
= Ministerial Decree
= Ministry of Instruction, University and Research
= Network Inter Library Document Exchange
= National Library System
= National University Council
= Non Veterinary Surgeon
= Ordinary Financing Fund
= Office for Mobility and International Relations
= Open-Access Catalogue
= Professionalizing Integrated Course
= Per-Year Committee
= Regional Agency for the Right to Higher Education
= Small Animal Clinical Division
= (three-year degree course in) Safety of Animal Productions
= School Library Board
= Supervised Practical Clinical Training
= School Regulation
= Discipline (Scientific Area)
= School of Veterinary Medical Sciences
= University (UNICAM) Evaluation Board
= University (UNICAM) Information Services and Systems
= University Learning Credits
= University (UNICAM) Library System
= University of Camerino
= University (UNICAM) Statute
= Unified Regional Health Agency
= University (UNICAM) Sporting Center
= Veterinary Medicine
= Veterinary Surgeon
= Veterinary Teaching Hospital
= Web of Science
= Zooprophylactic Experimental Institute
4
INDEX
INTRODUCTION ……………………………………………………………………… page 7
CHAPTER 1. Objectives
1.1 Factual information ……………………………………...…………… page 16
1.2 Comments ……………………………………………….…………… page 19
1.3 Suggestions …………………………………………………………... page 20
CHAPTER 2. Organisation
2.2 Comments ……………………………………………….…………… page 36
CHAPTER 3. Finances
3.2 Comments ……………………………………………….…………… page 45
CHAPTER 4. Curriculum
4.2 Comments ……………………………………………….…………… page 74
CHAPTER 5. Teaching and learning: quality and evaluation
5.2 Comments ……………………………………………….…………… page 91
CHAPTER 6. Facilities and equipment
6.2 Comments ……………………………………………….…………… page 108
CHAPTER 7. Animals and teaching materials of animal origin
7.2 Comments ……………………………………………….…………… page 130
CHAPTER 8. Library and learning resources
8.2 Comments ……………………………………………….…………… page 138
CHAPTER 9. Student admission and enrolment
9.2 Comments ……………………………………………….…………… page 154
5
CHAPTER 10. Academic and support staff
10.1 Factual information …………………………………...…………….. page 161
10.2 Comments …………………………………………….…………….. page 174
10.3 Suggestions …………………………………………………………. page 178
CHAPTER 11. Continuing education
11.2 Comments …………………………………………….…………….. page 184
CHAPTER 12. Postgraduate education
12.2 Comments …………………………………………….…………….. page 190
CHAPTER 13. Research
13.2 Comments …………………………………………….…………….. page 193
ANNEXES
Annex 1 ……………………………....………………………………….. page 196
Annex 2 ………………………………………………………………….. page 198
Annex 3 ………………………………………………………………….. page 201
Annex 4 ………………………………………………………………….. page 213
Annex 5 ………………………………………………………………….. page 218
Annex 6 ………………………………………………………………….. page 220
Annex 7 ………………………………………………………………….. page 223
Annex 8 ………………………………………………………………….. page 238
6
Introduction
INTRODUCTION
Please provide an outline of the main features of the history of the Faculty in the period since the
last evaluation visit or, if there has not been a previous visit, in the last ten (10) years.
It should cover,
 the main organisational changes
 new regulations relating to teaching
 new buildings or major items of equipment
 main changes to the study programme
 important decisions made by the management of the Faculty, or by the authorities
responsible for it
 major problems encountered by the Faculty, whether resolved or not
Short historical background
The School of Veterinary Medicine of the University of Camerino (UNICAM) was founded in the
Papal States under the pontificate of Leone XII as a result of the issuing of the papal bulls “Quod
divina sapientia” of 1824 and “Ordinationes Sacrae Congregationis Studiorum” of 18 August 1826
that aimed to unify the State regulations. Initially the veterinary studies were established within the
Faculty of Human Medicine and the curriculum was defined as School of Low Veterinary
Medicine, being organised as second-class School.
After the unification of Italy the veterinary curricula were restructured according to a new State
Law. The so called “Regulation Mamiani” of 8th December 1860 recognized only the veterinary
curricula of the Universities of Turin, Milan and Naples as Higher Schools of Veterinary Medicine
(according to the Royal Decree of 24th September 1861). All the other veterinary curricula
(including the one of the UNICAM) were defined as “secondary schools”. The Veterinary School
of Camerino kept such a denomination until 1882 when it was changed into Higher School of
Veterinary Medicine (although only the first two years of course were implemented) and
aggregated to the so called “free” University of Camerino. The status of “free” University provided
that the institution was not supported with State funds and the municipality was obliged to integrate
the real estate tax due to the State. The Royal Decree of 29th January 1891 defined a common
regulation for all Veterinary Schools of the Kingdom of Italy, excluding Perugia and Camerino,
which belonged to “free” Universities. In 1928 the degree course in Veterinary Medicine of the
UNICAM became a complete course (all four years were implemented). In those years the
Veterinary School of the UNICAM had a set of buildings which was remarkable for the time
(Figures A and B). In 1930 the Rector of the UNICAM promulgated the statute of the School,
which was similar to those of the other Higher Schools of Veterinary Medicine. The Royal Decree
of 31st August 1933 set a common curriculum for all the Italian Schools of Veterinary Medicine and
changed them into Faculties of Veterinary Medicine aggregated to the universities (in this case to
the University of Camerino) from 1934. The Faculty of Veterinary Medicine of the UNICAM was
suppressed in 1958 due to the nationalization of universities. Thirty years later the Faculty of
Veterinary Medicine was estabilished again by law Decree no. 168 of 9th May 1989 within the fouryear development plan of the UNICAM for 1986-1990. Shortly thereafter it was decided that the
Faculty should be placed in Matelica, a small town 15 km north from Camerino, where it is now
located.
At present the Faculty of Veterinary Medicine, that has been changed into School of Veterinary
Medical Sciences (SVMS) in 2009 as further on described in chapter 1.1.1, offers different
undergraduate and postgraduate courses as well as continuing education initiatives. It is a specific
and unique educational institution within the Marche Region and thus particularly keen in trying to
fulfil the needs of its stakeholders. The local authorities (the Marche Region, the municipality of
7
Introduction
Matelica, the Local Land Caretaker Association “Comunità Montana” and the “ENI E. Mattei”
Foundation(1)) are highly interested in the role and function of the SVMS of the UNICAM and show
a great deal of interest in the development of the many functions of the School in a way which often
exceeds what is normally expected from a stakeholder.
Figure A. Comprehensive view of the Higher School of Veterinary Medicine of the University of
Camerino taken in 1928.
The regional context and the School of Veterinary Medical Sciences
The Italian territory has been divided into Regions since 1947. The actual arrangement dates back
to 1963 and includes 20 Regions, one of which is the Marche. Each Region is divided into
provinces, divided into municipalities. The Marche Region includes five provinces: Ancona (AN),
Ascoli Piceno (AP), Fermo (FM), Macerata (MC) and Pesaro-Urbino (PU). The geographical
position of the Marche Region is shown in figure C. As previously reported, the SVMS is located in
Matelica, a small inland town in the province of MC, about 50 km west of MC and 15 km north of
Camerino, where the headquarters of the UNICAM are located (figure D).
__________________________
(1)
The “ENI Enrico Mattei” Foundation (FEEM) is a nonprofit, non political research institution devoted to the study of
sustainable development and global governance. Officially recognized by the President of the Italian Republic in
1989 and in full operation since 1990, FEEM has grown to become a leading research centre, providing timely and
objective analysis on a wide range of environmental, energy and global economic issues. The Foundation is called
after Enrico Mattei, the President of the AGIP (Azienda Generale Italiana Petroli - Italian General Petroleum
Agency) after the World War Two, the founder of the ENI (Ente Nazionale Idrocarburi - National Hydrocarbon
Agency) and the initiator of Italian energy policy: he spent big part of his youth in Matelica where he started to work,
experienced his first steps in industry management and was buried in his family vault in 1962 with state funeral.
8
Introduction
Figure B. Picture taken in 1928 showing the clinical section of the Higher School of Veterinary
Medicine of the University of Camerino.
The Marche Region is characterised by very different landscape: mountains, (some of the highest
mountains of central Italy are in the Marche Region or on its border), hills and coasts. These
territories are characterized by different economy, tradition and animal resources. The Marche
Region has a strong economy especially based on small- and medium-sized companies, but also on
some large factories belonging to well-known international firms are located in its territory,
especially in shoe-making, kitchen furniture and textile industry. Unfortunately, the agroindustrial
sectors of the Marche Region went through a noticeable crisis in most areas due to the development
of industrialization in other sectors, with the exception of few realities. Therefore, over the last few
years public institutions tried to give a boost to traditional productions, with the aim of restoring
and increasing the knowledge and the interest for ancient products. In particular, the following
products of animal origin are worth mentioning: the bovine breed “Marchigiana”, the “Ciauscolo”
salami, the “Fossa” (pit) cheese, the “Casciotta d’Urbino” cheese, the traditional “Porchetta”
(roasted whole boned pork), the “Fabriano” salami, the “Lardellato” salami, etc. Also preparation
and processing procedures, especially related with pork, represent an important heritage at national
and international level.
With regard to zootechnical resources of the Marche Region, large animal farming is limited. The
number of bovine (about 74,000) and equine (about 1,400) heads is quite low and placed at the
sixth-last and third-last place, respectively, in the national ranking of 20 Regions (data of 2007 from
ISTAT, the National Statistical Institute). Poultry and rabbit farming is quite developed in the
Marche, ranking 6th in both sectors at national level, with about 5,411,000 and 384,000 animals,
respectively (data of 2007 from ISTAT). This sector is controlled especially by few big companies
operating at both national and international level. Chiken egg hatching also can be considered an
important item of regional economy, with a very large establishment located near Matelica. Fishery
represents an important product sector, especially for the coastal area, where the town of San
Benedetto del Tronto (in the province of Ascoli Piceno) has one of the largest Italian fishing fleet.
According to the official data of 2009 from the Italian Ministry of Agricultural, Food and Forestry
9
Introduction
Resources and the Institute for Economic Research on Fishery and Acquaculture, the amount of
catches and proceeds in the fishery sector ranks Marche as 4th and 3rd respectively, among Italian
Regions. Freshwater fish farming has also a high importance and is present in the inland areas of
the Region. In particular, in the province of Macerata there is the largest trout-farming company of
Europe, located very close to Matelica, that has other big farms (mostly hatcheries and nurseries) on
the border between Marche and Umbria Regions, in the Lombardia Region (Northern Italy) and
also abroad. Data about sheep farming point out a number of heads around 194,000 placing Marche
in the middle (at the 10th place) of national ranking (data of 2007 from ISTAT). Even pig farming
shows a similar ranking (12th at national level) with about 88,000 heads (data of 2007 from ISTAT).
In spite of the described overall situation, Marche has ancient and interesting traditions with regard
to animal farming and product processing: it is the place of origin of the “Marchigiana”, one of the
best-known and appreciated Italian beef-cattle breeds; an important draft horse breed (the “Catria”
horse) now used for tourism comes from the Catria valley, in the northern part of the Region;
Marche is considered one of the places where pork preparation and processing historically began
and developed; with regard to the latter aspect, an important part of the history of surgery is linked
to the activities of monastic communities located in the southern part of the mountain area between
Marche and Umbria Regions (the Surgery School of Preci), especially between the 9th and the 12th
century. This historical and socio-cultural heritage justifies the particular attention paid by regional
Institutions to local traditions, which deserve to be rediscovered and exploited. It must be
remembered that the enhancement of traditional productions is also part of the European policy in
the agroindustrial sector, also in accordance to the statement given by the last EU regulations on
food hygiene.
As to pet animal population, the Marche Region ranks 13th/20 for the total number of dogs
(212,252, data of 2000 from ISTAT). When considering the ratio of dogs to 1,000 inhabitants, the
position of Marche Region raises up to the 8th place with 144.87 dogs (above the national average
of 132.71) and 7th for the number of owned dogs per 1,000 inhabitants with 139.44 dogs (above the
national average of 119.04). The number of stray dogs per 1,000 inhabitants (1.39) is much lower
than the national average (10.478) and puts the Region at the 13th place. This data together with the
number of dogs (per 1,000 inhabitants) housed in kennels (4.04, at the 7th place, as compared to the
national average number of 3.19) is evidence of the particular care given to the problem of stray
animals by the regional and local Authorities, also with the help of the SVMS especially in animal
welfare.
The SVMS collaborates closely with the regional and local Institutions which invested funds and
structures in it, as it is proven by the allocation of 200,000 euros (100,000 for 2011 and 100,000 for
2012) for the 24-hr service of the SVMS by the Region, the construction of the teaching
slaughterhouse with didactic rooms (for necropsies and food inspection activities) and the
assignment of the old municipal kindergarten for the Small Animal Clinical Division (SACD) of the
Veterinary Teaching Hospital (VTH) by the municipality of Matelica. The VTH is the only
veterinary hospital with a 24-hr emergency service within a wide area of the Region (see figure D)
and has the only surgical suite for large animals of the entire Region.
The close interaction between the SVMS and the territory will be highlighted through the Self
Evaluation Report.
Important decision made by the management of the Faculty, or by the authorities responsible for it.
Main organisational changes.
The main organisational changes occurred since 2000 are a consequence of both normative and
standardization paths. Some changes are due to the coming into force of the new curriculum of the
Degree Course in Veterinary Medicine (VM) laid down by the Ministerial Decree (MD) n° 270 of
22nd October 2004, implemented at the SVMS in the Academic Year (AY) 2008/09 and currently in
its third year. As described further on in detail, particularly in Chapter 4, among other things the
10
Introduction
new curriculum increased the amount of hours devoted to Tirocinio, which is an organized set of
practical activities during which students have to fulfill a large part of their “day-one skill”
requirements (see Chapter 4). Other important organisational changes are due to the November
2009 reform of the statute of the UNICAM which changed Departments and Faculties (with
research and teaching tasks, respectively) into Schools that include both research and teaching
tasks.
Figure C. Geographical position of the Marche Region and distribution of Veterinary Faculties in
Italy.
11
Introduction
In 2000 the EAEVE visiting Commission reported the following Category 1 deficiencies:
1. Need of premises and equipment for structured hands-on practical teaching of students.
2. Insufficient training in anatomy: hands-on dissection by students of fresh or chilled material
and work with prepared specimens, covering the principal systematic and topographical
aspects of both companion and production animal species).
3. Insufficient intensive practical clinical training, covering all major species and disciplines
(medicine, surgery and reproduction) in a balanced way, included in the structured
curriculum.
4. Largely insufficient number and diversity of cases available for practical clinical teaching and
for necropsy work.
Figure D. Geographical position of Matelica and Camerino within the Marche Region.
Veterinary hospitals (24-hr emergency service)
With the exception of deficiency n° 1, which was mostly due to premises and facilities being still
largely incomplete at the time, the remaining deficiencies were mostly related to insufficient
organisation of the curriculum which underwent a profound restructuring over the last few years
with a) practical teaching becoming no less than 30% (20% for basic subjects) for each teaching
course, and b) a structured set of practical activities called Tirocinio being extended and becoming a
course “per se” of intensive field work. Such changes were implemented from the AY 2009/10. For
the Tirocinio, a number of private practitioners have been hired as contract professors thus allowing
12
Introduction
students to experience field hands-on work on different animal species, as described in detail in
Chapters 4, 7 and 10. Another important change is the adoption of a personal Log-book (reported in
Annex 3) through which the acquisition of “day-one skills” is regulated and straightforwarded by
signatures of the relevant teachers whenever a particular skill is acquired (see also Chapters 4 and
5). Last but not least, the Veterinary Teaching Hospital (VTH) has been completely reorganised:
improvement and adjustment of premises and equipment, computerization of case records and 24-hr
service implementation from March 2011. Likewise, a reorganisation of the SVMS policy for
signing collaborative agreements has provided a renewed impetus towards increasing the number
and type of formal relationships with farms, institutions and food estabilishments, thus giving
students more opportunities for carrying out practical activities in different disciplines. These
aspects are highlighted in Chapters 4, 5, 6, 7, 8 and 10.
Main changes to the study programme.
New regulations relating to teaching.
Besides the coming into force of the new curriculum according to the previously reported MD
270/2004 (see Chapter 4), another change that had a direct effect on teaching is the adoption in the
AY 2000/01 of teaching evaluation forms that students have to fill out during each course (see
Chapter 5). Also, an electronic procedure for exam registration has been adopted as of the AY
2009/10 (see Chapters 5 and 8).
New buildings or major items of equipment
New Buildings - The premises of the SVMS are placed in different areas of the town of Matelica
but are all within walking distance from each other. The distribution of the School’s premises in the
Matelica area is described in Figure E. For a complete description of these premises see Chapter 6
and Annex 7. As it can be observed, the SVMS consists of five blocks: Block 1, consisting of a) the
“San Sollecito” building, the old town hospital (built in the XIV century) which has been the main
building of the School since 1994, and b) the so called “New Division”, a building previously used
as a kindergarten which the municipality of Matelica assigned to the SVMS in November 2010,
where a large part of Small Animal Clinical Division (SACD) is now located; Block 2, which is the
Large Animal Clinical Division (LACD); Block 3, consisting of a complex of four buildings,
namely Building A) a building currently not in use, Building B) the laboratory of infectious
diseases, microbiology and molecular biology, Building C) a unit with 3 lecture halls (one of which
houses the bone and skeleton collection), the library, the microscope room and a space that is
planned to be be turned into a cafeteria (which includes also an open space for students), and
Building D) a more recent unit including 5 lecture halls, the computer room, the porter desk, a small
reading/refreshment room for students and an office; Block 4, the Teaching Slaughterhouse built by
the municipality of Matelica purposedly for the teaching needs of the SVMS (this building features
also a food inspection room and a necropsy room); Block 5, used to be the
necropsy/inspection/anatomy room of the Faculty at the old municipal slaughterhouse (now not in
function any longer), and is now used exclusively as dissection and anatomy room.
All the above buildings are property of the municipality of Matelica and/or the “E. Mattei”
Foundation, and the SVMS is allowed to use them at no charge. When the degree course in VM was
implemented in 1990 the first two years were held in the town of Camerino. In the AY 1992/93 the
course moved to Matelica. In 1992 the Faculty consisted of Block 3 - Building C only, which was
owned (as all other buildings of Block 3) by the “E. Mattei” Foundation. Building B was
restructured in 1994 and became the Laboratory of Medical Microbiology and Infectious Diseases.
In 1994 Block 1 - S. Sollecito was restructured by the municipality of Matelica and became the
main building of the Faculty. In 1997 the Building D of Block 3 was completely restructured and
used for teaching activities (lecture rooms, library, reading/study rooms for students). In January
13
Introduction
2011 the library was moved to a larger and better equipped location in Building C. Block 5 was
completely restructured in 1999 at the expenses of the municipality of Matelica, supplied with a
cold room and given to the Faculty for teaching purposes. Such a building has been used for
practical activities in anatomy, food inspection and pathology until the beginning of the AY
2010/11. Block 2, hosting the LACD was restructured in 2005 and became operational in that same
year. The construction of the external part of Block 4 (slaughterhouse) was initiated in 2008,
completed at the beginning of 2010, and should become operative in March 2011, with two rooms
exclusively devoted to teaching purposes in pathology and food inspection, respectively. The
agreement between the municipality of Matelica and the SVMS concerning the free use of former
kindergarten building next to S. Sollecito (Block 1 - New Division) was signed in November 2010;
such building is expected to become operative as the core part of the SACD in March 2011.
Figure E. Aerial view of the location of the premises of the SVMS in the Matelica area.
Many acquisitions of significant equipment have been made since 2000. A molecular biology
laboratory was set up in 2004; Computerized Tomography (CT) and a Nuclear Magnetic Resonance
(NMR) equipments were acquired in 2006 and in 2009, respectively; color Doppler ultrasound
machines, video endoscopy equipment, digital X-ray system, X-ray system with double stand for
large animals, CO 2 laser have been also acquired for clinical purposes; an immunostainer and an
autostainer have been acquired for the morphology area (anatomy, pathology, food inspection).
14
Introduction
Together with an improved organization of the teching activity and clinical services, these new
pieces of equipment provided a considerable increase in the number and diversity of cases available
for practical clinical teaching, for necropsy work and also for practical activities in other subjects.
Major problems encountered by the Faculty, whether resolved or not
Besides political and organisational problems encountered by the School due to national and local
factors especially in the last two years, the scarcity of resources provided for the University by the
last 4 Italian governments running the country over the last decade is a fact well known also outside
Italy. Such an attitude of Italian governments has even more deleterious effects for a Veterinary
School belonging to a small university like the UNICAM as compared to what may happen to a
Veterinary Faculty of a larger and better established University. Financial issues are further
complicated by the mismatch between fees paid by students and the real cost of the education in
VM compared to other Schools of the University. To this constant lack of funds a dramatic further
shortage has been added due to the plan of the current government for the years 2009 and 2010 with
effects until 2012. The negative trend of university funding in Italy in the period 2002-2012 is
clearly reported in Chapter 10, figure 10.4 in particular. This is probably the so far unsolved (or
better, unsolvable) major problem that the university and all the educational and research divisions
are facing in Italy, which prevents the enrolment of new permanent staff as well as the possibility of
extending or making more stable the appointments of non permanent staff.
15
Chapter 1 - Objectives
Chapter 1
OBJECTIVES
1.1 FACTUAL INFORMATION
Indicate whether there is an official list of the overall objectivise of the Faculty. If this is the case,
please indicate these.
- Who determines the official list of objectives of the Faculty?
- By what procedure is this list revised?
- Do you have a permanent system for assessing the achievement of the Faculty’s general
objectives? If so, please describe it.
If there is no official list, please indicate the objectives that guide the Faculty’s operation
1.1.1 Primary and secondary objectives of the School of Veterinary Medical Science (SVMS).
As of 2009 the University of Camerino (UNICAM) is composed by seven Autonomous and
Responsible Establishments for Research and Education which are called “Schools”. Such
organisation is dictated by the new University Statute (UNS) which came into force on 1st
November 2009 and was published in Official Journal of the Italian Republic n° 63 of 17th March
2009. The Faculty of Veterinary Medicine (FVM) of the UNICAM is now called School of
Veterinary Medical Sciences (SVMS). Based on the UNICAM Statute (Art. 29), those tasks and
functions attributed by national legislation to both faculties and departments are taken over by
Schools.
The primary objectives of the SVMS are the following:
- the organization and coordination of all teaching activities of the degree courses by setting up
the necessary regulations in order to provide high quality education;
- acting as a reference center providing consultations and diagnostic services for veterinarians in
the Region of Marche and throughout Central-Eastern Italy.
The Teaching Regulation of the School, inherited from the Faculty, states the objectives of the
SVMS according to the Ministerial Decree (MD) n° 270 of 24th October 2004 (see Chapter 4)
which introduced a new curriculum in VM thus replacing the old one regulated by the MD n° 509
of 3rd November 1999.
The second-level single-cycle Degree Course in Veterinary Medicine (DCVM)
(www.unicam.it/studenti/didattica/guida_studente_09/Guida_Veterinaria_eng.pdf) is a five-year
course included in the general area of public health and open to a limited number of students
(“numerus clausus”). It aims to provide a high education in order to practice the veterinary
profession, after graduation and after passing the qualifying examination (or State Board Exam) .
The DCVM at the UNICAM is legally recognized at the European level and is certified according
to the ISO 9001 standards (www.unicam.it/sgq/Certificati%20AFAQ/2009.pdf), as reported in
Chapters 4, 5 and 9.
As provided for in the MD 270/2004, a new VM curriculum has been adopted starting from the
Academic Year (AY) 2008/09. In the AY 2010/11 the 1st,2nd, and 3rd years are activated with the
new curriculum while the 4th and 5th years are activated with old one (see Chapter 4).
16
Learning outcomes - The DCVM represents the necessary and specific curriculum to practice the
Veterinary Profession. Consequently the primary objective of the School is to provide a proper
education in order to develop a professional able to operate either at public or private level working
on health care, aiming to protect animal and human health, guaranteeing animal welfare and safety
of food producing animals as well as improving the relationship between animals and man. The
graduate in VM is considered to have achieved the above objectives when he/she is able to
demonstrate:
- a sound theoretical knowledge, derived from basic and clinical subjects;
- a sound clinical and practical experience;
- a sound knowledge of animal behaviour and animal welfare;
- exhaustive sound knowledge of food hygiene and technology.
The learning process must also ensure that students become confident with methodological
guidelines which will allow them to solve new problems, especially in the different epidemiologic
context of zoonoses, potentially dangerous also for human being and food safety. Theoretical and
practical knowledge coupled with proficiency in the use of statistical systems applicable to clinical
management are important pre-requisites for a modern veterinarian, particularly in larger contexts
where multiple professional skills, such as biomedical, biotechnological, epidemiological and
agricoltural skills are requested. Day-1 graduates must be capable of performing a differential
diagnosis based on clinical, laboratory and pathological findings. Making judgement and critical
thinking about potential consequences of any decisions from a social and ethic point of view is also
important. Last but not least, modern veterinarians must be proficient also in writing and editing
reports as well as in communicating the results of their work in an effective manner.
In summary the learning outcomes, expressed as Dublin descriptors* (MD of 16th March 2007,
art.3, comma 7), can be summarized as follow:
1. knowledge and understanding
2. applying knowledge and understanding
3. making judgements
4. communication skills
5. learning skills
6. final examination
Collateral objectives of the SVMS relating to the undergraduate and post-graduate teaching course
are:
- Three-year degree course in Safety of Animal Productions, which was started in the AY
2009/10. This course proposes to provide graduates with a sound knowledge of several disciplines
related to the quality of human and animal food, including procedures to control hygiene of food
and food processing/selling premises, farm animal safety and welfare. This graduate is expected
to interact with the Official Veterinarian (Health Officer) in a variety of different contexts, thus
filling
a
gap
highlighted
by
EU
directive
no.
854/2004
(Official
Auxiliaries).(www.unicam.it/studenti/didattica/guida_studente_09/Guida_Sicurezza_Produz_Ani
mali_ing.pdf).
- Three-year school of specialisation in Animal Safety, Breeding and Productions, which
started in the AY 2009/10.
________________________________
*(www.tcd.ie/vpcao/academic-development/assets/.../dublin_descriptors.pdf)
17
(www.unicam.it/studenti/didattica/guida_studente_09/Guida_Scuola_Spe_San_Animale_Guida%
202009-10.pdf). The objectives of such course include a deep knowledge of a) the main infectious
and parasitic diseases; b) laboratory methodology for the diagnosis of viral, bacterial and parasitic
diseases; c) microorganisms, pathogenetic mechanisms as well as clinical and pathological
findings of the most important transmissible diseases; d) the clinical use of veterinary drugs; e)
the toxic substances of agro-zootechnical use and how to detect their harmful residues in food; f)
farming and breeding techniques for food-producing animals; g) legislation and regulations
governing the above mentioned subjects.
- First-level Master in Management of Coastal Areas and Aquatic Resources (MCAAR). The
main objective of this course, which was activated in the AY 2006/07 in the city of San Benedetto
del Tronto on the Adriatic coast, south-east of Matelica, is to train veterinarians on how to
manage aquatic resources, especially marine reserve areas, obtaining specific competence in
marine culture techniques according to national and international laws.
- Second-level Master in Diagnostic Imaging of the Dog and Cat (DICG), activated in the AY
2009/10. This is an advanced post-graduate course whose aim is to provide small animal
practitioners with a more specific knowledge in diagnostic imaging of different organs and
systems of the dog and cat. The course puts enphasis on the newest diagnostic imaging techniques
and includes hands-on practice.
Another important task of the SVMS is to promote and to coordinate research activities in order to
expand the knowledge base in Veterinary Sciences and simultaneously to provide teachers and
students with adequate up-to-date training, as research is fundamental for a quality teaching (see
also Chapter 13).
Other secondary objectives include:
- supporting veterinary profession with continuing education activities;
- providing job as well continuing education opportunities especially for newly graduates by
collaborating in the 24-hr service at the Veterinary Teaching Hospital (VTH);
- supporting social activities (i.e. kennel, straying fight).
1.1.2 Methods used to measure the accomplishment of the SVMS objectives
The School Council (SC, see Chapter 2) verifies the achievement of SVMS objectives. The
objective revision is made every 3 years and is linked to the University Strategic Plan and its policy
programme. The University monitors the performance of its Schools to refine School’s objectives
and plans their implementation.
Among the different Commissions operating at the School level (see Chapter 2), a primary role is
played by the Joint Teaching Committee (JTC, see Chapter 2). The JTC has the task of evaluating
the efficiency of teaching organisation as a whole and contributing to overcome any related
problem, particularly for those concerning coordination among teachers, between teachers and
students, between the School and its services and the functioning of the tutorship services (see
Chapters 2 and 5).
In particular, the JTC’s tasks include:
a) expressing opinions and proposals on the establishment of new courses, updating courses,
schools of specialisation and other educational paths;
b) formulating the criteria for the recognition of courses, examinations and University Learning
Credits (ULC, see Chapter 4) for the passage of students from one course to another (even
from other Faculties or other Universities), and periods spent in foreign Universities, with
particular reference to the European teaching and research programmes (Erasmus, Socrates,
Erasmus Placement and Foreign Cooperation);
18
d) providing the School with proposals and suggestions in order to reach an uniform distribution
of teaching loads;
e) evaluating the general patterns of assessment tests, degree and diploma examinations, in order
to increase efficiency and balance evaluation methods;
f) expressing opinions on the coordination of programmes and teaching calendar of various
courses;
g) promoting investigations and initiatives in order to improve the quality of teaching
organisation;
h) making sure that students’ rights are respected;
i) expressing opinions about all students proposals.
Assessment of teaching quality - For each course the evaluation of teachers, school’s premises,
organisation and services is carried out by questionnaires that are anonymously filled out by all
students towards the end of each semester. The questionnaires are firstly evaluated by the
University Evaluation Board (UEB) and are used also by the SC to improve the School organisation
and services as well as to address problems and issues related to the quality of teaching (see
Chapters 2 and 5). Every three years each teacher must present to the SC a detailed report regarding
her/his research and teaching activities.
Assessment of student preparation - Examinations can be oral, written and/or practical and are
normally taken at the end of each course. The students can be tested in itinere but only during the
lessons. The grading of the exam rates is expressed in thirtieths, 18/30 being the lowest passing
score. The exam calendar is displayed on campus before the beginning of the semester and is
available also on the SVMS web site (http://www.unicam.it/veterinaria/). Examination passing rates
are kept under the control of the School Director, the JTC and the Tutorship Delegate (see Chapter
2).
1.2 COMMENTS
In your view, to what extent are the objective achieved?
The hands-on activities are the indicator of how the SVMS teaching quality has increased over the
last years. In fact, the availability of new hospitalisation facilities and clinical equipment (i.e. TAC,
MR) has quantitatively and qualitatively improved the hands-on activity. The drawing up of
agreements with Marche Region, Zooprophylactic Experimental Institute of Regions of Marche and
Umbria and various farms and Institutions indicates that the SVMS has increased its territorial
impact.
What in your view, are the main strengths and weaknesses of the Faculty?
The School’s leading strengths can be summarized in the following:
- a limited programmed number of students (36 students for the AY 2009/10 and 25 students for the
AY 2010/11);
- being the only establishment responsible for the veterinary education within Marche and the only
24-hr veterinary hospital within a wide area (see Introduction, figure D);
- being the first and (and only) Italian degree course in Veterinary Medicine certified according to
the ISO 9001 standards. The UNICAM is the first Italian University whose organization is
certified according to the ISO9000 series standards (see 4.1.3.4)
19
- having reached an agreement with the municipality of Matelica for the Teaching Slaughterhouse
located in Località Braccano;
- excellent relationship between professors and students (see Chapters 5 and 9);
- excellent integration with the society and the territory;
- excellent employment rate of School’s graduates within 5 years of graduation (see Chapter 5);
- scientific collaborations with the other schools of the UNICAM;
- scientific collaborations with other national and international Universities and Research Centres;
- collaboration with the Zooprophylactic Experimental Institute of Regions of Marche and Umbria
and with other institutions;
- online access to a large amount of scientific journals through the University Library System (see
Chapter 8);
The School’s most significant weaknesses can be summarized in the following:
- difficulties in obtaining large animals for practical teaching activities in the clinical premises, also
related to the regional animal assets (see Introduction);
- low number of technical/administrative staff;
- non-recognition of Veterinary Teaching Hospital (VTH) as part of the National Health System (a
common problem for all the Italian Veterinary Faculties);
- decrease of ministerial funds for basic university administration and functioning (see Chapter 10);
- total teaching workload performed by teaching staff not always officially recognized, especially
for assistant professors.
1.3 SUGGESTIONS
If you are not satisfied with the situation, please list you suggestions for change in order of
importance and describe any factors which are limiting the further development of you Faculty.
Possible suggestions that could contribute to change the situation and to develop the School could
be summerized as follows:
- to further increase the number of clinical cases of large animals and the number of necropsies of
large animals;
- to satisfy School needs in terms of increasing technical/administrative staff positions;
- to officially recognize and therefore include in the personal teaching workload the total amount of
teaching work performed by teachers;
- to recognize the VTH as part of the health services by national and regional health and financing
authorities;
- to increase the number of diplomates from various international colleges within the teaching staff
and to promote residency programmes for PhD students and young researchers.
20
Chapter 3 - Finances
Chapter 2
ORGANISATION
2.1
FACTUAL INFORMATION
Details of the Faculty
Name of Faculty:
Address:
Telephone:
Fax:
School of Veterinary Medical Sciences (SVMS)
Via Circonvallazione 93/95, 62024 Matelica (MC)
(+39) 0737 403440
(+39) 0737 403441
Website:
http://www.unicam.it/veterinaria/
e-mail:
segreteria.veterinaria@unicam.it
Director of the SVMS
Prof. Giacomo Renzoni
Via Circonvallazione 93/95, 62024 Matelica (MC)
Telephone: (+39) 0737 403442
Fax:
(+39) 0737 403441
e-mail:
facolta.veterinaria@unicam.it
2.1.1 Is the Faculty within a University? If so, please give address of the university.
The School of Veterinary Medical Sciences is part of the University of Camerino (UNICAM)
2.1.1.1 The University of Camerino
Address: Piazza Cavour 17, 62032 Camerino (MC)
Telephone: (+39)0737 4011
Fax: (+39)0737 402085
Website: www.unicam.it/
The new University of Camerino Statute (UNS) (www.unicam.it/ateneo/organizzazione/statuto.asp)
published in Official Journal n° 63 of 17th March 2009 came into force on 1st November 2009. As
previously reported (see Chapter 1), the UNICAM is organised in Autonomous Structures
Responsible for Research and Education called “Schools”, and in service structures (Museum,
Teaching Facilities, Libraries, Botanical Gardens, Sporting Centres, Technical and Administrative
Areas). According to the UNS, these structures are provided with legal status and, based on article
33 of the Italian Constitution, they have teaching, scientific, organizational, financial and
bookkeeping autonomy as well as can adopt an internal set of rules (School Regulation - SR) which
must be in agreement with the UNS.
The UNICAM is composed nowadays of seven Schools:
- School of Veterinary Medical Sciences
- School of Architecture and Design
- School of Law
21
- School of Biosciences and Biotechnologies
- School of Sciences and Technologies
- School of Pharmaceutical Sciences and Health Products
- School of Environmental Sciences
2.1.1.2 School Organs
As reported in more details in paragraph 2.1.6.1, the School collects the tasks and functions that the
laws in force generally attribute to both Faculties and Departments (article 28 of the UNS). The
School’s primary task is to organise and coordinate the teaching activities of the degree courses and
related courses, by setting up the necessary regulations proposed also by the Joint Teaching
Committee (see paragraph 2.1.6.1). The other second School’s tasks consist in promoting and
coordinating research activities, professional support (undergraduate and postgraduate education)
and services. The SR governs both teaching and research activities; the School draws up mediumterm development plans and allocate teachers and researchers to the various scientific areas and
subjects in order to ensure the coverage of all the courses taught and guarantee the success of the
teaching and research activities.
School’s Organs include (article 29 of the UNS):
- Director
- School Council
- Direction Council
The UNICAM employs 80 Full professors, 88 Associate professors, 110 Assistant professors, 39
fixed-term Assistant professors (table 2.1) and 263 support staff. Support staff is employed for
technical, administrative and library’s utilities and is organized in Technical and Administrative
Areas directed by managers, under the supervision of the Administrative Director (art. 33 of UNS).
The total number of students enrolled in the UNICAM in the Academic Year (AY) 2009/10 is
8,420 (table 2.2), including postgraduate students.
2.1.2 Details of the competent authority overseeing the School/Faculty.
2.1.2.1 Main organs of the UNICAM
As reported in the new UNS (article 15), the main organs of the UNICAM, which define the
political strategy for the development of the University are:
- the Rector
- the Senate of Representations
- the Board of Administration
- the University Committee
The Rector (art. 16 of UNS) officially represents the University and is responsible for supervising
teaching, research and service structures, issuing the relevant directives. The Rector chairs the
Board of Administration and the University Committee, carrying out proactive and pulse activity.
He/she chairs the first session of the Senate of Representations, during which the President of the
Senate is elected by the members. The Rector issues the Statute, regulations and their amendments
and modifications.
He/she also serves as guarantor for the autonomy of teaching and research activity, and supervises
the University’s structures, the libraries and the patrimony.
22
The Rector’s term of office is 6 years and cannot be re-elected. The Rector appoints among full
professors a vicarious Vice-Rector and, if necessary, other Vice-Rectors for specific matters
(International Relations, Research, Teaching, Relations with Students etc.).
Table 2.1. Teaching staff at the UNICAM in the Academic Year 2009/10.
SCHOOL
Architecture and Design
Pharmaceutical Sciences and
Health Products
Law
Veterinary Medical Sciences
Sciences and Technologies
Biosciences and Biotechnologies
Environmental Sciences
(*)
Teaching staff
Full professors
Associate professors
Assistant professors(*)
Fixed-term Assistant
professors
Full professors
Assistant professors
professors
Full professors
professors
Full professors
professors
Full professors
professors
Full professors
professors
Full professors
professors
Number
%
11
6
11
9
3.27
1.78
3.27
2.68
15
13
12
14
4.46
3.87
3.57
4.16
15
19
10
7
4.46
5.65
2.98
2.08
7
8
12
2
2.08
2.38
3.57
0.59
22
23
32
13
6.55
6.84
9.52
3.87
9
9
17
5
2.68
2.68
5.06
1.49
4
13
17
1
1.19
3.87
5.06
0.29
In the Italian academic system the entry level is defined “Ricercatore” (= Researcher). However, for the sake of
clarity, the term Assistant Professor has been used throughout the SER.
23
Table 2.2. Students enrolled in the UNICAM in the Academic Year 2009/10.
Students enrolled
%
Health Products
Law
1,352
16.83
2,199
27.37
2,083
507
25.93
6.31
Science and Technology
1,022
12.72
Bioscience and Biotechnology
635
7.9
Environmental Science
235
2.94
8,139
100
SCHOOL
TOTAL
The Rector of the University of Camerino
Prof. Fulvio Esposito
Piazza Cavour 19/F, 62032 Camerino (MC)
e-mail: rettore@unicam.it
administrative office: segreteria.rettore@unicam.it
www.UNICAM.it/ateneo/organizzazione/curriculum/rettore_ita.asp
Tel. 0737 - 402003
Fax. 0737 - 402007
The Senate of Representations (art. 18 of UNS) is competent for all matters relating to the
programming and coordination of the University’s teaching and research activities. It consists of:
- 9 representatives of teaching staff
- 6 representatives of support staff
- 6 representatives of students
- 3 representatives of fixed-term assistant professors, PhD students and contract professors
All of them have the right to vote.
The representatives of teaching staff may be elected among all the permanent teaching staff
(passive electorate): the first 9 teachers with the highest number of votes are elected. The active
electorate is composed by the permanent teaching staff. Fixed-term assistant professors, PhD
students and contract professors may elect 3 representatives, one of which must be a fixed-term
assistant professor. The Senate of Representations is in charge for 4 years and its elected members
can be immediately re-elected only once. The Rector chairs the first session, during which the
President of the Senate is elected by the members. Once elected, the President chairs the sessions
and coordinates the initiatives and the proposals of the Senate.
The Board of Administration (art. 19 of UNS) is competent for all matters relating to the
programming of University’s finances and assets and acts in accordance with the financial decisions
of the Senate of Representations. The Board of Administration issues all executive financial
measures and regulations for office and service organisation. The Board is convened by the Rector
at least 4 times a year. It is composed by:
- the Rector, who chairs the Council
- the Vicarious Vice-Rector
- the Administrative Director
24
- the President and two components of the Supporter Committee (art. 21)
- a Guarantor of the Piceno Teaching and Scientific Council(*) (art. 31)
- a Guarantor of the students
- a Guarantor of the teaching staff
- a Guarantor of the support staff
The Guarantor of the teaching staff in the Board of Administration is elected among all the
permanent teaching staff (passive electorate). The active electorate is composed by the permanent
teaching staff and the fixed-term assistant professors. Likewise, the active and passive electorate for
the election of the Guarantor of support staff is composed by the whole support staff.
The Board remains in office for 6 years and is renewed together with the election of the Rector.
The University Committee (art. 20 of UNS) deals with the following issues:
- general planning and development
- requirement of human and technical resources
- research activities
- student tutoring and orientation
It is composed by:
- the Rector, who chairs the Council
- the Vicarious Vice-Rector
- the Administration Director
- the 7 School Directors
- the Director of the School of Advanced Studies (see the following paragraph 2.1.2.3)
- a Member of the technical/administrative staff
2.1.2.2 Other organs of the UNICAM
Other organs of the UNICAM are:
- the Supporter Committee
- the Equal Opportunity Committee
- the Students’ Council
- the Assembly of the University Community
- the University Evaluation Board
- the Sport Committee
- the Account Reviser Committee
2.1.2.3 School of Advanced Studies (SAS) (www.unicam.it/laureati/dottorato/index.asp)
The UNICAM carries out postgraduated training activities leading to PhD and Specialist degree, in
a structure called School of Advanced Studies (SAS) that has the objective of increasing the
participation of foreign candidates to its PhD programs. The SAS has scientific, educational and
organizational autonomy and has also financial and management autonomy, within the limits set by
the University Regulations for the administration, finance and accounting.
The SAS:
- promotes the PhD as a tool for improvement of research methods and as a forum for development
and deepening of new knowledge;
- coordinates the planning, organization and evaluation of curricula in order to achieve the PhD
degree;
- defines and coordinates the ordering of the School of Specialisation courses and the duration of
studies.
__________________________________
(*)
Consisting of Schools representatives involved in teaching and/or scientific activities in the branch structures located
in San Benedetto and Ascoli Piceno.
25
Organs of the SAS are the Director and the Council. The Director represents the SAS and promotes
and supervises the activities of the School. He/she remains in charge for 4 years and can be reelected consecutively only once.
The PhD courses involve 3 years of study and research, with a final thesis written in english;
research experience in laboratories outside the UNICAM is actively encouraged. Foreign candidates
have reserved fellowships within the SAS. Approximately half of the students admitted to the PhD
programs are awarded full time fellowships. The other students need to find external financial
support (however, research costs are met with internal funds).
2.1.3 Indicate the rules concerning the appointment of the elected officials of the Faculty (Dean,
Vice-Dean, Heads of Department, etc)
The School Director (art. 29 of UNS) represents the School, is elected by absolute majority of votes
among all full professors of the School Council for 4 years and may serve a maximum of 2
consecutive terms of office. The School Director is fully equivalent to the Dean. Besides
representing the School, he/she summons and chairs the School Council and activates the
deliberations. He/she is responsible for the promotion and implementation of all activities necessary
to allow proper teaching and research activity of the School.
The Director appoints a Vice-Director (among full Professors of the School) who replaces all the
Director’s functions (as required by the UNS) in case of Director’s absence or impediment.
The School may be divided into Sections (article 28) following a decision of the School Council.
The Sections have no managerial or administrative autonomy, but can manage a budget aimed to
specific costs under proposal of the Director and following approval of the School Council.
The School Council appoints a Responsible for each Section who remains in office until the expiry
of the Director’s term. Further details about the School organs are reported in paragraph 2.1.6.1.
2.1.4 Provide a diagram of the administrative structures showing the Faculty in relation to the
University and Ministerial structure of which it is part.
The SVMS of the UNICAM is part of the Ministry of Instruction, University and Research
(MIUR), as shown in Figure 2.1.
Under the law 168/1989 and the article 33 of the Italian Constitution, the Universities are granted
autonomy with regards to in-house regulations and contracts. The general mission of the MIUR
includes the coordination, funding and monitoring of all scientific activities of national interest.
In particular the MIUR operates in the following areas: university education, programming of
intervention on university system; coordinating, supervisising, financing and evaluating university
activities as far as teaching and research are concerned. These actions concern public research
agencies too. The Ministry also pursues a coordination of participation by national agents to
international research programmes. It supports research activities of private firms as well, through
specific funds.
The most important sources of the MIUR funds are (www.istruzione.it/web/ricerca/home):
- PRIN (Progetti di ricerca di interesse nazionale, Research Programs of National Interest)
- FIRB (Fondo per gli Investimenti della Ricerca di Base, Fund for Investments in Basic Research)
Figure 2.1 depicts the relationship between the MIUR, that coordinates and monitors the scientific
activities, and the UNICAM. Furthermore, a scheme of the internal organization of the UNICAM is
also presented.
26
Figure 2.1. Relationship among the SVMS, the UNICAM and the MIUR.
MIUR
Piazza Kennedy 20
00144 Roma
http://www.miur.it/
Ministry of Instruction,
University and Research
(MIUR)
University of Camerino (UNICAM)
Rector
Vice-Rectors and
delegates
Senate of
Representations
Administration
Council
University
Committee
SCHOOLS
Architecture and
Design
Biosciences and
Biotechnologies
Pharmaceutical
Sciences and
Health Products
Law
Environmental
Sciences
Sciences and
Technologies
Veterinary Medical
Sciences (SVMS)
Undergraduate
Education
Postagraduate and Continuing
Education
27
2.1.5 Provide a diagram of the internal administrative structure of the Faculty itself (councils,
committees, departments, etc.)
2.1.5.1 Organisation and activities of the SVMS
A diagram of the internal administrative structure of the SVMS is reported in figure 2.2. In the
following pages the tasks of single structures are described in detail.
Figure 2.2. Diagram showing the internal administrative structure of the SVMS of the UNICAM.
Section
“Basic and Applied
Sciences for Animal
production and health and
for Food safety” (BASAF)
School of Veterinary
Medical Sciences
Section
“Veterinary
Teaching
Hospital” (VTH)
Director
Vice-Director
Direction
Council
Joint Teaching
Committee
(teaching activity)
School Council
(teaching, research and
services)
2.1.6 Describe, briefly the responsibilities, constitution and function of the main administrative
bodies (councils, committees, etc.)
2.1.6.1 School Organs
As reported in the new School Regulation (SR) approved on 29th July 2010, the School organizes
and coordinates research, training, transfer of knowledge, skills and services. The School has
scientific, educational, organisational and managerial accounting autonomy within the limits set by
the Law, the UNS and the University Regulations for the administration, finance and accounting
(art. 2 of the SR).
School Organs are (art. 3 of the SR):
- the Director
28
- the School Council
- the Direction Council
As already reported in paragraph 2.1.3, the Director (art. 4 of the SR) represents the SVMS, is
elected by absolute majority of votes among all full professors of the School Council for 4 years
and may serve a maximum of 2 consecutive terms of office. He/she represents the School,
summons and chairs the School Council and activates the deliberations. He/she is responsible for
the promotion and implementation of all activities necessary to allow proper teaching and research
activity of the School and in particular:
a) is responsible for current daily management of the School;
b) performs the duties and exercises the powers assigned to him/her by the UNS;
c) represents the School in the relationship with the territory;
d) chairs the School Council and puts into effect the decisions taken by the Council;
e) chairs the Direction Council;
f) oversees the regular activities of teaching and organization headed by the School, helped by the
Delegates to the coordination of educational activities.
He/she may nominate a Vice-Director, that can substitute for the Director in any of her/his
functions, in case of absence. He/she can also delegate other teachers/researchers to the
coordination of Degree courses, or specific lines of research.
The School Council (art. 6 of the SR) is an organ of the Governance whose composition is
established by article 29 of the UNS. The Council is competent on research and training activities
carried out by the School. According to the management and financial autonomy recognized to the
Schools by the UNICAM, the Council operates the choices of orientation and criteria for using
funds, staff, resources and tools provided, as well as organizing courses, conferences and seminars
of scientific interest. The Council plans and organizes the training opportunities for both
undergraduate and graduate veterinarians, takes decision on the necessary human and financial
resources, and also defines the curricula of the undergraduate as well as those of the PhD degree
courses.
The School Council is currently composed in its enlarged composition by the Director, all full,
associate, assistant and fixed-term assistant professors, a student representative of each degree
course, a representative of PhD students and a representative of support staff.
The Council is summoned and chaired by the Director. The Council appoints:
- the components of the Joint Teaching Committee (JTC)
- the Delegate for Orientation
- the Delegate for Tutorships
- the Delegate for Internationalization.
The School Direction Council (art. 7 of the SR) is the body that assists the Director. It has
investigative and executive functions. Its composition is estabilished by the School Council under
Director’s proposal and consists of:
a) the Director, who chairs
b) the Vice-Director
c) the Delegate to cost centre management
d) the Responsibles for the Sections
e) the Delegate to the coordination of educational activities
f) the Delegate to internationalization and placement activities
g) a representative of students
h) the Teaching Manager
i) the Administrative Manager
The School establishes a JTC (art. 8 of the SR) that is a permanent observatory of the educational
activities and services as well as of the cultural and scientific initiatives. This Commission is
composed by 4 representatives of students and 4 teachers appointed by the School Council.
29
The Commission expresses its opinion on the consistency of University Learning Credits (ULC)
assigned to training activities, on the specific educational objectives planned and on the time
required for the respective learning workload. The Commission must be convened by the Director
at least twice a year.
The School may be organized in Sections (art. 9 of the SR) as provided by the UNS (art. 28), upon
resolution of the School Council. The Sections are devoid of managerial and administrative
autonomy, but under proposal of the Director and approval of the Council, can manage a budget
aimed at specific costs. Each Section is represented by a teacher/researcher appointed by the
Council under Sections’ proposal.
2.1.6.2 Research activity (art. 11 of the SR)
As reported in Chapter 13, the SVMS promotes and develops theoretical and applied research in
critical and innovative areas of veterinary medicine at both national and international level.
The School aims at the multidisciplinary study of large and small animals in different biological,
hygienic and health aspects as well as the study of food of animal origin in order to protect animal
and human health.
The School, within its competence, promotes and cooperates in inter-university research activities
and provides consultations for public and private Institutions by agreements and contracts, being the
only reality in the Marche Region in this specific sector. The aim of the School is also to promote
the economic development and safeguarding of animal health in the area it is located in.
The School’s research activities are conducted in close relation with teaching activities both in
content and in terms of human and financial resources, providing scientific justification and
operational support to the degree courses activated.
Research activities conducted by the School can be classified as:
a) initiatives and scientific events
b) scientific publications
c) spin-off
For the training of young graduates the activities can be classified as:
a) research grants
b) scholarships
c) contracts for research purposes
2.1.6.3 Training activity (art. 25 of the SR)
Training activities are closely linked with research activities, with particular attention to:
a) strict interaction between research and training activities;
b) development of synergy with other national and international Institutions promoting exchange
of teachers and students;
c) availability of adequate space and appropriate facilities, laboratories and technological
equipment;
d) diffusion of teaching and research materials.
2.1.6.3.1 Educational Opportunities
The degree courses actually activated by the SVMS are:
- 5-year Degree Course in Veterinary Medicine (DCVM)
- 3-year degree course in Safety of Animal Production (SAP)
Post-graduate education offered by the SVMS consists of:
- First-level Master in Management of Coastal Areas and Aquatic Resources (MCAAR)
30
- Second-level Master in Diagnostic Imaging of the Dog and Cat (DICG)
- School of Specialization in Animal Health, Breeding and Production (AHBP)
2.1.6.4 Tutorships (see also Chapter 5)
2.1.6.4.1 Individual tutorship
Every AY the SVMS assigns a personal tutor to the first year students, i.e. a teacher who is
committed to follow the student throughout the course of study. The tutor has the task of helping
the student to define and implement the stages of his/her training, to promote the coherent
development of his/her personal inclinations, to stimulate his/her self-managing skills and to
overcome problems in studying.
2.1.6.4.2 Group tutorship
The group tutorship is directed primarily to students of the early years and takes place through
scheduled meetings with students and representatives of the teachers (depending also on the topic of
discussion). The early meetings have a guidance purpose, while the subsequent ones have the aim
of identifying problems encountered by students and proposing solutions for removing obstacles to
the learning process.
2.1.6.4.3 Support tutorship (see also 10)
The School assigns specific tasks to support tutors such as help to the student for facilitating
learning and study, finding educational and support materials, preparing teaching materials in
electronic format, organising guided visits to structures, using computer and laboratories.
2.1.6.5 Internationalization activity
2.1.6.5.1 The internationalization policy of the MIUR
The Internationalization activities of the SVMS are in accordance with the MIUR “Program of
Internationalization”. This program was launched by the MIUR in 1999, within the triennial
planning of universities, with the objective of supporting the process of internationalization,
promoting the Italian university system with foreign countries and stimulating integrated study
programs. For such a program the MIUR has published 3 notifications for the periods 1998-2000,
2001-2003 and 2004-2006.
On the basis of this program, for the period 2007-2009 and the following years the MIUR
established that the planning and the evaluation of the Universities had to be made according to the
new regulations introduced by the law n° 43 of 31st March 2005, the MD n° 362 of 3rd July 2007
(provides guidelines for the Italian university system) and the MD n° 506 of 18th October 2007
(lists and describes the qualitative and quantitative indicators for university monitoring and
evaluation for resource allocation). General guidelines for the period 2007-2009 identify the
internationalization as “strategic objective of the Italian universities” (MD 362/07, point d).
Currently, the MIUR does not issue specific notifications anymore, but assigns funds ex-post
according to the planning of the universities and to the evaluation of the results achieved in the
Internationalization, on the basis of specific indicators.
The goal of this program for the improvement of the internationalization process of the entire
university system is the project of the “European Space of education”. This Project gives particular
attention to the creation of a culture and an environment able to increase the quality of the
educational system and to promote the competitiveness of the universities at the international level.
2.1.6.5.2 The internationalization policy of the UNICAM
Over the last four years the UNICAM has managed to find a considerable amount of resources to
stimulate the Internationalization activities. It has underwritten agreements with universities and
31
institutions world wide, enabling staff, researchers and students to participate in exchanges and
research programmes. The Office for Mobility and International Relations (OMIR) of the UNICAM
offers support and information to students and teachers on international mobility, international
cooperation and availability of European funds for research and education.
Students - The Mobility Section of the OMIR provides students with information about various
opportunities for studying abroad, technical and professional training, taking care of general
organizational aspects as well as monitoring and financial arrangements. In addition the Mobility
Section provides a welcome to foreign students either enrolled on regular courses or hosted for
exchange programmes with foreign partners.
The Relation Section of the OMIR focuses on the International programmes of the European
Community and organizes cooperation between the UNICAM and foreign institutions (Cooperative
Agreement) ensuring that the agreements are respected.
Staff - The OMIR provides also incentives for the mobility of staff and researchers and offer them
opportunities for teaching and research abroad. It collaborates for and promotes the organization of
international events together with the Industrial Liaison Office (ILO), the SAS and all the Schools’
Delegates for International Programs, entrusted by the respective Directors. It participates in the
organization of Summer Schools, with the aim of encouraging an international exchange.
In order to support the internationalization process the UNICAM has signed a noticeable number of
cooperative agreements with foreign universities and institutions, with the aim not only of
encouraging international relationships but also offering teachers, researchers and students the
opportunity of studying and specializing abroad. An agreement is normally activated following
proposal of a staff member, i.e. the School Delegate for Internationalization, with the approval of
the School Council. Usually all agreements are based on a standard scheme approved by the Senate
of Representatives on the basis of a specific procedure.
The most important Cooperation Agreements with the EU are represented by:
1) Integrated Action / Italy-Spain
2) Galileo Programme / Italy-France
3) Vigoni Programme / Italy-Germany
4) Programme of co-ordinated research / Italy-Great Britain
5) French-Italian University
6) Vinci Scholarship
7) German-Italian University
The most important Cooperation Agreements with extra-EU Countries are represented by:
1) Co-operation agreements with South and Central American Countries
2) Co-operation agreements with Central and South African Countries
3) Co-operation agreements with China
4) Co-operation agreements with India
2.1.6.5.3 The internationalization policy and activities of the SVMS
2.1.6.5.3.1 Organization
The reference organ on research and training activities carried out by the School is the School
Council. According to the management and financial autonomy recognized to the Schools by the
UNICAM, the School Council makes the choices of orientation and criteria for using funds, also for
internationalization activities. The Council, summoned and chaired by the Director, appoints a
Delegate to Internationalization and Placement Activities (actually Prof. Giacomo Rossi), who
organizes and presents the internationalization activity to the JTC (see Chapter 1) and to the
Director for approval. The Delegate represents the Director and the School within the Office of
Internationalisation and also during all related activities.
32
The Delegate participates also to the School Direction Council, assisting the Director. Besides
other assignments, the JTC has the task of formulating the criteria for recognition of periods spent
in foreign Universities, with particular reference to the European teaching and research programmes
(Erasmus, Socrates, Erasmus Placement and Foreign Cooperation).
Currently the SVMS has obtained a considerable amount of financial resources to be used for its
internationalization policy. Actually, the policy of the School is to increase the number of
relationships for cooperation with EU and extra-EU VM Faculties. The main aims of this policy are
the following:
1) to increase the SVMS visibility in foreign Countries, with the purpose of increasing the number
of extra-EU students that can access the DCVM offered at the School (see also "extra-students"
paragraph);
2) to increase the number of students that spend at least 9 months in foreign countries for their
education and training;
3) to be able to access MIUR funds for financing VM Faculties that invest in the
internationalization process and activities.
In the recent reform of the Italian university system (Law n° 240 of 30th December 2010) it is stated
that also the internationalization activities and relationships (i.e. participation in the Erasmus or
Socrates programs, to gain many cooperation links to extra-UE Countries, etc.) are used for the
evaluation of faculties by the MIUR. The Ministry assigns additional resources on the basis of
different parameters related to the activities carried out by each faculty.
In the last 10 years the appointment of the SVMS in the internationalization activities has taken
shape as a high number of students spending at least one year of their education and training period
in a foreign university. The data referred to the student mobility within the Erasmus Programme are
reported in figure 2.3.
Through the UNICAM the SVMS has undersigned agreements with foreign Universities and
Institutions to offer students the opportunity to participate in exchange programs and to favour
international mobility. In particular the SVMS participates to the LLP (Life-Long Programme) /
Erasmus Programme. Actually the SVMS has signed agreements with many VM Faculties of EU
Countries, as reported in Table 2.3.
The LLP programme includes two types of student mobility:
A) Student Mobility for Studies (SMS)
This action enables students at higher education institutions to spend an integrated period of study
of 3-12 months in another participating country. Erasmus SMS is carried out in the framework of
prior "inter-institutional agreements" between home and host institutions, both of which must be
holders of an Erasmus University Charter. Student are guaranteed the opportunity to follow courses,
to use the university structure and provisions and to have formal recognition of all exams
successfully completed. All exams are evaluated using the ECTS (European Credit Transfer and
accumulation System) and every degree course is agreed upon by the Internationalization Delegate.
To maximally increase the number of students “in exit” toward foreign universities, the SVMS has
arranged a “Table of ECTS equiparation”. The SVMS has been the first one to undertake this
initiative at the UNICAM; thanks to the “Table of ECTS equiparation”, the students of the SVMS
can exactly program their activities in foreign Universities knowing in advance which and how
many ECTS will be recognized for every examination.
Annual grants are awarded in the period from February to April, with a value established by the
National Agency of LLP/ Italia. This amount will be supplemented by UNICAM funds.
B) Student Mobility for Placement (SMP)
This action enables students at higher education institutions to spend a placement period of 3-12
months in an enterprise or organisation of another participating country. The objectives of SMP are:
- to help students to adapt to the requirements of the EU-wide labour market;
33
- to enable students to develop specific skills including language skills, to improve the
understanding of economic and social culture of other countries and to acquire work experience;
- to promote cooperation with enterprises;
- to contribute to the development of a pool of well-qualified, open-minded and internationally
experienced young people as future professionals.
Student 'placement' is an alternative term to the widely used term 'traineeship' or 'internship'. Host
organisations for student placements may be enterprises, training centres, research centres and other
organisations. This activity is provided also outside the Erasmus Programme (Non-Erasmus SMP)
for extra-EU Countries, as reported in table 2.3.
The Erasmus Programme also offers university staff the opportunity of working abroad within the
programme Teaching Staff Mobility and Monitoring Visits. The objective of this Programme is to
observe and compare various teaching methods so as to be able to offer students a more informed
approach. The duration of mobility period is from 5 working days or 8 hours of lessons up to a
maximum of 6 months. The EU financial contribution is supported by a contribution from the
University. Disabled students selected for a LLP/Erasmus award can request a supplementary
contribution from the LLP National Agency Italia through their University. Extra financial help is
also available for disabled students to cover special needs.
Figure 2.3. Student mobility within the Erasmus Programme at the SVMS of the UNICAM over
the last 10 years.
Number of Erasmus students per Academic Year
(Data from: UNICAM – Student Office 2010: Graduates 2009)
2.1.6.5.3.2 The UNICAM Guest-House (Foresteria)
To support the activities of internationalization, the UNICAM provides a housing service.
Accommodation is mainly for incoming foreign students, PhD students and university staff both
34
from universities and from public and private research bodies visiting the different Schools of the
UNICAM for cultural exchanges, technical/scientific co-operation or didactic reasons.
First of all, priority is given to foreign undergraduate students, students of the SAS, researchers and
professors covered by international co-operation agreements. Secondly, the service is supplied to
students with a high grade point average spending time at the UNICAM with the financial support
of the MIUR and the (Italian) National Research Council.
In addition, vacant accommodations can also be used by those invited to conferences, seminars or
other cultural events, under request of the respective event organizer who is responsible for the
payment of the appropriate fee.
2.1.6.5.3.3 The C.U.I.A. (“Italian-Argentinean Universitary Consortium”)
The Consortium was founded in 2002 as a project presented to the MIUR by the UNICAM, within
the "Programs for the promotion of the internationalization process of the university system for the
period 2001-2003" (art. 10 of the MD of May 8th 2002, n° 115). Currently, the Rector of the
UNICAM is President of the C.U.I.A.. Thanks to this privileged position, many exchanges between
the UNICAM and the Argentinean Universities can be activated. For four years the SVMS has been
undertaking a Cooperation Project with the University of Nordeste-Corrientes (UNNE). Thanks to
this agreement, in the past 4 years of Cooperation 12 students of the SVMS carried out a stage at
the UNNE, while 18 students of the UNNE have spent a period of 2 month for a stage at the SVMS.
Table 2.3. List of agreements signed by the SVMS with EU and extra-EU Veterinary Medicine
Faculties for international exchanges.
Cooperation agreements between the SVMS and EU Countries (Erasmus SMS)
Country
Es- Spain
Es- Spain
TR- Turkey
TR- Turkey
TR- Turkey
TR- Turkey
PT-Portugal
University
Universidad Complutense - Madrid
Universidad de Extremadura
Adnan Menderes University - Aydin
Mehmet Akif Ersoy University - Burdur
Mustafa Kemal University - Hatay
Afyon Kocatepe Universitesi
Instituto Politécnico de Beja
Language N° of grants Duration period Activities
Spanish
2
9 months
Courses
Spanish
5
9 months
Courses
English
2
9 months
Courses
English
2
9 months
Courses
English
2
9 months
Courses
English
6
6 months
Courses
English
2
6 months
Courses
Cooperation agreements between the SVMS and EU Countries (Erasmus SMP)
Es- Spain
Es- Spain
Es- Spain
PT-Portugal
PT-Portugal
D -Germany
B- Belgium
IT- Italy
Universidad Complutense - Madrid
Zoo de Fuengirola
Loro Parque Foundation
Private Clinic
Zoo de Lisboa
University of Hannover
University of Liege
International Center for
the Safeguard of the Hummingbird
Spanish
Spanish
Spanish
English
English
English
French
English
2
2
2
2
2
2
2
2
2 months
2 months
2 months
2 months
2 months
2 months
2 months
2 months
Practice
Practice
Practice
Practice
Practice
Practice
Practice
Practice
Cooperation agreements between the SVMS and extra-EU Countries (Non-Erasmus SMP)
Argentina
Cuba
Ecuador
Malta
Universidad del Nordeste - Corrientes
Universidad de l’Havana
Universidad de Loja
University of Malta
Spanish
Spanish
Spanish
English
3
2
2
1
2 months
2 months
2 months
2 months
Practice
Practice
Practice
Practice
35
2.1.7 Indicate the involvement of the veterinary profession and general public in the running of
the Faculty
Establishing and fostering a close connection between the university and its stakeholders is one of
the priorities of the UNICAM. In particular, the SVMS is in close contact with public health
Institutions, such as the Zooprophylactic Experimental Institute (ZEI)(*) and Local Health Agency
(LHA), as well as with agro-zootechnical farms and food processing plants by both general and
specific agreements. Furthermore, private practitioners are involved as contract teachers in the
Tirocinio activities of undergraduate students that are trained and supervised in their professional
practical work in the field (for further details about the Tirocinio and contract teachers see Chapters
4, 5 and 10).
Local institutions, such as the Region of Marche, local Municipality and Local Land Caretaker
Association (Comunità Montana), provide grants for fellowships in order to cover the emergency
service (24-hr service) at the Veterinary Teaching Hospital (VTH). This service includes both the
intensive care for patients undergoing surgery during the day or needing intensive care for medical
reasons as well as emergency calls from outpatients (see also Chapter 7).
2.2
COMMENTS
It is important to highlight that in the UNICAM the different and complementary roles of the
Faculties and Departments, as defined by the MIUR at the national level, are compiled into the
Schools. The organization of the SVMS is similar to that of the other Schools of the UNICAM. It is
believed that this organization regulated by the UNS facilitates the achievement of the planned
objectives and improves, the interaction among different structures of the School.
Before the institutions of the Schools, teaching and research activities were managed by Faculties
and Departments, respectively. The Schools bring together the responsibilities of teaching and
research, with the advantage of a greater integration of research in educational activities for the
benefit of the students. Since the establishment of Schools is recent, giving an opinion on these real
benefits seems to be too early.
The participation of students enrolled in the SVMS in the different organs of the UNICAM is
noticeable, especially considering the low number of students in VM compared with the students
enrolled in other Schools of the UNICAM (see table 2.2). At present 3 students of the SVMS are
components one each of the Administration Council, the Senate of Representations and the Sport
Committee as Guarantors of UNICAM students.
2.3
SUGGESTIONS
The integration of research activities and services offered by the SVMS, such as animal care, public
health and animal breeding, with the Marche Region and the territory in general is maybe the most
important strength of the School, but has to be increased to meet their respective needs at best. An
institutional involvement of the SVMS (and all the Italian Faculties in general) in the public health
service it is also hoped.
______________________________________
(*)
The Zooprophylactic Experimental Institute (ZEI) is an important diagnostic and research institution providing
veterinarians and animal breeders with consultations and laboratory analysis. The ZEI is a technical-scientific
instrument of the State which provides Regions with public veterinary services as well as with the technical support
necessary for health monitoring and disease prevention activities.
36
Chapter 3
FINANCES
Due to the reform of the Statute of the University of Camerino (UNICAM) described in the
previous Chapters, the Faculties and the Departments have been replaced by the Schools, which
collect the tasks and functions that the laws in force attribute to both Faculties and Departments (see
Chapters 1 and 2). As the others 6 Schools of the UNICAM, the fundamental tasks of the School of
Veterinary Medical Sciences (SVMS) are to organise and coordinate the teaching activities of the
degree courses but also to promote and coordinate the research activities. This new organization
system does not make the comparison easy between the finances of the previous organization
(Faculties and Departments) and those of new one (Schools).
The Ministry of Instruction, University and Research (MIUR) provides the financial maintenance of
all Italian universities including UNICAM through an institutional fund, called Ordinary Financing
Fund (OFF). All Universities use the OFF to cover teaching and support staff costs, operating costs,
teaching activities as well as general expenses. Moreover, general expenses are covered jointly by
the University and the Schools (table 3.1a). Actually, the Italian law in force states that the total
amount of staff-related expenses of each University should not be more than 90% of its OFF. In
case of overflow, the University is penalised since it cannot fund new positions.
At the UNICAM research funds allocated to the Schools derive from:
- MIUR (through PRIN, FIRB - see Chapter 2);
- Ministry of Health;
- Ministry of Agricultural, Food and Forestry Policies, National Research Council (NRC), and
European Community;
- Private enterprises;
- External services (clinical and diagnostic services, food and feed analyses, etc.).
At present, in Italy private firms generally invest small amounts of funds in research and the
Universities.
3.1.1 GENERAL INFORMATION
Indicate whether the Faculty’s current model (system) meets the Faculty’s mission
The expenses for teaching and support staff are paid by the MIUR through the UNICAM as
reported in tables 3.1.2 through 3.1.4 and in figures 3.1 through 3.3. All the needs about working
positions are proposed by the Senate of Representations (according to a general development plan)
and decided by the Board of Administration (see also Chapters 2 and 10). The Board of
Administration establishes also the requirements in terms of teaching and support staff posts for
each School, based on the School 3-year programming plan (art. 19 of the UNICAM Statute). Over
the last few years the MIUR has noticeably reduced the budget allocation for the OFF; as a
consequence all the Schools of the UNICAM have had limited possibilities for growth.
The funds for covering operating costs and teaching activities (OFF and student contributions) are
passed on by the University to the Schools, while the research activities are supported by MIUR,
Ministry of Health, Ministry of Agricultural, Food and Forestry Policies, NRC, European
Community, external services and private enterprises.
37
The main problem is that the SVMS has a limited margin of autonomy about its financial policy.
The funding available for the SVMS is limited and the large amount of it is already fixed by the
Central Adiministration.
Table 3.1.a. Covering of general expenses at the UNICAM: comparison between the previous
organization (Faculties and Departments) and the new one (Schools).
2009
Expenditure item
Electricity
Heating
Water
Cleaning
Disposal of toxic, harmful,
radioactive, high-risk wastes
Telephone
Gardening
Maintenance of facilities
University
X
X
X
2010
Faculties
Departments University
X
X
X
X
X
X
X
X
Schools
X
X
X
X
X
X
X
X
Table 3.1.1. Expenses for teaching staff in the UNICAM: differences between 2009 and 2010.
2009*
Variation 20092010 (%)
2010*
FACULTIES
Architecture
Law
Euros
2,105,037
3,374,767
Pharmacy
3,369,723
Veterinary Medicine
2,601,027
10,425,100
Total
21,875,654
SCHOOLS
Law
Pharmaceutical Sciences
and Health Products
Veterinary Medical
Sciences
Biosciences and
Biotechnologies
Sciences and
Technologies
Euros
2,669,863
3,477,402
21.56
2.95
4,136,456
18.54
2,236,200
-16.31
3,145,693
7,061,125
2,556,563
25,283,304
18.32
13.48
* The 2009 cost is the definitive budget whereas the 2010 cost is the preliminary budget.
38
Figure 3.1. Percentage of teaching staff expenses of the 5 Faculties of the UNICAM in 2009.
Faculties
Architecture
10
Law
15
Pharmacy
48
Veterinary Medicine
15
Science and
Technology
12
Figure 3.2. Percentage of teaching staff expenses of the 7 Schools of the UNICAM in 2010 (official
data from preliminary budget provided by the UNICAM).
Schools
10
Law
11
14
28
16
13
Architecture and design
9
Health Products
Biosciences and Biotechnology
Sciences and Technology
39
Table 3.1.2. Expenses for each professor and student of the UNICAM in 2010 (official data from
preliminary budget provided by the UNICAM).
Schools of the
UNICAM
Architecture and
Design
Law
Pharmaceutical
Sciences and
Health Products
Veterinary
Medical Sciences
Biosciences and
Biotechnologies
Sciences and
Technologies
Environmental
Sciences
Total
(*)
Expenses for
N. of
Expenses for each N. of
Expenses for
teaching staff
professors
professor (€)
students each student (€)
(€)
2,669,863
37
72,158
1,352
1,975
3,477,402
50
69,548
2,083
1,669
4,136,456
54
76,601
2,199
1,881
2,236,200
29(*)
77,110
507
4,411
3,145,693
40
78,642
635
4,954
7,061,125
90
78,457
1,022
6,909
2,556,563
35
73,045
235
10,879
25,283,304
335
75,473
8,070
3,133
This number refers to the teaching staff directly belonging to the SVMS and does not include the budgeted teaching
staff belonging to other schools of the UNICAM involved in the degree course in VM (see Chapter 10).
In addition please specify:
- How the allocation of funding (including public funding) to the Faculty is determined, and by
what body
- If the allocation of funds, or any significant proportion of it, is linked to a particular factor (e.g.
student numbers, research output) please describe this.
Public funds are used to create academic positions in order to fulfil teaching needs. The Senate of
Representations proposes how to allocate these funds and such a proposal has to be approved by the
Board of Administration. Then, the academic positions are covered through a public national open
competition. The number of people to be employed is related also to the number and type of courses
offered by the School and to the number of students enrolled (for these aspect see also Chapter 10).
Research funds available for the SVMS are related to the number and type of projects approved.
Despite the large number of calls for proposal available each year at European and Italian level, few
financial resources come to the School through this channel. In 2010 more private funds for
research have been obtained thanks to the stipulation of agreements with private research centres
(see table 3.1). In 2010 several agreements with practitioners and farms have been also carried out
in order to improve teaching activites. These agreements allowed the School to provide outside
teaching and patient care for students of the Degree Course in Veterinary Medicine (DCVM). The
greater amount of invested money took on by the School is partly covered by the decision to invest
in teaching activities 50% of incomes from the services provided (clinical and diagnostic services).
Another important goal achieved by the School in 2010 is the public financing of 200,000 € for the
period 2011-2012 granted by the Marche Region for the 24-hr service of the Veterinary Teaching
Hospital (VTH).
40
Table 3.1.3. Expenses for support staff of the UNICAM in 2010 (official data from preliminary
budget provided by the UNICAM).
Schools of the
UNICAM
Architecture
and design
Law
Pharmaceutical
Sciences and
Health Products
Veterinary
Medical
Sciences
Biosciences and
Biotechnologies
Sciences and
Technologies
Environmental
Sciences
Total
(*)
Expenses for
support staff (€)
N. of
support
staff
Expenses for each
support staff
member (€)
N. of
students
Students for
each support
staff member
521,620
17
30,684
1,352
80
698,500
19
36,763
2,083
110
775,430
21
36,925
2,199
105
495,022
14(*)
35,359
507
36
727,074
20
36,354
635
32
1,012,395
30
33,747
1,022
34
447,248
13
34,404
235
18
4,677,289
134
34,905
8,070
60
This number only apparently disagrees with data reported in Chapter 10 (figure 10.1 “Support staff - Budgeted
posts”), because it is referred to the budgeted support staff directly belonging to the SVMS and does not include the
staff belonging to other general services of UNICAM (see “other university structures” in figure 3.3) in which some
staff was devoted to specific tasks of the SVMS: when the preliminary budget was being established, 4 staff members
(1 FTE and 3x0.3 FTE each) were officially assigned to the Educational Process Management Area but worked at the
VM student secretary office. When the Schools fully started to run these posts were assigned directly to the School
(one as 1 FTE and three as 0.3 FTE each) for VM student secretary office work (see also Chapter 10).
Figure 3.3. Percentage of support staff expenses of the UNICAM in 2010 (official data from
preliminary budget provided by UNICAM).
Supportt staff
Architecture and
design
Law
6
7
8
5
49
8
11
5
Drug and Health
Product Sciences
Veterinary Medical
Sciences
Biosciences and
Biotechnology
Sciences and
Technology
Environmental
Sciences
Other university
structures
41
3.1.2 INFORMATION ON EXTRA INCOME
What percentage of income from the following sources does the veterinary teaching Faculty have to
give to other bodies (university. Etc.)?
- clinical or diagnostic work
- research grants
- other (please explain)
The SVMS gives to the UNICAM the 8.33% of its income from clinical and diagnostic activities
whereas the percentage of income from research grants given to the University is 3%.
Please indicate whether students:
- pay tuition/registration fees,
- how much these are,
- how they are decided,
- how the funds are distributed
Table 3.1.4 and figure 3.4 report the data related to the income from student fees at the UNICAM in
the AY 2008/09 for each Faculty.
Table 3.1.4. Income from student fees (euros) for each Faculty of the UNICAM in 2009.
2009
Total student fees
1,052,267
2,968,142
2,083,608
Mean Student fee
941
1,295
953
612,158
1,142
Science and
Technology
1,555,557
963
Total
8,271,734
1,059
Faculties
Architecture
Law
Pharmacy
Veterinary
Medicine
The preliminary data regarding the income from student fees for the SVMS in 2010 is
approximately 178,651.38 €.
Students of the SVM pay their tuition fees annually in two instalments. One of the basic principle of
the UNICAM is to create a fair proportion among merit, income and contribution in order to
prevent the best students to discontinue their academic studies due to financial difficulties. All the
Italian Faculties of Veterinary Medicine use a calculation system based on merit and income called
Equivalent Economic Situation Indicator (EESI).
Therefore, tuition fees due by each student depend on both the number of years passed from the
first year of enrolment and their EESI declaration.
Students who do not present the EESI declaration must pay the maximum amount.
42
Fig 3.4. Percentage of income from student fees for each Faculty of the UNICAM in 2009.
Faculties
Architecture
19
13
Law
7
Pharmacy
36
Veterinary Medicine
25
The amount of tuition fees changes based on the number of years from the first enrolment past the
5th year as follows:
- for students “in-course” and at 1st year “off-course”(*) the amount varies form 280 to 1,112 €;
- for students at 2nd and 3rd year “off-course” the amount varies from 700 to 1,550 €;
- for students at 4th and 5th year “off-course” the amount varies from 1,000 to 1,900 €;
- for students beyond 5th year “off-course” the amount varies from 1,250 to 2,200 €
Calculation of tuition fees per student “in-course” and at 1° year “off-course”
If the EESI declaration is lower than or equal to 10,000 € the amount to be paid is 280 €.
If the EESI declaration is between 10,000 and 40,000 € the amount to be paid is variable .
The calculation is based on the following formula:
tuition fees = 280 € + (base maximum amount – 280) x (EESI amount -10,000)
If the EESI declaration is over 40,000 €, the tuition fees due for the DCVM is the base maximum
amount (1,112 €). For the course in Safety of Animal Productions (SAP) the maximum amount is
1,000 €.
Calculation of tuition fees per student with more than one year “off-course”
If the EESI declaration is lower or equal to 10,000 €, the minimum amount due is the “off-course”
minimum amount. This minimum amount is variable as follow:
- students in their 2nd or 3rd year “off-course”: 700 €
- students in their 4th or 5th year “off-course”: 1,000 €
- students beyond their 5 year “off-course”: 1,250 €
___________________________________
(*) Students are considered “in course” when they are enrolled at the early 5 years for the Degree Course in Veterinary
Medicine (DCVM) and at the early 3 years for the course in Safety of Animal Production (SAP).
Students named “off course” belong to the following categories:
- students that have not the necessary number of CFU to obtain the degree after the end of the regular 5 years;
- students that at end of a regular “in course” year of study have not got through the exam necessary to enrol in the
next year
43
If the EESI declaration is between 10,001 and 40,000 € the amount to be paid is variable and
calculable knowing the exact EESI declaration. The calculation is the result of the following
formula:
tuition fees = “off-course” minimum amount + (“off-course” maximum amount – “off-course”
minimum amount) x (EESI amount – 10,000 €)/30,000
The “off-course” maximum amount is as follows:
- students in their 2nd or 3rd year “off-course”: 1,550 €
- students in their 4th or 5th year “off-course”: 1,900 €
- students beyond their 5th year “off-course”: 2,200 €
Table 3.1.5. Examples of tuition fees (euros) paid by the students of the SVMS.
EESI amount
“In-course”
≤ 10,000
≤ 15,000
≤ 22,000
≤ 28,000
≤ 35,000
≥ 40,000
280
419
613
779
973
1,112
2-3 years “offcourse”
700
842
1,040
1,210
1,408
1,550
4-5 years “offcourse”
1,000
1,150
1,360
1,540
1,760
1,900
More than 5 years
“off-course”
1,250
1,408
1,630
1,820
2,042
2,200
At the websites www.unicam.it/offertaformativa and www.unicam.it/studenti/segreterie/tasse.asp
an on-line calculator is available to calculate the tuition fees due by each student. To calculate the
correct amount it is necessary to enter the year of course. Students coming from a different
University must indicate their first year of enrolment at the University of origin.
Registration costs for the School of Specialisation in Animal Safety, Breeding and Productions, set
up in the AY 2009/10 is 1,800 €.
Table 3.1. Income/Revenue (euros) of the VM Faculty of the UNICAM in 2009 and of the SVMS
in 2010 (2010 data has been analyzed on 24th January 2011)
By the MIUR to the UNICAM
By the UNICAM to the VM Faculty or the SVMS
From any other source to the VM Faculty or the SVMS
Public funds for research
Private funds for research
From services provided
TOTAL
2009
3,103,914
101,968
23,265
127,944
12,305
279,902
3,649,298
%
85
2.8
0.6
3.6
0.3
7.7
100
2010
%
2,731,222 82.3
56,211.02
1.7
43,382.97
1.3
124,544.56 3.8
64,884.40
2
296,024.11 8.9
3,316,268.9 100
44
The students are exempt from paying tuition fees in the following cases:
- winner of grants paid by the Regional Agency for the Right to Higher Education (RARHE);
- disabled person;
- graduation: students who graduate within their 5th year of study (“in-course”) can obtain the
refund of the tuition fees paid in their last year.
3.1.3 OVERVIEW INCOME (REVENUE) AND EXPENDITURE IN 2009-2010
Table 3.2. Expenditure (euros) of the VM Faculty of the UNICAM in 2009 and of the SVMS in
2010 (2010 data has been analyzed on 24th January 2011).
Teaching and support staff
Functioning of the establishment
Teaching costs
Research costs
TOTAL
2009
3,103,914
42,523
167,087
256,726
3,570,250
%
87
1.2
4.6
7.2
100
2010
2,731,222
48,361.48
299,512.79
138,383.23
3,217,479.3
%
84.9
1.5
9.3
4.3
100
3.2 COMMENTS
The decrease of public funding adopted for many years by the Italian government, makes the
planning of teaching and research activities fairly difficult in all Italian universities (see Chapter
10). In particular, this year the OFF has not been defined by the Government until the very end of
December 2010. This made the issues even more complicated with regard to forward planning.
In 2010 an important result has been obtained by the SVMS through the increase of private funds
for research. Moreover, the Marche Region allocated 100,000 euros for 2011 and 100,000 for 2012
for supporting the 24-hr service at the VTH.
The resources destined for research seem the only ones that could be increased in the future, even if
this possibility mainly depends on the ability of the School to attract external public and private
financing.
3.3 SUGGESTIONS
If you are not satisfied with the situation, please list any shortcomings and provide suggestions-in
order of importance and describe any factors which are limiting the further development of your
Faculty
The SVMS external visibility needs to be increased for obtaining more research and functioning
funds from private and public institutions. Even if more private funds have been allocated to the
School in 2010, more efforts should be focused on the creation of collaborations between the
School and private enterprises and farmer associations working at regional (or wider) level.
Furthermore, the increase of fees to be paid by wealthier students could be an appropriate solution
to enhance the financial income of the School.
45
Chapter 4 – Curriculum
Chapter 4
CURRICULUM
- Indicate whether there is a defined national curriculum and (if applicable) how and by what body
decisions are taken on this.
- Describe the degree of freedom that the Faculty has to change the curriculum.
- Outline how decisions on curriculum matters and course content are taken within the Faculty.
- Outline how decisions are taken on the allocation of hours between the various subjects and on
the balance between theoretical and practical teaching (Tables 4.1, 4.2 and 4.3).
- Indicate the presence and disposition of an integrated curriculum. Describe the degree of
integration present and the amount of time devoted for EU- and non-EU-listed subjects (Table
4.4)
The curriculum of the Degree Course in Veterinary Medicine (DCVM) in Italy is defined at
national level. Since 1989 the enrolment to the DCVM in Italy is limited (“numerus clausus”).
Every year the Italian Ministry of Instruction, University and Research (MIUR) fixes the maximum
number of students which can be enrolled by each Italian Faculty of Veterinary Medicine. The
students are selected by a national test. More details are reported in Chapter 9.
Over the last few years, the general framework of all Italian university courses, including the
DCVM, has undergone a considerable change at national level.
As already reported in Chapters 1 and 2, the most recent and relevant laws regulating the
curriculum are:
 Ministerial Decree (MD) 509/1999
 Ministerial Decree (MD) 270/2004
The main innovative aspects of these laws are:
 The University Learning Credits (ULC) are used as a unit of measurement to indicate the
workload required for a full-time student to achieve the objectives of a specific program.
 The DCVM consists of 300 ULC and lasts 5 years. The medium workload for a full-time
student is 60 ULC per year.
 One ULC consists of 25 hours, including theoretical training (lectures, seminars, self directed
learning, individual hours for studying at home) and supervised practical training. The hours
devoted to individual study at home must be at least 50% of each ULC, unless the activity is
highly experimental or practical. Each University can decide how many hours of each ULC
consists of individual study, theoretical training and practical activity.
 In order to achieve an ULC students must pass an examination. The maximum number of
examinations for courses lasting 5 years, as the DCVM, is 30. Fragmentation of the activities
must be avoided by carrying out an examination including many subjects. Each Faculty can
establish the number of total examinations to obtain the degree in Veterinary Medicine.
 The MD 270/2004 establishes the minimum number and type of disciplines involved in the
DCVM (see Annex 1.a). The term “Disciplines” refers to a group of subjects considered related
(called in Italian “Settore Scientifico Disciplinare” - SSD) and established by the MD of 4th
October 2000 (see Annex 1.b).
 The MD 270/2004 establishes the minimum number of ULC for basic (58 ULC) and
professionalizing (130 ULC) subjects and for the Tirocinio (Pratical training, 30 ULC). The
46
same MD also establishes which subject and science must be included in the curriculum. The
Basic and Professionalizing subjects are sub-divided into general areas. Each general area
includes a group of disciplines. The MD 270/2004 establishes the minimum number of ULC for
each general area (see Annex 1.a of the SER).
 On the basis of the minimum numbers of ULC established by the MIUR, each Faculty allocates
the hours among the various disciplines and plans further activities to reach the total number of
300 ULC.
The MD 270/2004 was effectively registered in 2007. As of 2007, the Italian Faculties of
Veterinary Medicine had to start renewing their VM curriculum, a process which was shoud be
completed by 2010.
The School of Veterinary Medical Sciences (SVMS) of the University of Camerino (UNICAM) has
been one of the first Veterinary Medical Faculties in Italy to start changing its curriculum, from the
first year onward. In the Academic Year (AY) 2008/09 the students enrolled in the first year of the
DCVM attended the new curriculum, while the students attending the other years attended the old
curriculum. In the AY 2009/10 the students of the first and second year attend the new curriculum,
while the other students attend the old curriculum, etc. This situation is represented in the table
4.0.a. In the AY 2012/13 the old curriculum will be completely replaced by the new curriculum.
Table 4.0.a. Schedule of progressive replacement process between old and new curriculum of the
Degree Course in Veterinary Medicine at the UNICAM.
Curriculum
New curriculum
(MD 270/2004)
Old curriculum
(MD 509/1999)
Year
1st year
2nd year
3rd year
4th year
5th year
2nd year
3rd year
4th year
5th year
2008/09
Active
Inactive
Inactive
Inactive
Inactive
Active
Active
Active
Active
Academic Year
2009/10
2010/11
2011/12
Active
Active
Active
Active
Active
Active
Inactive
Active
Active
Inactive
Inactive
Active
Inactive
Inactive
Inactive
Inactive
Inactive
Inactive
Active
Inactive
Inactive
Active
Active
Inactive
Active
Active
Active
2012/13
Active
Active
Active
Active
Active
Inactive
Inactive
Inactive
Inactive
- Describe the degree of freedom that the Faculty has to change the curriculum.
- Outline how decisions on curriculum matters and course content are taken within the Faculty.
- Outline how decisions are taken on the allocation of hours between the various subjects and on
the balance between theoretical and practical teaching (Tables 4.1, 4.2 and 4.3).
The decisions on curriculum matters and course content are taken by the following procedure. The
Director of the School submits a draft of the Teaching Regulation to the School Council. The draft
is prepared taking into account the national laws and the opinions of the Joint Teaching Committee
(JTC) of the School (see Chapter 2) and of the student Representatives. The School Council
examines the draft and approves the final document, that is submitted to the Senate of the
Representations. Once approved by the Senate, the document is sent to the MIUR for the final
approval.
47
Further minor decisions on the curriculum can be suggested by the JTC and can be approved by the
School Council without any further step. Major revisions would involve all the steps as for the first
submission (Council of the School - Senate of the Representations of the UNICAM - MIUR).
The Teaching Regulation describes in details the curriculum (including the allocation of hours to
the different topics and the balance between theoretical and practical teaching).
In table 4.0.b the ULC allocated to the different subjects in the old and in the new curriculum are
reported. No comparison among the data about subjects of the old and the new curriculum is
possible because the two curricula are based on different laws.
Table 4.0.b. ULC allocated to the different subjects in the old and the new curriculum.
Basic subjects
Characterizing subjects
Integrative subjects
Elective obligatory subjects
English and final thesis
Tirocinio
TOTAL
Minimum ULC/Area
(MD 270/2004)
58
130
30
218
Actually allocated ULC/Area
Old curriculum New curriculum
59
64
150
161
27
12
19
9
15
12
30
42
300
300
In the new curriculum the balance between teaching activity and individual study hours per ULC
has been changed, as reported in Table 4.0.c.
Table 4.0.c. Differences in hours/ULC between the old and the new curriculum.
Basic subjects
Professionalizing subjects
(except clinical subjects VET/08, VET/09, VET/10)
Clinical subjects (VET/08,
VET/09, VET/10)
Integrative subjects
Elective obligatory subjects
English language
Final thesis
Tirocinio
Old curriculum
1 ULC = hours of
teaching individual study
10
15
New curriculum
1 ULC = hours of
teaching individual study
10
15
12
13
10
15
14
11
10
15
10
14
0(*)
0
10
15
11
25
25
15
10
10
10
0
25
15
15
15
25
0
(*) In the old curriculum there was no English course and the respective ULC were obtained by an examination; thus,
students which needed to attend English classes had to attend general classes organized by the UNICAM
48
Based on current Italian law, the School Council approved that at least 20% of teaching hours of
courses in the 1st and 2nd year (excluding microbiology) and 30% of teaching hours of microbiology
as well as of all courses in the 3rd, 4th and 5th year should be represented by supervised practical
work. Each ULC of the Tirocinio professional practical training corresponds to 25 hours of
practical activity. The details about the minimum hours of practical work that each student has to
carry out for each course are reported in the Teaching Regulation (in English and Italian languages
at www.unicam.it).
Decisions on the course content are taken by the single teacher on the basis of meetings involving
teachers of the same year (Per-Year Committee, see Chapter 5) and, if necessary, after discussion
with teachers of related courses of other years. Before the beginning of the year, each teacher
submits the program of the course to the JTC. The JTC evaluates the contents and makes sure that
there is no overlapping. Students can refer to the JTC about discrepancies from the official program
of a course and its real contents and can suggest possible modifications at any time. Once the
complaint has been verified, the JTC may suggest the teacher to make some changes in the course
content.
As previously reported, in the AY 2009/10 the DCVM consisted of the 1st and the 2nd year of the
new curriculum (MD 270/2004) and the 3rd, 4th and 5th year of the old curriculum (MD 590/1999).
The most relevant change between the old and the new curriculum is the increase in number of
ULC and hours devoted to the Tirocinio which is increased from 30 to 42 ULC (from 750 to 1050
hours) in the new curriculum. However, the advantages of these changes will be more evident in the
AY 2012/13, as the bulk of activity of the Tirocinio is in the 5th year. The Italian MD of 9th
September 1957 describes the Tirocinio regulations.
In order to allow students attending the old curriculum to get benefit from the increased exposure to
hands-on practice of the new one, additional practical activity (115 hours) aimed at the acquisition
of the so called “day-one skills” was planned starting from the AY 2009/10 (see Tables 4.0.g-i).
This chapter describes the current DCVM curriculum at the UNICAM in the AY 2009/10. In this
AY 3,574 hours (91.8 %) of activity in EU-listed subjects and 320 hours (8.2 %) of activity in nonEU listed subjects for the “core” subjects were carried out. Other 150 hours are spent in elective
activities which students must select from a list of two Professionalizing Integrated Courses (see
paragraph 4.1.1).
4.1.1 POWER OF SUBJECTS AND TYPES OF TRAINING
4.1.1.1 POWER OF SUBJECTS
 "core" subjects taken by every student;
 "electives" which each student must select from a list of permissible subjects;
 obligatory extramural work.
The curriculum consists of 3,894 hours of “core” subjects taken by every student and 150 hours of
“elective” subjects selected by each student from a list of possible subjects (Professionalizing
Integrated Courses - PIC) organized in different courses.
Twenty-nine courses are core subjects taken by every student. The core subjects include basic
subjects, basic sciences, clinical sciences, animal production, food hygiene and public health,
professional knowledge and Tirocinio. Some of these 29 courses are integrated courses because
they include more than one subject, each called “module”. In order to achieve the number of ULC
corresponding to an integrated course, the student must pass a single examination including all
modules belonging to that course.
In the 5th year of the old curriculum each student must take an elective course called “Professional
Integrated Course” (PIC) among several choices offered by the School. Each PIC is composed by
49
some modules and usually is oriented to practical work or topics of professional interest for a total
of 150 hours. Overlapping with core subjects must be avoided and a practical approach must be
maintained by teachers. The School proposes a list of PICs by March of the previous AY. Students
choose one of the PICs and only PICs selected by at least 5 students are activated. At the end of the
class, the student obtains the certification of the ULC after passing a single examination on all the
topics studied in the PIC attended.
Based on current Italian law, prior to graduation each student must undertake the Tirocinio in the
following areas:
- Animal production
- Clinical medicine and preventive medicine
- Food hygiene/public health (Food Inspection)
- Surgery and obstetrics
In the new curriculum the Tirocinio must be carried out also in Pathology. Some activities of the
Tirocinio are performed within the School premises, while other activities are performed outside
but under the responsibility of teaching staff of the School. The major part of the mobile clinic
activity (on-farm services) and of the Tirocinio in Food Hygiene/Public Health, as well as the
Tirocinio in Animal Production are carried out outside the School (see paragraph 4.1.4). All the
practical activity performed in Animal Production outside the School is carried out in structures
accredited by specific agreements with the School (see Chapter 5). In each agreement at least one
veterinarian of the hosting structure is responsible for supervising the activity of students and a staff
member of the School has the final responsibility of the Tirocinio activity. The draft contract for
such agreements and the list of accredited structures for practical activities outside the School are
reported in Annex 4.a and 4.b, respectively. The major part of the clinical activity done outside the
School is carried out under the direct supervision of veterinarians specifically hired for this activity
as contract professors (see Chapter 10).
Some differences between the old and the new curriculum are present in the Tirocinio and reported
in table 4.0.d.
Table 4.0.d. Differences between old and new curriculum in the number of ULC included in the
Tirocinio.
ULC
Old curriculum New curriculum
Animal production
(7)
6*
Clinical medicine and preventive medicine
8*
(12)
Food hygiene/public health
8*
(6)
Surgery and obstetrics
7*
(12)
Pathology
0*
(6)
TOTAL
30
42
Area
* active in the AY 2009/10.
The achievement of the ULC of Tirocinio takes place for each area after passing a practical exam at
the end of the activity in that area. That exam is certified similarly to the exams of other courses.
50
In order to be able to graduate, students must pass the final examination, called “graduation thesis”.
The thesis is a written composition on a specific subject regarding one of the several issues of the
curriculum. It can be the final report of a small experimental research project or a review of the
state of the art on a specific issue. The student must present and discuss his/her thesis to a
commission made of 11 teachers of the School. During the preparation of the final exam, the
student is supported by a teacher of the School to guarantee a scientific and correct approach to the
subject. The individual work for the preparation of the graduation thesis corresponds to 250 hours
(10 ULC) of activity, considered as self-directed learning.
Each student cannot sit the final examination without completing the personal Log-book, where the
acquisition of the day-one-skills is documented and certified (see Chapter 5 and Annex 3). Day-one
skills are acquired during the practical activity of the single courses or during the Tirocinio.
The detailed curriculum active in the AY 2009/10 is schematized in figure 4.0 and detailed in the
tables 4.0.e-j. The teaching courses of the new curriculum which will be progressively activated
from the AY 2010/11 are reported in Annex 2.
Figure 4.0. Compulsory curriculum taken by each student.
“Core”
subjects
1st year
2nd year
3rd year
Compulsory
“elective”
subjects
4th year
Compulsory
“elective”
subjects
PICInternal
medicine
and
clinics of
pets
5th year
PICInternal
medicine
and
clinics of
horse
Final
graduation
51
Teaching courses active in the Academic Year 2009/10
Table 4.0.e. FIRST YEAR (new curriculum) – Core subjects.
Exam
EUTheoretical training
Subject
Self
ULC
(as in Lectures Seminars
directed
tab. 4.2)
learning
A
B
C
Integrated courses / Modules
Hours of training
Supervised practical training
Lab&desk Non-clinical
based work animal work
D
E
Clinical
training
Other
F
G
Total
I SEMESTER
1
see 5*
2
3
Biostatistics and informatics
5
1-e
40
10
50
Chemistry and biochemical Propaedeutics
6
1-b
52
8
60
Economics and EU law
8
Agricultural economics
5
4-d
35
European law
3
Non-EU
30
2-a
61
2-a
80
2-c
42
Histology, embryology and anatomy of domestic animals
9
6
50
30
10
General and special veterinary histology and embryology
6
Veterinary systematic and comparative anatomy
4
10
24
5
100
II SEMESTER
4
Anatomy of domestic animals
12
4
Veterinary systematic and comparative anatomy
4
Veterinary topographical anatomy
4
40
120
5*
Veterinary biochemistry
6
6
Zoology and Botany
6
Zoology
3
1-c
30
Botany applied to veterinary medicine
3
1-d
24
6
30
General zootechny and genetics
5 2-d, 4-e
40
10
50
7
TOTAL
58
434
18
60
30
19
0
76
40
0
11
580
* ULC achieved through a combined exam
52
Table 4.0.f. SECOND YEAR (new curriculum) – Core subjects
EUSubject
ULC
(as in
tab. 4.2)
Exam Integrated courses / Modules
Hours of training
Theoretical training
Self
Lab&desk Non-clinical Clinical
Lectures Seminars
directed
based work animal work training
learning
A
B
C
D
E
F
Other
Total
G
I SEMESTER
8
General physiology of domestic animals and ethology
8
Veterinary general physiology
4
2b
35
2
3
Veterinary ethology and animal welfare
4
4g
30
1
3
2-c
42
9
Veterinary methods in chemistry and biochemistry
6
10
Microbiology and Parasitology
9
11
Microbiology virology and veterinary immunology
5
2-g, 2-h
30
Animal parasitology
4
3-c
28
4 Non-EU
English language
4
40
6
40
18
60
16
50
12
40
40
40
II SEMESTER
12
Special physiology and endocrinology of domestic animals
10
Veterinary special physiology
5
2-b
42
4
4
Veterinary endocrinology
5
2-b
42
3
3
4-b
48
12
13
Animal nutrition and feeding
14
Zoocolture and Special zootechny
6
50
2
50
60
11
Aviculture
3
4-a
21
9
30
Aquaculture
3
4-a
21
9
30
Special zootechny and breeding techniques
5
4-a
35
Tirocinio in Animal Production
15
150
6
TOTAL
60
50
414
7
0
86
175
150
0
8
690
53
Chapter 4 - Curriculum
Table 4.0.g. THIRD YEAR (old curriculum) – Core subjects
Exam
EUSubject
ULC
(as in
tab. 4.2)
Hours of training
Self
Lectures Seminars
directed
learning
A
B
C
D
E
F
Other
Total
G
I SEMESTER
15
Pharmacology and toxicology
9
Veterinary pharmacology
5
2-e
40
4
12
Veterinary toxicology
4
2-f
36
10
16
Food hygiene and technology
7
5-b
59
23
17
Parasitic diseases of animals
5
3-c
42
18
18
General pathology and physiopathology
7
3-b
59
3-e, 3-g,
3-j, 3-m
48
28
4-b
50
20
General pathology
4
Physiopathology
3
2
21
4
60
2
48
2
84
60
2
84
II SEMESTER
19
Infectious diseases, prophylaxis and health police
8
Infectious diseases, prophylaxis and health police I
4
Infectious diseases, prophylaxis and health police II
4
20
21
Avian pathology and tropical pathology
7
Avian pathology
3
3-e
25
Tropical pathology
3
3-e
24
12
42
12
see 24* Veterinary anatomical pathology (see IV year)
20
96
70
11
36
36
[14]
Veterinary anatomical pathology I
5
Tirocinio in Clinical medicine and Preventive medicine
2
Tirocinio in Food Inspection
4
8
Additional practical activity aimed at the day-one skills
TOTAL
60
6
425
6
0
60
42
50
60
40
100
17
3
20
233
76
64
0
804
54
Table 4.0.h. FOURTH YEAR (old curriculum) – Core subjects
Exam
EUSubject
ULC
(as in
tab. 4.2)
Hours of training
Self
Lectures Seminars
directed
learning
A
B
C
D
E
F
Other
Total
G
I SEMESTER
see 24* Veterinary anatomical pathology (see second semester)
[14]
Veterinary anatomical pathology II
22
23
Reproduction and reproductive disorders
Propaedeutics in medicine, laboratory and instrumental
diagnostics
Propaedeutics in medicine and lab. diagnostics I
5
3-b
40
3-i
41
3-m
88
3-h
29
3-b
33
3-a
24
5
6
14
9
5
60
10
70
12
5
Propaedeutics in medicine and lab. diagnostics II
4
Instrumental diagnostics
3
38
126
13
42
II SEMESTER
24*
Veterinary anatomical pathology
[14]
Necropsy techniques
4
see 29* Obstetrics (see V year)
26
9
48
[9]
Veterinary obstetrics
25
6
3
Food inspection, control and certification
Inspection, control, quality and legislation of fresh meat and
fishery products
Inspection, control, quality and legislation of milk, eggs,
honey and processed products
Propaedeutics in surgery and radiology
18
42
12
5-a, 5-c,
5-d
5-a, 5-b,
5-c
6
6
50
8
14
72
50
12
10
72
9
Propaedeutics in surgery
5
3-d, 3-m
43
27
70
Radiology and surgical techniques
4
3-d, 3-h
29
27
56
Tirocinio in Food Inspection
4
100
Tirocinio in Clinical medicine and preventive medicine
3
8
67
75
Tirocinio in Clinical surgery and obstetrics
4
8
92
100
206
254
TOTAL
61
427
5
0
41
100
0
933
55
Table 4.0.i. FIFTH YEAR (old curriculum) – Core subjects.
Hours of training
Subject
Self
ULC
(as in Lectures Seminars
directed
tab. 4.2)
learning
A
B
C
D
E
F
Other
Total
G
I SEMESTER
27
28
29*
Veterinary anesthesiology and surgery
11
Anesthesiology
4
Surgery
7
Clinical medicine, therapy and forensic medicine
100
3-d, 3-k,
3-l
3-i
12
12
15
15
154
108
46
154
48
36
84
11
Clinical medicine and therapy
8
Forensic medicine and veterinary legislation
3
Obstetrics
[9]
Obstetrics
30
3-d
6
II SEMESTER
Compulsory elective subjects (Professional integrated
course – PIC) (see tab. 4.0j) **
Tirocinio in Clinical surgery and Clinical obstetrics
15
Tirocinio in Clinical medicine and Preventive medicine
3
(150)
8
3
15
Additional practical activity aimed at the day-one skills
Final graduation thesis and examination
59
75
75
75
80
95
250
10
TOTAL
67
256
0
262
250
27
23
319
0
887
* ULC achieved through a combined exam; ** Elective subject
56
Table 4.0.j. FIFTH YEAR - PROFESSIONALIZING INTEGRATED COURSES (PIC) activated in the AY 2009/10 (old curriculum) – Elective subjects
Hours of training
Subject
Self
ULC
(as in
Lectures Seminars
directed
tab. 4.2)
learning
A
B
C
D
E
F
30a
Total
G
PIC – Clinics of pets
Traumatology
3
Echographyc diagnosis
3
Video-endoscopycal diagnosis
3
Dermatology
3
21
Odonto-stomatology
3
21
Total PIC
30b
Other
21
Clinical
sciences
4
21
21
7
4
30
9
30
2
30
9
30
3
6
30
9
28
150
21
3
6
30
21
2
7
30
21
9
30
9
30
105
15
1
8
PIC – Clinics of horses
Video-endoscopycal diagnosis
3
3
Orthopedics
3
Low-performance syndromes
3
21
Instrumental diagnostics in obstetrics
3
21
2
2
5
30
105
2
7
36
150
Total PIC
Clinical
sciences
15
57
4.1.1.2 TYPES OF TRAINING
There cannot be absolute distinction between the terms used to distinguish between different types
of training. Overlap is inevitable. The following descriptions are derived from the definitions
presented in the section 'Main Indicators' of Annex I of the SOP.
4.1.1.2.1 Theoretical training
 Lectures convey theoretical knowledge. Lectures are given to an entire or partial annual intake of
students. Teaching may be with or without the use of teaching aids or of demonstration animals
or specimens. The essential characteristic is that there is no active involvement of the students in
the material discussed. They listen and do not handle.
 Seminars (sometimes called tutorials or supervised group work) are teaching sessions directed
towards a smaller group of students during which they work on their own, or as a team, on part
of the theory, prepared from manuscript notes, photocopied documents, articles and
bibliographic references. Information is illustrated and knowledge extended by the presentation
of audio-visual material, exercises, discussions and, if possible, case work.
 Self directed learning are Faculty-controlled, scheduled curricular sessions making use of
defined teaching material provided by the Faculty (e.g. e-learning, radiographs, etc.)
4.1.1.2.2 Supervised Faculty-based practical training
 Laboratory and desk based work. Includes teaching sessions where students themselves actively
perform laboratory experiments, use microscopes for the examination of histological or
pathological specimens. It also includes work on documents and idea-formulation without the
handling of animals, organs, objects or products (e.g. essay work, clinical case studies, handling
of herd-health monitoring programmes, risk-assessment computer-aided exercises).
 Non-clinical animal work. These are teaching sessions where students themselves work on
normal animals, on objects, products, carcasses etc. (e.g. animal husbandry, ante mortem and
post mortem inspection, food hygiene, etc.) and perform dissection or necropsy.
 Clinical work. These are strictly hands-on procedures by students which include work on normal
animals in a clinical environment, on organs and clinical subjects including individual patients
and herds, making use of the relevant diagnostic data. Surgery or propaedeutical hands-on work
on organ systems on cadavers to practice clinical techniques are also classified as clinical work.
4.1.2 UNDERGRADUATE CURRICULUM FOLLOWED BY ALL STUDENTS
4.1.2.1 CURRICULUM HOURS
This section makes a distinction between curriculum hours to be taken by every student and those
offered as electives or within a given track. Specific information is also requested on subjects other
than those specified in table 4.2.
58
Table 4.1. General table of curriculum hours taken by all students.
Hours of training
*)
Year(
Curriculum
Lectures
Seminars
Selfdirected
learning
Laboratory and
desk based work
Non-clinical
animal work
Clinical
work
Other
(A)
(B)
(C)
(D)
(E)
(F)
(G)
Total
Total
ULC
434
19
0
76
40
0
11
580
58
414
7
0
86
175
0
8
690
60
425
6
0
233
76
64
0
804
60
427
5
0
41
206
254
0
933
61
256
0
262
27
23
319
0
887
59
1,956
37
262
463
520
637
19
3,894 298(*)
(* )
On the basis of the Italian law, the veterinary curriculum is constituted by 300 ULC. In the AY 2009/10 the 1st and 2nd
year are based on the new curriculum, while the 3rd, 4th and 5th year are based on the old curriculum. The 3rd, 4th and
5th year will be progressively substituted by the respective years of the new curriculum.
First
new
Second
new
Third
old
Fourth
old
Fifth
old
Total
Table 4.2.a. Curriculum hours in EU-listed subjects taken by each student - Basic subjects.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
1.
Total supervised practical training
NonLaboratory
Clinical
clinical
and desk
animal
work
based work
work
(D)
(E)
(F)
Other
Total
(G)
Basic Subjects
1.a) Physics
1.b) Chemistry
1.c) Animal biology
1.d) Plant biology
1.e) Biomathematics
1 - Total number of hours
52
30
24
40
146
8
0
0
6
10
24
0
0
0
60
30
30
50
170
59
Table 4.2.b. Curriculum hours in EU-listed subjects taken by each student - Basic sciences.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
141
119
84
10
2
Subjects
2.
Basic Sciences
2.a) Anatomy (incl. histology
and embryology)
2.b) Physiology
2.c) Biochemistry, cellular and
molecular biology
2.d) Genetics (including
molecular genetics)
2.e) Pharmacology and
pharmacy
2.f) Toxicology (including
environmental pollution)
2.g) Microbiology (including
virology, bacteriology and
mycology)
2.h) Immunology
2.i) Epidemiology (including
scientific and technical
information and
documentation methods)
2.j) Professional ethics
(* )
20
40
NonLaboratory
Clinical
clinical
and desk
animal
work
based work
work
(D)
(E)
24
10
36
40
7
(F)
Other
(G)
5
2
5
4
12
36
Total
220
140
120
25
4
10
60
2
48
16
2
12
30
14
2
4
20
(*)
(**)
470
20
0
113
51
2
7
663
rd
Epidemiology will be taught at the 3 year of the new curriculum in the “Veterinary Epidemiology” course starting
from the AY 2010/11. In the old curriculum, some topics about applied epidemiology are taught in “Parasitic
diseases of animals”, “Infectious diseases, prophylaxis and health police” and “Avian pathology and tropical
pathology” courses.
(**)
Professional ethics is taught together with “Forensic medicine and Veterinary legislation”
60
Table 4.2.c. Curriculum hours in EU-listed subjects taken by each student - Clinical sciences.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
3.
(D)
(E)
(F)
Other
Total
(G)
Clinical Sciences
3.a) Obstetrics
3.b) Pathology (including
anatomical pathology)
3.c) Parasitology
3.d) Clinical medicine and
surgery (including
anaesthetics)
3.e) Clinical lectures on
various domestic animal,
poultry and other animal
species including avian
pathology
3.f) Field veterinary medicine
(surgery clinics)
3.g) Preventive Medicine
3.h) Diagnostic imaging
(including radiology)
3.i) Reproduction and
reproductive disorders
3.j) Veterinary state medicine
and public health
3.k) Veterinary legislation and
forensic medicine
3.l) Therapeutics
3.m) Propaedeutics (including
laboratory diagnostic
methods)
Extra-course practice
(Tirocinio and additional
practical work)
(* )
NonLaboratory
Clinical
clinical
and desk
animal
work
based work
work
24
174
70
2
210
12
77
18
42
252
100
45
30
31
12
15
79
328
12
11
20
120
26
10
69
46
154
(*)
10
43
89
5
9
5
10
10
20
20
8
20
28
104
851
7
12
28
38
15
185
32
35
423
490
168
135
635
1,808
Field veterinary medicine is taught as practical activity during the part of the Tirocinio called “mobile clinic” or “on
farm service” (see Chapter 7).
61
Table 4.2.d. Curriculum hours in EU-listed subjects taken by each student - Animal Production.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
4.
NonLaboratory
clinical
Clinical
and desk
work
animal
based work
work
(D)
(E)
15
32
18
Other
Total
(G)
(F)
Animal Production
4.a) Animal production
*)
4.b) Animal nutrition(
4.c) Agronomy
4.d) Rural economics
4.e) Animal husbandry
4.f) Veterinary hygiene
4.g) Animal ethology and
protection
(Tirocinio)
(* )
77
98
(**)
35
20
9
30
1
110
130
6
50
25
6
40
12
150
355
5
(**)
260
3
10
0
55
150
168
0
nd
rd
The “Animal nutrition” course is taught at the 2 year of the new curriculum and at the 3 year of the old
curriculum. Considering that in the AY 2009/10 both the 2nd year of the new curriculum and the 3rd year of the old
curriculum were activated, only for this year the course was taught twice. In the AY 2010/11 the “Animal nutrition”
course will be taught only at the 2nd year for a total of 60 hours.
(**)
Agronomy is taught in the course of “Animal nutrition and feeding”. Veterinary hygiene is taught in the “Infectious
diseases, prophylaxis and health police ” and “Avian pathology and tropical pathology” courses.
Table 4.2.e. Curriculum hours in EU-listed subjects taken by each student - Food Hygiene/Public
Health.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
NonLaboratory
clinical
Clinical
and desk
animal
work
based work
work
(F)
Other
Total
(G)
(D)
(E)
56
8
10
74
66
23
2
91
37
4
5.
Food Hygiene/ Public Health
5.a) Inspection, and control of
animal foodstuffs or
foodstuffs of animal origin
and the respective feedstuff
production unit
5.b) Food hygiene and
technology
5.c) Food science including
legislation
5.d) Practical work (including
practical work in places where
slaughtering and processing of
foodstuffs takes place)
(Tirocinio)
159
0
0
41
8
14
60
103
140
166
22
0
0
428
62
Table 4.2.f. Curriculum hours in EU-listed subjects taken by each student - Professional
Knowledge.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
6.
(D)
(E)
(F)
Other
Total
(G)
Professional Knowledge
Taught during the Tirocinio
Taught in some clinical and pathological subjects
6.a) Practice management
6.b) Veterinary certification
and report writing
6.c) Career planning and
opportunities
(* )
NonLaboratory
clinical
Clinical
and desk
work
animal
based work
work
(*)
Seminars about “Career planning and opportunities” are offered every year to all the students of the UNICAM.
Specific meetings with enterprises of veterinary interest are organized every year for students of the SVMS.
Attendance to these seminars is strongly recommended to students of the 4th and 5th year although not mandatory.
Table 4.3.a. Curriculum hours in EU-listed subjects to be taken in the Professionalizing Integrated
Course “Internal medicine and clinics of pets”.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
NonLaboratory
Clinical
clinical
and desk
animal
work
based work
work
(D)
(E)
(F)
21
21
1
4
4
9
21
7
2
8
3
9
Other
Total
(G)
Clinical Sciences
Traumatology
Video-endoscopycal
diagnosis
Dermatology
Odonto-stomatology
TOTAL
21
21
105
0
0
30
30
30
9
6
28
30
30
150
63
Table 4.3.b. Curriculum hours in EU-listed subjects to be taken in the Professionalizing Integrated
Course “Internal medicine and clinics of horses”.
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
NonLaboratory
clinical
Clinical
and desk
work
animal
based work
work
(D)
Other
Total
(G)
(E)
(F)
21
3
6
30
21
21
2
7
9
30
30
9
30
Clinical Sciences
Video-endoscopical
diagnosis
Echographic diagnosis
Orthopedics
Low-performance
syndromes
Instrumental diagnostics in
andrology and gynecology
TOTAL
21
21
105
0
0
2
2
5
30
2
7
36
150
Table 4.4. Curriculum hours in subjects not listed in Table 4.2 to be taken by each student,
including diploma work (final graduation thesis).
Lectures
Seminars
Selfdirected
learning
(A)
(B)
(C)
Subjects
English
European legislation
Final graduation thesis
TOTAL
40
30
70
250
250
NonLaboratory and
clinical
Clinical
desk based
work
animal
work
work
(D)
(E)
(F)
Other
Total
(G)
40
30
250
320
64
Table 4.5. Summary table.
Subjects
1.
2.
3.
Basic Subjects
Basic Sciences
Clinical Sciences
Animal
4.
Production
Food Hygiene/
5.
Public Health
Professional
6.
Knowledge
TOTAL EU-subjects
7.
Non-EU subjects
TOTAL EU- and nonEU subjects
Lectures
Seminars
(A)
(B)
146
470
851
0
20
7
260
Selfdirected
learning
Other
Laboratory and
desk based work
Non-clinical
animal work
Clinical
work
(D)
(E)
(F)
(G)
0
0
12
24
113
168
0
51
135
0
2
635
10
0
55
168
159
0
0
103
0
0
0
1886
70
37
0
1956
37
Total
%
0
7
0
170
663
1808
4.4
17.0
46.4
0
12
505
13.0
166
0
0
428
11.0
0
0
0
0
0
0
12
250
463
0
520
0
637
0
19
0
3574
320
91.8
8.2
262
463
520
637
19
3894
100
(C)
4.1.3 FURTHER INFORMATION ON THE CURRICULUM
- Provide the visiting team with highlights and any unusual or innovative aspects of the teaching
programme, e.g. tracking and orientation programmes.
- State the parts of the programme that must be attended as obligatory by the students and how the
attendance is verified.
4.1.3.1 Bridging courses
In order to help the first-year students in achieving their learning objective on specific subjects, a
special Chemistry supplementary course is organized every year starting on October 1st. This course
is optional and aims at supporting students with difficulties in chemistry (see Chapter 5).
4.1.3.2 Teaching course organisation, examination calendar and course attendance
Teaching courses are distributed in two periods called “semesters” (see Chapter 5). Each semester
consists of about 3.5 months of teaching activity. Non-teaching periods include summer time (about
3.5 months) and 1 month between the end of the first semester and the beginning of the second
semester. During non-teaching periods students are involved in at-home study, examinations, some
practical activity (e.g. Tirocinio), research work for the final thesis, etc.
The teaching calendar is approved by the School Council by July of the previous AY and is posted
out prior to the beginning of the semester and available on the web site of the School (in Italian
language at www.unicam.it/veterinaria/).
At least 8 examination sessions must be organized every year for each course. The examination
calendar is also published prior to the beginning of the AY. Each teacher must insert all the relevant
information about his/her exam on the UNICAM web page. Students sign up for each exam on-line.
After the exam, the teacher records exam’s results (student’s personal data, questions, final rate) online (see Chapters 5 and 8). All data are available through the Student Office of the UNICAM.
4.1.3.3 Verifying class attendance
Attendance to all courses, including the Tirocinio, other practical activities and the chosen PIC must
be attended as obligatory by students. The attendance is verified by each teacher during the teaching
activity by passing around an attendance sign up sheet. At the end of the teaching semester, each
65
teacher communicates to the Teaching Manager the list of students who attended a number of
teaching hours considered adequate by the teacher (at least 70% of the entire course). Based on this
communication, an attendance certification is granted to the student after the end of the semester by
the School Council. Students without attendance certification of a course cannot sit the respective
exam and obtain the correspondent ULC.
4.1.3.4 ISO 9001 certification of the DCVM
The DCVM of the SVMS of the UNICAM is certified according to the ISO 9001
standards. The UNICAM obtained the first certification of its teaching system (ISO
9001:2000) on 2nd July 2003 from the French certification company AFAQ
(www.afaq.org). AFAQ guarantees the quality of internal organization and services.
The quality management system includes not only the teaching activities but also
the systems for tutorship, career guidance, internationalization, stage and placement.
The quality is obtained by continuous monitoring and control of procedures having direct impact on
service quality and by the definition of responsibilities. The UNICAM is the first Italian University
whose organization is certified according to the ISO9000 series standards. The certification number
of the “Università di Camerino” is 20486 and the accreditation status is verifiable at the AFAQ web
site http://www.afnor.org/en/core-activities/certification/accreditations.
4.1.3.5 Tutorships (see also Chapters 2 and 5)
Periodically the School Council appoints a teacher as coordinator for the tutorship activities.
In order to support students in their learning process, some specific tutorship services have been set
up at the SVSM.
Every AY the School Council assigns a teacher to the first-year students as personal tutor (personal
tutorship). This teacher-tutor is committed to follow the students throughout the course of study by
helping them to define and implement the stages of their education, to promote the coherent
development of their personal inclinations, to stimulate their self management and autonomy as
well as to teach them how to overcome any problem of study.
Group tutorship is directed primarily to students enrolled in early years and takes place through
scheduled meetings with students and some teachers. The initial meetings have guidance purposes,
while the subsequent ones aim at clarifying problems encountered by students and proposing ways
to tackle them, thus removing obstacles to the learning process.
The SVMS also appoints support tutors (support tutorship) generally represented by graduating
and/or newly graduated students.
4.1.3.6 Teacher consulting hours
Teachers are required to schedule specific consulting hours for students. At least 3 hours per week
arranged in 2 days must be devoted to student counseling. Prior to the beginning of the AY teachers
communicate to the Didactic Manager days and hours devoted to these consulting activities. A
general table is posted up and published on the web (www.unicam.it/veterinaria/ricevimento.pdf).
Furthermore, most teachers are available for extra-scheduled consulting hours, for consulting by
phone, e-mail or other systems. Consulting hours are planned to assist students in the preparation of
the exams, in checking the didactic material, in providing students with extra explanations on
specific topics, etc.
4.1.3.7 Additional didactic material
Although teachers encourage the use of books, journals and electronic resources, additional didactic
material (e.g. files with powerpoint slides, specific laws, images, etc.) is available for students on
the School website (www.unicam.it/veterinaria/materialedidattico.asp). More details about this
aspect are reported in Chapter 8.
66
4.1.3.8 Internationalization activity (see Chapter 2)
The SVMS through the UNICAM has signed agreements with foreign universities and institutions
to offer students the opportunity to participate in exchange programs and to favor international
mobility (Erasmus, Erasmus Placement, international co-operation, etc.). Periodically the School
Council appoints a teacher as coordinator for the internationalization activity.
4.1.3.9 Orientation
The SVMS organizes scheduled meetings with students to show job and career opportunities for
veterinarians. Periodically the School Council designates a teacher as coordinator for orientation
activities. Orientation activities include also a limited teaching and stage activity directed to highschool students carried out especially at the VTH and laboratories of the School.
Every year the UNICAM organizes for all students (included students attending the DCVM)
meetings on career planning, sessions focused on writing a curriculum vitae, meetings with job
experts and delegates of private companies and public institutions. Attendance to these activities is
strongly recommended although not mandatory.
4.1.3.10 Per-Year Committee
The teachers of courses/modules given in the same year constitute the “Per-Year Committee”. The
coordinator of each committee is appointed by the School Council and periodically organizes
meetings to discuss issues and problems related to teaching, to organize/improve theoretical and
practical activities, to verify course contents, etc. (see Chapters 2 and 5).
4.1.3.11 Evaluation of teaching activity
Every year a specific board of the UNICAM (University Evaluation Board - UEB) evaluates the
quality of teaching by anonymous questionnaires distributed to the students (see Chapter 5). The
questionnaires are distributed for each course/module around the end of each semester. A copy of
the English version of the questionnaire is reported in Annex 5. The students can attribute a score
ranging between 0 and 4 to specific questions by signing cross. The teacher must stay out of the
room during the test. The UEB processes the questionnaires, communicates to each teacher his/her
respective results and to the School Director the whole results of all teachers and publishes the
average results on the web site of the UNICAM (www.unicam.it).
4.1.3.12 SUPERVISED PRACTICAL
ADDITIONAL PRACTICAL TRAINING
TRAINING
PERIODS:
TIROCINIO
AND
- Please provide specific information on the practical clinical training; if clinical training is be
provided through obligatory clinical rotations in different areas, please give an outline
description of how this is structured, in terms of:
 are such rotations a structured part of the training given to all undergraduate students?
 the total number of days or weeks of such rotations;
 the year(s) in which they occur;
 the different areas covered and the time spent in each area;
 whether attendance is full-time, for part of the day, and/or other (e.g. based on case
needs);
 the activities and case responsibilities that students are expected to undertake;
 the group sizes in the clinical rotations.
- Describe clinical exercises in which students are involved prior to the commencement of clinical
rotations.
- Outline the student involvement in the emergency and hospitalisation activities of the clinics.
67
- Specify student participation in the activities of the mobile clinic and indicate whether or not the
hours spent in the mobile (ambulatory) clinic are included in those in Table 4.2.
The Tirocinio is a practical activity in particular fields fixed by the Italian laws and compulsory for
both graduation and professional activity as veterinarians. This activity is additional to the practical
activity carried out by each teacher during his/her teaching course.
As previously reported, the current compulsory Tirocinio (according to MD 509/1999) covers the
subjects of Animal Production, Food Inspection, Clinical Medicine and Preventive Medicine, and
Surgery and Obstetrics. The respective number of ULC is obtained by students after taking a
practical exam.
All activities are carried out in small groups of students (maximum 6).
The Tirocinio in Animal Production is carried out by students of the 2nd year (new curriculum) and
consists of 150 hours (6 ULC) spent in farms the School has agreements with (see Annex 4). Sixty
hours (10 hours per ULC) are supervised directly by the respective teacher and 90 hours (15 hours
per ULC) are organized and supervised by the teacher but carried out under the direct control of the
responsible for the farm/establishments, specifically reported in the agreement approved by the
School Council (Annex 4.b).
Each student must carry out practical activities at least in 4 farms/establishments covering different
animal species (chicken egg hatching, fishes, ruminants, horses). Every day spent on farm must be
described by the student by filling up a specific form to demonstrate the type of work done. The
form is signed by both the student and theperson actinc as on-farm supervisor. At the end of the 150
hours of activity the Tirocinio forms are checked by the teacher who decides whether or not the
student can be admitted to the practical exam. The 6 ULC corresponding to the Tirocinio in Animal
Production are obtained only upon successfully passing such practical exam.
The Tirocinio in Food Inspection is described in the paragraph 4.1.5 specific for the practical
training in Food Hygiene/Public Health.
Practical Clinical Training (Tirocinio + additional practical clinical training)
In order to increase quality and quantity of hands-on work for students, they must perform 490
hours of Supervised Practical Clinical Training (SPCT) in Clinical Medicine, Preventive Medicine,
Diagnostics, Veterinary State Medicine and Public Health, Therapeutics, Propaedeutics, Obstetrics,
Field Veterinary Medicine, Surgery and Anesthesiology, and Pathology (see Table 4.2.c). These
hours are divided as follows:
- 375 hours in Clinical Sciences (Clinical Medicine and Surgery and Obstetrics)
- 115 hours of Additional Practical Clinical Training in Pathology (20 hours) and in Clinical
Sciences (95 hours).
The SPCT starts during the 2nd semester of the 3rd year of the DCVM and finishes at the end of the
5th year. A calendar is given to each student at the beginning of each semester. The calendar is
based on the rotation of groups of students composed by 2-6 students, depending on the specific
group of disciplines.
Students are divided in small groups of 2-6 persons to allow an excellent student-teacher interaction
and provide trainees with lots of opportunities of performing the initial assessment of the patients as
well as the clinical procedures listed on the personal Log-book for the certification of “day-one
skills” (see Chapter 5). The acquisition of each clinical skill listed in the Log-book is certified by
signature of the supervisor of each particular activity (see Annex 3).
Following completion of SPCT, student must submit to the Director’s Office all the documentation
of their training signed by all supervisors involved in each specific activity.
68
Each student starts his/her SPCT in the 3rd year with 40 hours. Then 70 hours are done during the
4th year and the remaining 380 hours during the 5th year.
During the 3rd year each small group of 4-6 students spends 4 afternoons (5 hours per afternoon) at
the Small Animal Clinical Division (SACD) of the School. During this period students are trained
on how to handle dogs and cats safely and humanely, how to collect medical records, how to
monitor organic functions (temperature, pulse, respiration rate, heart rhythm), how to correctly
assess the nutrition status of animal and how to advice the pet owners on principles of husbandry,
feeding and animal behavior. Moreover, during summer time (from June to September) small
groups of 3-5 students spend a week (for a total of 20 hours) participating actively in the diagnostic
activities of the Pathology Service under the supervision of teachers.
During the 4th year each small group spends 4 afternoons (5 hours per afternoon) during the 2nd
semester and 1 “intensive week” (10 hours a day for 5 consecutive days), from June to September,
at the SACD. In this period students learn and practice how to obtain an accurate and relevant
history of the patient, how to perform a complete clinical examination, how to attend dogs and cats
in an emergency and perform basic first aid, how to collect, preserve and transport samples, how to
perform standard laboratory tests and interpret results, how to correctly apply principles of
sterilization of surgical equipment and aseptic surgery. Moreover, during the intensive week
students participate actively in the daily clinical activities: they accept the patient, compile medical
record by writing signalement, history and performing general physical examination, and are also
involved in the therapies of hospitalized patients.
During the 5th year each small group of 2-5 students spend 1 intensive week (10 hours a day for 5
consecutive days) at the SACD, 1 intensive week (10 hours a day for 5 consecutive days) at the
Large Animal Clinical Division (LACD) of the School and 8 weeks (7 hours a day for 5
consecutive days a week) with the mobile clinic and on-farm services performed under the
supervision of the purposedly enrolled contract teachers (see Chapter 10) listed in table 4.6
(referred to the AY 2009/10). During the 2 intensive weeks spent at the VTH (SACD and LACD),
students participate actively to the daily clinical activities. They are expected to receive the
patient’s owner, to perform the initial assessment of the patient as well as all clinical procedures
listed in the Log-book. For example, they a) compile the medical record by writing signalament,
history and performing general physical examination; b) are involved in the therapies of
hospitalized patients; c) practice the clinical use of radiographic, ultrasound and other technical
equipment safely and in accordance with current regulations; d) participate in the surgery activities
and decide, in accordance with the anesthetist, how to safely perform sedation, and general and
regional anesthesia; e) are involved in the choice of the appropriate surgical procedure and
participate in the surgery as second surgeon.
Prior to onset of clinic rotations, in the 2nd year during the Tirocinio of Animal Production, in the 3rd
year during the Tirocinio in Clinical Medicine and Preventive Medicine, and in the 4th year during
practical activity carried out within each course/module of Clinical Science area, students are
trained on how to handle small and large (cattle and horse) animals; they are also trained in the
identification of clinical signs, monitoring of organic functions (temperature, pulse, respiration rate,
heart rhythm), collection of blood and urine samples, rectal palpation and uterine catheterization in
large animals, knowledge and use of the most common clinical and surgical instruments; as
reported above, they are also trained on how to correctly apply principles of sterilization of surgical
equipment and aseptic surgery, how to provide the first emergency treatment and how to correctly
apply a bandage.
Students rotate through the 24-hr Emergency Service in such a way that each night (from 9 pm to 9
am) 4 students of the 4th and/or 5th year and 2 veterinarians are present at the VTH: 2 students and 1
veterinarian at SACD and 2 students and 1 veterinarian at LACD. In addition, 2 on-call students (1
for SACD and 1 for LACD) and 2 on-call veterinarians are available (for both SACD and LACD).
Furthermore, on Saturday, Sunday and public holiday students (2 plus 1 on-call at SACD, and 2
69
plus 1 on-call at LACD) participate in clinical activities during the day time (from 9 am to 9 pm)
supporting 2 veterinarians (1 for SACD and 1 for LACD); also in this case 2 on-call veterinarians
are available for both SACD and LACD. This Service will start officially the 1st March 2011. The
hours spent by each student during these duties are not reported in any table of the present Chapter
and are considered as Additional Practical Clinical Training. This work must be included in the
personal Log-book by the responsible teacher as additional item that is certified and acquired when
the minimum number of night and day duties has been carried out by the student. For the AY
2010/11 (March-October 2011) the minimum number of emergency shifts/student is the following:
8 night duties (4 at SACD and 4 at LACD), 4 on-call nights (2 at SACD and 2 at LACD), 2
Saturday, Sunday and public holiday duties (1 at SACD and 1 at LACD) and 1 on-call Saturday,
Sunday and public holiday duty (at SACD or at LACD). It is impossible to fix a standard number of
emergency shifts/student applicable also to the AYs following 2010/11, because such numbers must
be arranged according to the total number of students enrolled to the 4th and 5th year, that will be
extremely variable in the next years, as it results from table 10.5 (see Chapter 10). Within the
Emergency Service, students are actively involved in monitoring patients at the VTH, in performing
clinical exams and any other necessary clinical procedure as well as non emergency cases, and also
in assisting the veterinarian in performing anesthesia and surgical procedures whenever necessary.
The arrangement of 5th year students during the intensive weeks including mobile clinic (on-farm)
activities under the supervision of field practitioners enrolled as contract professors (listed in table
4.6) is schematized in table 4.7. Students participate actively in the daily activities of the
practitioner to whom they are entrusted. Small groups of 2-5 students of the 5th year spend 2 weeks
with 2 cattle practitioners, 2 weeks with 2 small ruminant practitioners, 2 weeks with 2 swine
practitioners, and 2 weeks with 4 poultry/ rabbit practitioners. Furthermore, students spend 1 week
at the LACD with 2 equine medicine and surgery practitioners (besides the activities carried out
with budgeted teaching staff members) and 1 week at the SACD. Field activity in equine medicine
and surgery is carried out by the respective contract professor and other teaching staff members.
These activities take place during 10 weeks of the second semester of the 5th year, from March to
June, when no lectures are held for the students of the 5th year, according to the teaching calendar.
Table 4.6. Contract professors involved in the mobile clinic/on-farm activities.
Name
Bianchini Sandro
Castellano Guido
Castellucci Barbara
Corradini Corrado
Domesi Anastasia
Galli Renzo
Giustozzi Corrado
Pacifici Luciana
Rodriguez Nicolas
Soverchia Maurizio
Viola Giulio
Species
Bovine
Horse
Swine
Bovine
Small ruminants
Poultry
Poultry and rabbits
Small ruminants
Poultry
Poultry and rabbits
Swine
Skill
Cattle practitioner
Equine medicine and surgery practitioner
Swine practitioner
Cattle practitioner
Small ruminant practitioner
Poultry practitioner
Poultry and rabbit practitioner
Small ruminant practitioner
Poultry practitioner
Poultry and rabbit practitioner
Swine practitioner
70
Table 4.7. Organization of the intensive weeks and mobile clinic/on-farm activities.
1
2
Yellow
Violet
SACD
Group Group
(GY)
(GV)
3
Green
Group
(GG)
4
Red
Group
(GR)
WEEKS
5
6
7
8
Blue
Brown Light Grey
Group Group green Group
(GB)
(GB)
Group (GG)
(GLG)
9
Pink
Group
(GP)
10
Sky
Blue
Group
(GSB)
LACD
Cattle
Cattle
S Rum
S Rum
Swine
Swine
P/R
P/R
Legend: SACD = Small Animal Clinical Division; LACD = Large Animal Clinical Division (Horse); S Rum = Small
Ruminants; P/R = Poultry and Rabbit
4.1.4 OBLIGATORY EXTRAMURAL WORK
These are training periods that are an integral part of the curriculum, but which are taken outside
the Faculty. Please make a distinction in respect to the nature of the work, for instance work on
farms, training in a veterinary practice or in Food Hygiene/Public Health with a commercial or
government organisation.
The Tirocinio in Animal Production and part of the Tirocinio in Food Hygiene/Public Health are
carried out outside the School in public or private institutions selected by the School on the basis of
specific agreements. A copy of the draft of the agreement and the list of the currently activated
agreements are reported in Annex 4.a and 4.b, respectively.
The teacher responsible for the extramural work in each specific area organizes the activity and is
responsible for the work carried out by students. Students carry out their practical activity in small
groups (up to 6 students) under the direct supervision of the responsible for the farm or company
(generally a veterinarian). The teacher controls the student’s activity by checking written papers,
forms, check-lists or other documents that each student must write during his/her extramural
activity. At the end of the Tirocinio every student must pass a practical exam about the activity
carried out in order to obtain the corresponding ULC.
During all the extramural activities students are covered by insurance and all safety measures are
respected, following the Italian laws in force about safety in work areas.
As of the AY 2010/11 part of the Tirocinio in Food Hygiene/Public Health will be carried out in the
Teaching Slaughterhouse (see Introduction and Chapter 6).
71
Table 4.8. Obligatory extramural work that students must undertake as part of their curriculum.
Nature of
work
Subject
Type of activity
Compulsory
period
Year in which work
is carried out
Tirocinio
Animal
Production
Farm
90 hours
2nd year
Tirocinio
Food Hygiene/
Public Health
Commercial enterprises
under official veterinary
control
160 hours
3rd year (60 h)
4th year (100 h)
4.1.5 SPECIFIC INFORMATION ON THE PRACTICAL TRAINING IN FOOD
HYGIENE/PUBLIC HEALTH
- Describe arrangements for teaching in a slaughterhouse and/or in premises for the production,
processing, distribution/sale or consumption of food of animal origin.
- Indicate the distance to slaughterhouses where students undergo training, and the species
covered. Outline the structure and the frequency of these visits (group size, number of trainers,
duration, etc.).
The practical activity in Food Inspection is composed of:
- intramural activity scheduled as practical work during the courses of the Food Hygiene/Public
Health (Food Inspection) area
- intramural activity scheduled as Tirocinio
- extramural activity scheduled as Tirocinio
All activities are carried out in small groups of students (up to 6 students).
In order to avoid repetitions, the intramural activity scheduled as practical work during the courses
of Food Hygiene/Public Health is not described in the present paragraph as it is fully reported in
Chapter 7, paragraph 7.1.7.
The Tirocinio in Food Inspection consists of 200 hours divided into 100 at the 3rd year and 100 at
the 4th year of the old curriculum. The activities in this Tirocinio consist in visiting, observing and
studying slaughterhouses or food processing establishments preparing plans based on the Hazard
Analysis and Critical Control Point (HACCP) principles, carrying out meat inspection (domestic
ungulates and poultry) and in fishery products evaluation.
The 100 hours at the 3rd year are subdivided in 40 hours of intramural activity and 60 of extramural
activity. The 40 hours at the 3rd year are carried out in the necropsy room under the direct
supervision of the respective teacher. This activity consists in examination of organs from
slaughterhouses and in discussing the implication of the observed lesions based on the laws in
force. The other 60 hours are carried out extramurally at a food processing industry producing
salami with which the School has a specific agreement. Students must prepare control plans based
on the Hazard Analysis and Critical Control Point principles. The activity can be supervised by
either the official veterinarian responsible for the industry or the teacher, and the HACCP plans
drawn up by students are checked by the teacher responsible for this part of the Tirocinio and
discussed with students. The attendance at estabilishment’s premise level is assessed by the official
veterinarian supervising the activity.
The 100 hours at the 4th year are totally carried out as extramural work and are spent at a poultry
slaughterhouse (10 hours), a fish market with official veterinarians (10 hours) and a slaughterhouse
for domestic ungulates (80 hours). Activities are supervised by the official veterinarian responsible
for the estabilishment involved. The structures where students carry out the practical activity have
72
specific agreements with the SVMS and are listed in Annex 4.b. Moreover, in 2010 the School
entered into an agreement with the Regional Public Health Agency of the Marche Region, therefore
students may potentially have access to every estabilishment supervised by an official veterinarian
within the Region. Each student chooses from the official list the structures where to carry out
his/her Tirocinio activity (10 hours activity in poultry inspection, 10 hours in fish control and 80
hours in meat inspection). The extramural activities are carried out outside the periods of lectures
and students usually choose structures close to the SVMS or close to their hometown. This explains
why in the list reported in Annex 4.b there are also facilities very far from the School.
From the AY 2010/11 part of the practical activities in Food Inspection will be carried out at the
Teaching Slaughterhouse located in Matelica.
4.1.6 RATIOS
These must be delineated from Table 4.1, 4.2 and 4.3.
For explanation about ratios, see the section 'Main Indicators' of Annex I. The indicator derived
from the ratios established is the denominator when the numerator is set 1.
4.1.6.1 GENERAL INDICATORS TYPES OF TRAINING
As indicated in tables 4.1, 4.2 and 4.3, the figures for the numerators and denominators are defined
as follows:
Figure
A
B
C
D
E
F
G
T1
Type of teaching activities
Lectures
Seminars
Self directed learning
Laboratory and desk based work
Non-clinical animal work
Clinical work
Other
TOTAL HOURS
Theoretical training (A+B+C)
R6:
__________________________________________________
Supervised practical training (D+E+F)
Total teaching hours
1,956
37
262
463
520
637
19
3,894
2,255
=
___________
1
= 1.392
1,620
__________
= 0.718
1.392
Established range of denominator: 0.51-0.36
Clinical work (F)
R7:
_____________________________________________
Laboratory and desk based work +
Non clinical animal work (D+E)
637
=
_________
1
= 0.648
983
___________
= 1.543
0.648
73
Self directed learning (C)
R8:
______________________________________________
262
=
Teaching load (A+B+C+D+E+F+G)
_________
1
= 0.067
3,894
__________
= 14.925
0.067
Total no. curriculum-hours
Food Hygiene/Public Health
R9:
_________________________________________
428
__________
=
Total no. hours Vet Curriculum
1
= 0.110
3894
__________
= 9.091
0.110
Established range of denominator: Still open
Total no. curriculum-hours
Food Hygiene/Public Health
R10:
____________________________________________
Hours obligatory extramural work
in veterinary inspection
428
=
________
1
= 2.675
160
_________
= 0.374
2.675
Established range of denominator: Still open
4.2 COMMENTS
Please comment on:
- the way in which the veterinary curriculum prepares the graduate for the various parts of the
veterinary profession, especially under the specific conditions prevailing in your country/region.
Graduates from the SVMS have a basic general knowledge and a practical training adequate for
operating either at a public or private level on health care and zoonosis prevention, animal
husbandry, control and safety of food of animal origin, clinical and laboratory investigations. The
knowledge acquired during the learning process provides students with methodological guidelines
that allow them to solve new problems and to attend continuing education events in veterinary
medicine.
As reported in the Introduction, in the Region of Marche pet care is quite developed, while farm
animals are usually reared in small farms in a familiar-like context. In spite of the low number of
horses in the Region, they also represent an important item of the VTH activity. For this reason the
majority of clinical cases of animals presented to the School and object of study by the students are
represented by pet animals and horses. However, the curriculum obviously includes either
theoretical and practical work also on farm animals and poultry to provide students with a complete
background on all animal species.
The agreement with the Regional Public Health Services of the Marche is an important way to
introduce SVMS students to the professional world. The collaboration is going to be closer and
closer, with benefits for the students who are introduced to the practical activities early in their
careers allowing them a contact with professional environment and practical problems already
during the 3rd year.
74
The low number of students enrolled at the SVMS and the location of the School in a small town
allows a close contact between students and teachers and a more confidential relationships.
Furthermore, the low number of students allows an excellent management of practical activities,
especially in the clinics (the hours spent in the clinical activities are more than 40% of the total
hours of the curriculum)
- the way the curriculum is structured and reviewed.
The Joint Teaching Committee (JTC) of the School annually verifies the adequacy of the
curriculum to the national laws and to the professional work and needs. The UEB can suggest
changes in the curriculum organization and course contents after elaboration of the anonymous
questionnaires distributed to the students (see Chapter 5). Furthermore, students and teachers are
stimulated to communicate to the JTC every problem or suggestion to improve the quality of the
curriculum and teaching. Whenever small changes are required, rapid solutions can be adopted. In
case of more substantial changes, official proposals have to be discussed within the School Council
and, if possible, the curriculum is modified. Relevant changes require the UNICAM proposal to the
MIUR and its acceptance by the National University Council (NUC).
- the major developments in the curriculum, now and in the near future.
The major developments in the curriculum will be evident when the new curriculum will have
completely replaced the old one, that is at the end of the AY 2012/13. The most important change
of the new curriculum is the relevant increase in the number of hours of practice of the Tirocinio..
The new curriculum attempts also to solve some practical problems of the old system whereby
students attend modules belonging to an integrated course in different semesters or years and the
final exam of an integrated course can be taken only after having attended all the modules of that
integrated course; therefore, if these modules are scheduled in different semesters or years, students
must wait sometimes also one year before sitting for the exam. For example, in the old curriculum
students attend the module of Anatomical Pathology I in the 2nd semester of the 3rd year but they
can only take the exam at the end of the 2nd semester of the 4th year because the course (and thus the
exam) includes also the modules of Anatomical Pathology II (in the 1st semester of the 4th year) and
Necropsy Techniques (in the 2nd semester of the 4th year).
Furthermore, in the new curriculum a specific course in “Veterinary Epidemiology” is activated at
the 3rd year, starting in the AY 2010/11.
- the local conditions or circumstances that might influence the ratios in 4.1.6.
The actual resources are insufficient and the allocation of adequate economic resources is needed
for increasing practical work in laboratories and clinical premises and for special waste disposal
(chemical substances, anatomical samples and carcasses).
4.3 SUGGESTIONS
If the denominators in 4.1.6 for your Faculty are not meeting the range as indicated in Annex I,
Supplement A, what can be done to improve the ratios?
Considering the value obtained in Ratio 6, the low number of students allows many hours of
supervised practical activity per student to be carried out. Although students have access to didactic
material for self-directed learning, this activity is not scheduled in well organized sessions.
Activities of self-directed learning could be scheduled in some specific topics.
75
According to the value of Ratio 7, clinical work is the most prevalent supervised practical activity
in the curriculum. This meets a specific objective of the School. However, the practical activity,
especially in the 1st years of the curriculum, could be increased if adequate structures and funds will
be allocated. The availability of larger laboratories and ad hoc economic resources would help the
organization of more practical activity in laboratory and non-clinical animal work.
The value obtained in Ratio 8 shows that the activity of self-directed learning could be increased,
particularly by means of electronic resources (especially software).
76
Chapter 5 – Teaching and Learning: Quality and Evaluation
Chapter 5
TEACHING AND LEARNING:
QUALITY AND EVALUATION
The Degree Course in Veterinary Medicine (DCVM) at the University of Camerino (UNICAM) is a
five-year course aimed at providing the necessary and specific training to allow graduates to
practice the veterinary profession at public or private level working on health care, protecting
animal and human safety, guarantying health, welfare and correct feeding of animals as well as
safety of food of animal origin. The degree is legally recognized at European level.
As described in Chapter 4, as of the Academic Year (AY) 2008/09 the curriculum of the DCVM
has been changed according to the Ministerial Decree (MD) 270/04 and following the favourable
opinion of University Evaluation Board (UEB). The activation of the new curriculum is gradual; in
the AY 2009/10, the 1st and the 2nd years are activated at the same time of the 3rd, 4th, 5th of the old
curriculum.
At national level, this modification aims to decrease the percentage of veterinary students dropping
out during their studies as well as to increase the amount of practical knowledge necessary to enter
the job market. At UNICAM level, the change of the curriculum gives the possibility to the students
to reduce the number of examinations and to increase the quality and time for practical and
professional training activities.
5.1.1 THE TEACHING PROGRAMME
Describe the measures taken to assure co-ordination of teaching between different departments,
sections, institutes and services
The coordination of teaching activities of the School of Veterinary Medical Sciences (SVMS) is
under the responsibility of the School Council, the Joint Teaching Committee (JTC) and Per-Year
Committees (PYC) (see also Chapter 2).
The School Council and the JTC have the task to monitor teaching efficiency and functionality and
to coordinate teaching activities among all the courses offered at the SVMS. The recent activation
of the PYCs represents one of the most important official measures taken to ensure coordination in
teaching. The teaching programme of several disciplines are distributed in different teaching
modules held by different professors in the so-called “integrated courses”. All the professors whose
courses are to be given in a specific year of the curriculum take part in the respective PYC, that is
coordinated by one of the professors teaching in that year. In particular, PYCs aim at favouring a
substantial integration among the professors of different teaching modules and integrated courses
over each year through the following actions: verifying an integrated approach of programmes,
avoiding repetitions, allowing a coordination in the timing of carrying out courses. The PYCs meet
at the beginning of every AY in order to make sure that courses are properly coordinated, after
having considered the students’ opinion.
The School Council is the official body in charge of making formal decisions about the DCVM. It
acts based on information provided by the JTC and by PYCs. The specific task of the School
Council is to arrange the teaching activity in modules in order to organize the different courses and
to achieve the teaching goals. For more specific information on the School Council see also Chapter
2.
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Describe the pedagogical approach of the institution. In particular, describe the use of newer
approaches, such as problem-based learning, interactive computer assisted learning, etc.
The aim of the learning process at the SVMS is the education of a “day-one” veterinarian based on
EAEVE indications. Furthermore, the principles contained in the “Bologna Declaration” (i.e.
stimulation of self-learning, problem solving, team working, etc.) are gradually being incorporated
into the curriculum offered by the School. With regard to the pedagogical approach, in general it is
based on the different rules covered by the teacher and the students as fixed by the Italian law in the
field of University education. The limited number of students, who are thoroughly motivated for
learning, allows to create a strict interaction between teacher and student.
Computer-assisted lessons are at the basis of theoretical teaching: specific software such as
PowerPoint is currently used for lecturing in class.
The use of interactive lectures is stimulated. Innovative approaches to teaching have been
implemented. Forinstance, a form of problem-based learning is adoptedin certain topics such as
Food Hygiene/Public Health, Poultry farming and Animal Production in which papers with specific
cases are presented to groups of students in a problem-based form of teaching.
With regard to teaching clinical subjects with animal contact, clinical record filling is a prerogative
of the students, and clinical records are also used for the case discussion.
An interactive board (Interwrite mod. 1077) connected with PC is available in the Aula Azzurra at
Block 1 - S. Sollecito (Annex 7, Plan 1). Video assistance, located both in the Aula Azzurra and in
the didactic consulting room at Block 2 - Large Animal Clinical Division (LACD), allows to do
didactics to the groups of students that are not present in the surgical suites.
Indicate the extent to which course notes are used to supplement or substitute for the use of
standard veterinary textbooks
Standard veterinary textbooks are supplementd by notes and documents are given to the students in
order to favour the completion and the in-depth study of textbooks.
Additional
teaching
material
is
also
offered
through
the
School
website
(www.unicam.it/veterinaria/materialedidattico.asp), coordinated by the Teaching Manager of the
School and accessible through login and password assigned to each student at the first enrolment, as
described further on. Other teaching material (VHS tapes, radiographs, files, CD roms, softwares,
etc.) is available at respective teacher offices.
Library and multimedia/computer room are located at Block 3, Building C (Annex 7, Plan 4.b.1)
and D (Annex 7, Plan 4.c), respectively, where it is possible to find and consult diversified sources
of information as well as to get information from Internet. WiFi and LAN are available in all
learning areas. The Library's photocopying services are offered in accordance with the provisions of
the Copyright Act. For more detailed information about library and learning resources see Chapter
8.
Describe (if applicable) any established or contractual arrangements that support undergraduate
teaching between the Faculty and outside bodies, e.g. farms, breeding centres, practitioners, state
veterinary services, factories/processing plants, outside laboratories, etc. Briefly describe how
these arrangements work out in practice in terms of the contact this provides for all students or for
selected students
As reported in Chapter 4, the SVMS has established many agreements with external structures
(farms, public veterinary services, slaughterhouses, etc.) in order to perform practical activities
during the Tirocinio in the respective areas and during teaching courses, as described in the
78
Tirocinio Regulations reported by the art. 5 of the MD of 9th September 1957 and fixed by the
School Council on 28th October 2009.
Since the 2nd year of the curriculum, students carry on practical activities planned in the Tirocinio.
For each area of Tirocinio (animal production, food inspection, internal medicine and surgery +
obstetrics) the School Council appoints one of the teachers of that specific area as responsible for
making sure that students attain their learning objectives.
The agreements with external structures follow a general standard model (draft contract) reported in
Annex 4.a. This must be signed by the School Director and the Counterpart. Specific arrangements
on a legal contractual basis are made for students and include all common domestic species, such as
equine and food-producing animals (cattle, sheep, swine, poultry and farmed fish species). The
general criteria used to select farms or breeding establishments with which to sign a contract are
based on their qualification from the technical and safety point of view, as well as on the
relationships and/or contacts with the School staff, as well as their distance from the SVMS. When
doing their field activities the students are in part directly followed by the respective teacher (10%
of the total hours) and partly supported by the referent or the responsible that is generally the
veterinarian of the structure appointed by the School Council.
Some of the structures involved are very qualified because are among the most important
enterprises in their own productive field at national or international level, such as the case of Eredi
Rossi (www.trote.it) and Monaldi Farms (www.monaldispa.com) in trout farming and egg
production, respectively.
The complete list of farms and structures (updated to the end of the AY 2009/10) who have signed
agreements with the SVMS is reported in Annex 4.b and is constantly updated. As previously
reported, the School has also an agreement with the Regional Publich Health Services and with the
Zooprophilactic Experimental Institute (ZEI) of Umbria and Marche Regions. Besides, the School
can take also advantage of the large number of agreements with Local Health Agencies (LHA) and
ZEIs of other Italian Regions that UNICAM has activated for all its Schools.
Describe the general learning objectives underlying the veterinary curriculum and how this is
ensured
Following the Directive 2005/36/UE on the recognition of professional qualifications, standards for
veterinary medical education and mutual recognition of veterinary degrees between Member States
have been clarified. Based on these standards, the general learning objectives of the veterinary
curriculum aim at providing methodological guidelines that provide VM students with all the
instruments necessary to act as professional veterinarians already on the day of graduation. The
veterinary curriculum at the SVMS is expected to allow graduates to be able to solve new problems,
especially in the different epidemiologic context of zoonoses, potentially dangerous also for human
being and food safety. These objectives let professional knowledge useful to operate at public or
private level working on health care, to protect animal and human safety.
Describe how the Faculty collects the data required to ensure students are equipped with these
Day-one skills (evidence of learning)
Specific practical activities performed during the teaching courses and the Tirocinio are aimed at
the acquisition of the “day-one-skills” which are documented and certified in a specific personal
Log-book (see Chapter 4 and Annex 3), elaborated according to the suggestions reported by Annex
2 of EAEVE SOP and accepted by the School Council. Each student has his/her own Log-book
which represents a fundamental important reference for learning objectives of clinical and
preclinical disciplines. The SVMS assures that students acquire the day-one skills by providing all
practical activities enabling students to acquire each skill. Acquisition of day-1 skills is certified by
signature on the corresponding item of the booklet by the teacher who supervises the learning and
79
practice of each the specific skill. In order to be admitted to the final degree examination, each
student has to fill out the Log-book in all its requested parts and every compulsory item must be
signed by the responsible teacher.
5.1.2 THE TEACHING ENVIRONMENT
Describe the available staff development facilities, particularly in relation to teaching skills
Every year, UNICAM organizes courses and/or tests of English and other foreign languages for
teachers.
Describe the available systems for reward of teaching excellence (e.g. accelerated promotion,
prizes, etc.)
No prize for teaching quality has been planned for at this time. The current University Reform Law
(n° 240 of 30th December 2010) includes a system for rewarding excellence in University teaching
at national level. Such a system however, still awaits a set of rules. Few years ago the VM Faculty
(now SVMS) approved the distribution of different percentages of the incomes from diagnostic
and/clinical services (both strictly related to teaching activities) among both teaching and support
staff. This percentage varies between 35 and 50% of the service incomes, depending on the kind of
service given and the role covered by each staff member. Nevertheless, it must be emphasized that
some teaching staff members decided not to get the due sum, that returns to the School for
supporting teaching and diagnostic activities.
Describe other measures taken to improve the quality of teaching and learning opportunities
From the organization point of view, an important service recently instituted to improve teaching
quality is the Teaching Manager, whose main task is to provide support and supervision for all
teaching activities as well as to improve coordination of teacher-student interaction. Teachers are
assisted in managing teaching aids, which are stored and distributed to students whenever
appropriate.
5.1.3 THE EXAMINATION SYSTEM
Describe the examination system of the Faculty
As described in Chapter 4, the new curriculum of the DCVM is completed through the acquisition
of at least 300 University Learning Credits (ULC) and the successful sitting of a final exam, which
consists in the dissertation of a written thesis. All the necessary ULC can only be earned by
successfully sitting for the exam of each course. The maximum number of exams necessary for
obtaining the degree must not be higher than 30.
In particular: is there a central examination policy for the Faculty as a whole? If “yes”, by whom
is it decided?
The approach adopted by the School is fully compatible with the basis of the Bologna Declaration
and the European Credit Transfer System (ECTS).
Examining Committees are appointed by the Director and are composed of at least 2 teachers of the
scientific area the subject belongs to. Supply members of each Committee are appointed by the
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Director among teachers belonging to related scientific areas or having specific competences.
Learning assessment techniques are chosen by the professor responsible for the course.
Mid-term exams are often used to assess learning abilities but have no effect on the final exam
which must be sat anyway. Examinations are held at the end of each semester, after the end of
classes, during 8-9 twenty-day periods called “exam sessions”. Exam session dates are posted and
published on the SVMS website prior to the beginning of the AY. During each session, students
must have the option of sitting for the same exam twice with an interval of at least 15 days between
each date; if they fail at the first date, they are allowed to take the exam again after 2 weeks during
the same session.
Teaching courses are distributed in 2 periods called “semesters” that, for the AY 2009/10, had the
following calendar:
First semester: 5th October 2009 - 29th January 2010
Second semester: 1st March 2010 - 11th June 2010.
First year classes often start 1-2 weeks later than normal due to the organisation of Mathematics
and/or Chemistry introductory course/s. This/these is/are (a) “bridging course/s” planned by the
UNICAM in order to adjust for differences in high-school preparation of students especially
regarding Mathematics and Chemistry (see Chapter 4). Such bridging courses for 1st year students
are planned every year at the beginning of every AY and depend on the scoring of 1st year students
in their entrancy tests.
In the AY 2010/11, the semesters run from 4th October 2010 to 28th January 2011 (1st semester) and
from 28th February 2011 to 10th June 2011 (second semester).
The semester calendar is posted on campus and published on the School’s webiste
(www.unicam.it/veterinaria/indicestudenti.asp) prior to the beginning of the AY.
Teaching courses organised in integrated course are subdivided in modules. Each module must have
at least 3 credits. The list of teaching courses, the scientific areas of each teaching course, the
modules and the credits (ULC) assigned and the distribution in the 5 years of curriculum are fully
shown in Chapter 4.
Are there special period (without teaching) during the year for examinations?
To facilitate the students in taking the different exams, examinations sessions are held throughout
the year with about monthly frequency, except Christmas Holidays, Easter Holidays, August and
September 16th (festival of Saint Adriano, protector of the town of Matelica).
All teachers spend several days during the year examining students, as they need to offer at least 8
exam sessions per year and reducing the overlapping of examinations sessions of the different
courses. By July, every teacher has to submit his/her own examination calendar to the School
Council.
“In-course” students can sustain the examination referred to the courses/modules attended in the
first and the second semester, from February or June onwards, respectively. Students of subsequent
years, have the possibility to take advantage of all examinations sessions referred to courses
attended in previous years.
What form(s) of examination are used (written papers, multiple-choice questions, oral, practical,
clinical examination, continuous assessment, etc.)?
Teachers have to describe in details (either at the beginning of their course and/or in their handouts) their chosen method of learning assessment, which is also published (in Italian) on the School
website (www.unicam.it/veterinaria/indicestudenti.asp) within the teaching programme of the
course. Examinations are commonly oral but can be both oral and written, only written or also
practical. During practical clinical examinations, in the clinics each student is examined using a sick
animal, while in pathology a dead animal or organs are used.
81
Exams are public and students can assist if they so desire; assisting to the oral exam of other
students is often considered a useful tool for self-study, as it helps listeners to review and test their
knowledge.
Is use made of external examiners?
No external examiner is employed except in the final examination (graduation thesis) in which case
the teacher assisting the student during preparation of his/her thesis has the option of requesting the
help of an external advisor. In this case, the external examiner acts more like a “defendant” of the
graduating student rather than as an “opponent” (or true examiner). A true external examiner is use
only during the State Board, or Qualifying examination, for which the examining committee is fourfold, being composed by 4 sub-committees (animal husbandry, food inspection, internal medicine,
surgery+obstetrics) in each of which there has to be one representative of the professional world
(private practitioner or state veterinary officer).
How many retakes of an examination are allowed?
According to Italian law, no limit of retakes of an examination is established considering the policy
above described.
Do students have to pass the examination within a certain time?
There is no time limit within which an examination must be passed and students may take time for
examinations as they feel necessary.
Do students have to pass an examination before they can start other courses?
Although it is not obligatory to pass any specific examination prior to starting other courses, the
respect of propaedeuticity principles is highly encouraged by the teachers. There is a series of
compulsory propaedeuticities (which are approved by the School Council - reported in tables 5.1
and 5.2) for passing certain examinations.
As described in Chapter 4, student must acquire 300 ULC to graduate in Veterinary Medicine. The
term of the DCVM is normally 5 years. Student must acquire the following ULC to enrol in the
next years:
- for registration at the 2nd year: at least 25 ULC;
- for registration at the 3rd year: at least 50 ULC;
- for registration at the 4th year: at least 100 ULC;
- for registration at the 5th year: at least 180 ULC.
Such a pre-requisite (minimum number of ULC) for registration at the following year functions as
threshold, even though it is not referred to any specific exam.
Attendance at teaching courses is mandatory. The attendance certification is obtained by the student
in the first useful session of the School Council after the end of the semester, after communication
by the responsible teacher of the list of students that attended a number of lectures considered
adequate by the teacher and that must be higher than 70%.
Examination registration is done exclusively via the UNICAM website through on-line registration
at the page didattica.unicam.it/esse3/Start.do, using the username and password assigned to each
student after the first enrolment in the DCVM (and in UNICAM in general). Actually, since the AY
2004/05, a personal e-mail address (name.familyname@studenti.unicam.it), a username and a
password are provided to each student at the enrolment for the access to most of the electronic
resources of the University, accessible from the School or from home, allowing not only the
82
availability of a mailing service but also the ability to consult and print the student’s personal
curriculum situation, certificates, fees deadlines, etc.
The teacher responsible for the specific examination, entering the specific page of his/her course
through the website (didattica.unicam.it/esse3/Start.do), plans the calendar of examinations and
activates the single examination date for authorizing the candidates to access to the list for
registration. The scheduled dates and any possible information or advice given by the teacher about
the exam (i.e. the possible change of date, time, etc.) can be viewed by students using their own
login and password assigned for entering in the reserved section of the School’s website.
Table 5.1. Propaedeuticities of examinations in the new curriculum of the Degree Course in
Veterinary Medicine. Exams shown in column A must be sat before the exams shown in column B
Column A
Histology, embriology and anatomy of domestic animals
Chemistry and biochemical propaedeutics
Zoology and botany
Zoology and botany
Biostatistics and informatics
Small animal production and special zootechnics
Andrology and pathology of reproduction
Column B
Veterinary methods in chemistry and biochemistry
Zooculture and special zootechny
Andrology and reproductive pathology
Obstetrics
Semeiotic, pathology and clinical medicine of companion
animals
Propaedeuticities in medicine and clinical medicine of
animals of economic interest
Anesthesiology, propaedeutics in surgery and clinical
surgery of companion animals
Semeiotic, pathology and clinical surgery of economic
interest
83
Table 5.2. Propaedeuticities of examinations in the old curriculum of the Degree Course in
Veterinary Medicine. Exams shown in column A must be sat before the exams shown in column B
Column A
Hystology, embriology and anatomy of domestic animals
Hystology, embriology and anatomy of domestic animals
General botany, agricultural genetics and zoology
Chemistry and biochemistry propaedeutics and veterinary
biochemistry
Probability and statistical mathematics
Special zootechny and rearing techniques
Microbiology, virology and veterinary immunology
Zooculture
Paraxithology and parasitic diseases of animals
Obstetrics
Column B
Chemistry methodology and veterinary biochemistry
Special physiology and endocrinology of domestic
animals
Special zootechny and rearing techniques
Parasitic diseases of animals
Obstetrics
Clinical medicine and law medicine
Anestesiology and clinical surgery
84
5.1.4 EVALUATION OF TEACHING AND LEARNING
Describe the method(s) used to assess the quality of teaching and learning in the Faculty. Indicate
whether the evaluation is a Faculty procedure, or one set up by individual departments, by students
or by individuals. Describe the role of students in the evaluation of teaching and teachers
Based on the law n° 370/99 (19th October 1999) and the art. 9 of the University Statute, the
UNICAM has activated the UEB (www.unicam.it/nva/), already cited. This Board has set up a
system for the periodic, anonymous and voluntary evaluation of each teaching course based on the
opinions of students. Every year, the UEB sends to the MIUR and to the National University
Council (NUC) for Evaluation of University System a complete report based on the evaluation
forms distributed to the students at the end of the courses. The official English version of the
questionnaire is reported in Annex 5.
The questionnaire consists of a first explanatory section and a second section with a list of questions
on 6 different aspects of the course/module under evaluation: organization of the course (part A);
educational activities and study for the course (part B); infrastructure provided for the course (part
C); interest and satisfaction for the course (part D); general organization of the course (part E);
personal data (part F). The anonymous and voluntary questionnaires are distributed by student
representatives (generally the support tutors – see over par. 5.1 and Chapters 2 and 10) at the end of
each course. The envelope containing the completed forms is sealed, signed by both a student and
the teacher and sent to the UEB which processes the questionnaires by means of an optical reader.
Once processing is complete, the results of single courses are forwarded to the respective teachers.
The whole results are sent also to the Director together with a summary sheet including the values
obtained by each course compared to the School average. The scoreing interval is from 0 to 4. For
the UNICAM the level of satisfaction starts from 3. In table 5.3 and figure 5.1, the list of the
questions (parts from A to E excluding personal data) and average rate of answers referred to the
AY 2008/09 are reported.
Indicate the use of external evaluators
As reported in Chapter 4, external evaluators are involved only in specific aspects. As for almost all
degree courses of the UNICAM, the DCVM obtained the ISO9001 certification of teaching system
on 2nd July 2003 from the French certification company AFAQ. AFAQ evaluators have ascertained
the quality of processes of internal organization and services. For this aim, not only the teaching
activities were evaluated but also the systems of tutorship, career guidance, internationalization,
stage and placement. The quality is obtained by the definition of responsibilities as well as by
continuous monitoring and control of processes.
Describe the follow-up given to the evaluation
The Director of the SVMS decides whether or not to comment with the individual teachers on the
outcome of teaching quality assessment results obtained from questionnaires filled out by students.
Currently, a negative evaluation does not entail any action being taken against teachers, who are
however called by the Director, summoned and encouraged to improve their teaching on the basis
of comments and suggestions put forward by students.
The Director’s office has set up its own database where the following information is collected for
each course: number of students passing/failing examinations, average passing rate, mean time
elapsed between the end of a course and the sitting for its examination, etc. This type of monitoring
system is very useful to have real-time data on the activity within the SVMS, to identify and
characterize problems and to find early adjustments.
85
Table 5.3. Teaching evaluation questionnaire filled out by students: list of questions and average
rates obtained at the SVMS in the AY 2008/09. The scoring interval is from 0 to 4.
A.1
A.2
A.3
A.4
Is the teaching timetable as given on the UNICAM website adhered to?
Is the teaching staff actually available for consultations and explanations?
Is the teaching process well structured?
Do the class topics match the objectives and the programme as set out at the start
of teaching?
A.5
Does the programme which is given during classes match the information
provided in the student guidebook?
A.6
Does the teacher encourage students to take their exam as early as possible?
A.7
Are you preparing for your exam programme while keeping up with classes?
A.8
Has it been clearly described how the exam is to be done?
A.9. Do you think that the form of the exam for this course permits the teacher to
evaluate the student’s performance properly?
A.10 Has the exam timetable been set as of today?
A.11. Are you satisfied with the opportunities offered to take the exams?
B.1
Regarding content, is this course well coordinated with other courses of the course
of the study?
B.2
Was your previous knowledge sufficient to understand the topics taught?
B.3
Is the study load for this course proportional to the number of credits?
B.4
Is the teaching material adequate for the study of the subject?
B.5
Are additional educational activities useful for learning?
B.6
Does the teacher stimulate the students’ interest in the subject?
B.7
Does the teacher explain the topics clearly?
B.8
Does the teacher encourage students to actively participate in classes ?
B.9
Do you attend the course on a regular basis?
B.10 Did the assigned teacher regularly deliver classes?
B.11 Did the substitute teacher/s deliver their classes satisfactorily?
B.12 Has attending the classes of this course brought any added value to the teaching
material already available?
B.13 Is the number of students who are present today close to the average attendance
rate for this course?
C.1
Are the classrooms adequate?
C.2
Are the premises and the equipment provided for additional educational activities
adequate?
D.1
Are you interested in the topics of this course?
D.2
Are you completely satisfied with the way this course was given?
E.1
Do you consider acceptable the total study load of the courses officially listed in
the reference period?
E.2
Is the general organization of the courses officially listed in the reference period
acceptable?
3.4
3.5
3.3
3.5
3.4
2.9
1.9
3.0
3.2
3.7
3.2
3.3
3.0
3.0
3.1
3.4
3.3
3.3
3.3
3.5
3.6
2.3
3.4
3.0
2.4
2.3
3.5
3.2
2.7
2.8
86
Figure 5.1. Graphic elaboration of data concerning the rates of the single questions obtained in the
AY 2008/09 by University Evaluation Board. The red line indicates the overall degree of
satisfaction (rate 3.1).
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
B12
B13
C1
C2
D1
D2
E1
E2
0.0
0.5
1. 0
1. 5
2.0
2.5
3.0
3.5
4.0
5.1.5 STUDENT WELFARE
Describe any measures taken to protect students from zoonoses (e.g. rabies) and physical hazards
A manual describing the general safety principles is available to the students of the SVMS through
UNICAM in paper form. The cover and the index of this manual are reported in Annex 6.
With regard to the measures taken to protect students from biological, chemical and physical
hazards, a full description of the rules which should always be followed when working in the
laboratory and other premises is given to SVMS students at the beginning of each AY. Actually, the
School provides a safety instruction course compulsory for all students, which is considered
essential for carrying out a variety of practical works. In order to follow the strict application and
the updating of safety rules and measures, the SVMS has appointed a responsible (Dr. Alberto
Felici) for the coordination and organization of actions aimed at safety education on the measures to
be taken to protect students and staff from possible hazards.
Since the beginning of the AY 2010/11 (24 November 2010) a course on safety education for
students and staff has been offered. From the AY 2011/12 such a course will be scheduled on a
87
yearly basis for all 1st year students. The attendance to this course on safety is considered as a
prerequisite for students to take part to the practical activities (laboratory and clinical work). The
whole material presented during the course is available to students and staff at the School website
(www.unicam.it/veterinaria/sicurezza.asp) by an username/password procedure.
Good laboratory practice (GLP) manuals located in each laboratory are visible and showed when
students access each laboratory or any other premise of the School where a partial work is to be
carried out. These GLP manuals are available also on line at the School website
(www.unicam.it/veterinaria/sicurezza.asp)
Every student is equipped with proper safety devices in order to be protected during practical
activities. Actually, besides the common safety devices present in laboratories (gloves of different
kinds, face shields, dust masks, half mask respirators, protection glasses and/or goggles, emergency
eyewashes, first aid kits, fire estinguishers, etc.) or other premises (consulting rooms, necropsy
room, etc.) the School provides every student with a personal “safety kit” including two essential
reusable individual protection devices (safety eyewear or overglasses and an activated charcoal
mask to be used during certain activities in chemistry labs) under student’s responsibility. These
devices must be worn during practical laboratory activities, when necessary. This kit is supplied to
each 1st year student and follows him/her throughout the training process at the DCVM.
With regard to the approach to animals, all students receive the necessary information about safety
standard procedures before starting clinical activities.
Detailed information about student safety are reported also in Chapter 6.
Describe the facilities (not related to the teaching programme) which the establishment provides
for the students
The UNICAM provides different facilities concerning sports, recreation, etc. for all registered
students enrolled.
A variety of different services are offered by the Regional Agency for the Right to Higher
Education (RARHE) in order to facilitate students’ career. This Agency offers accommodation in
either university dormitories or small apartments as well as assistance to students for housing in
Matelica and close to Camerino.
The RARHE also offers:
- possibility to apply for a reduction in or total exemption from university fees;
- reduction on seasonal bus-tickets;
- contribution to apartment rent;
- scholarships based on family revenue and student proficiency (every year about 30 students of
the DCVM obtain some scholarships);
- catering, assured to all students by means of different shops and self-services.
Students of the SVMS have access to the Self-Service Cafeteria called “G.M.A. Gestione Mense
Antonelli E. e Amici S." located in Matelica, via M. Polo 1, which operates a low price policy:
prices for lunch vary from 0-4 euros/meal depending on the level of assistance by RARHE.
Students have also access to the University Canteen, located in the centre of Camerino and other
restaurants near the different University sites. In Matelica, the Hotel "Antica Porta" offers special
prices for students and also the use of swimming pool (4.00 euros per day and 2.50 euros in the
afternoon).
Students are also involved in different jobs at the School as part-time workers or support tutors for a
total of 100-170 hours per year (see Chapter 10).
The UNICAM provides opportunities for learning foreign language through the University Centre
for Modern Languages.
Sports facilities are provided for by the "University Sporting Centre" (USC) which is financed
jointly by the UNICAM and the MIUR. The USC encourages students to embark in and pursue
sporting activities. The headquarter is located close to Camerino where its facilities are available to
88
the entire University community and include a polyvalent gym (volleyball, basketball, football,
squash) and a swimming pool. The USC also makes arrangements with different private sports
centres allowing students to be admitted free of yearly subscription fee ("New Golden Body Gym"
and "Alter Ego Gym" both in Matelica). The "Sport Club" of Matelica is also available to students
of the SVMS for the yearly football tournement which involves students enrolled in different years
of course. Students of the School are also involved in Interfaculty soccer tournements.
Within the SVMS, there are two Students' Associations ("Gruppo di Medicina Veterinaria" and
"Unicamente Arte"). The activities in which these associations are involved are the following:
- coordinating students activities;
- providing information on curricular and extra-curricular activities;
- organizing social events;
- organizing cultural and sports activities.
From the social point of view, a noteworthy action promoted by the students of the School was the
donation of an "intensive care unit" for human infants to the District of L’Aquila after the
earthquake that hardly hit that area in 2009.
Since 2006, thanks to an agreement between the UNICAM and the regional district of Italian Red
Cross, students have the possibility to get 4 ULC serving as volunteers for at least 100 hours
towards the Italian Red Cross Centres located in Matelica, Ascoli Piceno and San Benedetto del
Tronto (in the province of Ascoli Piceno).
Recreational activities for students are also supported by the UNICAM (about 73,000 euros per
year for the whole University) by means of a Committee that determines which activities have to be
financed by the SVMS and the MIUR.
Over the last few years, different activities have been financed with the aim to provide students
with a more complete cultural background. Some of them were:
- visit to the Faculty of Veterinary Medicine of Hannover;
- visit to the Faculty of Veterinary Medicine of Liege;
- visit to a cured ham factory (Prosciuttificio) of Parma;
- visit to Paris.
The University has a radio studio (Radio UNICAM) that allows the students from all the Schools to
experience radio transmission. In recent years, groups of students of the SVMS have produced radio
programmes on animal behaviour, common animal health problems, etc., supervised by School
teachers.
The School has an agreement with the "Osservatorio Permanente Giovani Editori" (a Permanent
Panel of Young Italian Editors) located in Florence for the action called "The newspaper at the
University" (www.osservatorionline.it – info@giornaleinateneo.it) in order to provide students with
n. 50 copies of each of the most important Italian newspapers freely, on Wednasday, during the two
teaching semesters.
At the end of the 2nd semester, in the 1st week of June, the SVMS organises the “End-of-the-Year
Dinner Party” with students and university staff.
The links to sport and recreational facilities are provided on UNICAM website
(www.cuscamerino.it, www.ersucam.it).
Describe the guidance offered by the Faculty (or its parent institution) for students with problems
(social problems, study problems) as well as for future career development or job selection
A variety of services is provided by the UNICAM for students with problems. UNICAM and
RARHE provide all the conditions to help students with health problems and disabilities (individual
tutorship, accompanying service, specific software and teaching material, etc.). For these aims, the
UNICAM has instituted a specific office, the “Disable Student Reception Service”. Students with a
disability level higher than 66% have access to all UNICAM services tax-free including full
exemption from tuition fees.
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Also, the School appointed a responsible (Prof. Alberto Vita) in order to check possible deficiencies
and adjustments of School premises and facilities to host disabled students in the best way.
Every study problem can be discussed by all students by asking for the Delegate for Tutorship
(Prof. Francesco Parillo), appointed by the School, that refers directly to the Director and/or to the
involved teachers and is able to solve most common difficulties.
Furthermore, at the moment of registration the School assigns to each student a personal tutor
(individual tutorship) randomly extracted among the teachers of the School.
All teachers/tutors have to follow the School Tutorial Rules that imply 3 types of assistance:
information, knowledge and relational problems.
Particularly, the tutor has to give:
- personal assistance and orientation follow-up during the study progress;
- facilitation of contact with other teachers to improve course participation, resolve any doubt on
examinations or didactic material;
- help in organising a study program and in studying methods;
- help for the orientation of post-lauream studies (Masters, Specialisation Schools, etc.).
However, the majority of students prefers to use the group tutorship, another type of tutorship held
by the School Tutorial Committee in order to solve common organising problems or to give
extensive information ad assistance especially during student meetings. For further information
about this aspects see Chapter 2.
For students inclined to study in a foreign country, the UNICAM provides support through the
Office for Mobility and International Relations. The SVMS has a delegate (Prof. Giacomo Rossi)
who coordinates various forms of mobility including temporary periods abroad, cross-border
enrolment for short study periods (e.g. a semester), cross-border enrolment for a complete study
programme, as reported in Chapter 2.
In the AY 2008/09, a very high number of students was awarded study grants as reported in figure
5.2, allowing the UNICAM to rank 3rd (31.1%) in the list of Italian VM Faculties with regard to the
percentage of students that got study grants to go studying abroad.
Finally, information and support to career development and job placement are given both by the
School by means of the Teaching Manager and by the University through the Job Placement Office.
Figure 5.2. Percentage students obtaining study grants in the AY 2008/09 at UNICAM (green)
compared with students from other Italian VM Faculties (blue) and national rate (red).
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5.2 COMMENTS
Please give general comments about the quality of the teaching programme under the above
headings
In the last available evaluation based on the student questionnaire results, some points are
unsatisfactory (< 3). The lowest scores are referred to structures and preparation of exam while
keeping up with lessons. To improve these low scores and ensure the accomplishment of didactic
objectives, improvements in teaching environment and facilities supported by adequate structures
are going to be realized with big efforts of the School together with UNICAM and local
Institutions.
However, it is necessary to remember that the last available questionnaire is the one referred to the
AY 2008/09 when the reorganization of supervised practical activities and the agreements with
farms and outside structures had not been planned yet.
As of the AY 2009/10, the reorganisation of practical trainings (Tirocinio, intensive field activity
and practical activity within teaching courses) was re-arranged. Students now spend more time
doing practical work that has been achieved through a better management of the different activities
carried out during the week.
The reorganisation of the policy of agreements with farms, institutions and food establishments has
been recently carried out. It offers more opportunities to students for carrying out practical activities
in different disciplines. Moreover, these agreements show the strict relationship between the SVMS
and the territory.
The small dimension of the School makes this reorganization easier providing a better learning
environment for students and allowing the School to upgrade the new curriculum.
Figure 5.3. “Alma-Laurea 2009 Survey”: Number of years necessary to enter the labour market
after graduation for graduates in Veterinary Medicine at the UNICAM (green), in comparison with
graduates from other Italian VM Faculties (blue) and national rate (red).
The UNICAM adheres to the Alma-Laurea network which represents the system including the
majority of Italian Universities. Its role is to record the curriculum of all graduates and to connect
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them with business, postgraduate courses, etc. Based on 2008, from the data about the entry in the
labour market available on Alma-Laurea website (www.almalaurea.it) it can be noticed that
graduates in VM at the UNICAM find the first job as veterinarian earlier (4.9 years) than graduates
from other larger and more prestigious Italian VM Faculties (Figure 5.3).
Moreover, the analysis of statistical data carried out by Alma-Laurea about the rate of graduates in
VM with stable employment after 5 years from the graduation clearly illustrates the high rate of
UNICAM graduates in VM with a stable occupational role as veterinarian (almost 57%). Such an
employment rate is significantly higher than the national rate (48.5%) and ranks 3rd, only behind
two prestigious VM Faculties (Torino and Bologna) (see figure 5.4).
Because of the reduction of public institutional funding by the MIUR, the improvement of teaching
quality is a formidable challenge for the School. The staff of the SVMS believes that the
appropriate combination of practical activity and teaching assessment will allow to overcome the
shortcomings of the recent past. This approach will help also students to achieve their highest
potential.
Figure 5.4. “Alma-Laurea 2009 Survey” on employment rate (%) of graduates at the SVMS of the
UNICAM (green), in comparison with graduates from other Italian VM Faculties (blue) and
national rate (red).
5.3 SUGGESTIONS
Although the reorganisation system of the DCVM has been recently set up, it will need to be further
optimised. The improvement of teaching quality is considered an ongoing process.
In the future, objectives to be achieved will be:
• a system of incentive for improving the arrangement of teaching courses; this is to be considered
as primary strategy for evaluating the academic staff;
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• increase of tutorial activities for students that have to plan their study and training activities
through the AY;
• increase of the number of agreements with farms, structures and institutions of the Marche
Region in order to offer students a wider possibility to perform their practical training and
improve their professional knowledge.
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Chapter 6 – Facilities and Equipment
Chapter 6
FACILITIES AND EQUIPMENT
6.1.1 PREMISES IN GENERAL
Please give a general description of the site(s) and buildings occupied by the Faculty and include a
map.
The School of Veterinary Medical Sciences (SVMS) is divided into 5 blocks (Block 1, 2, 3, 4 and
5), as shown in the Introduction, figure E. The plan of each Block is reported in Annex 7. All of
these Blocks are located in the city of Matelica, nearly 15 Km north of Camerino, where the
UNICAM headquarters is located. Camerino and Matelica are both located in the province of
Macerata (see introduction figure D).
6.1.1.1 - Block 1 (Central Block) – Via Circonvallazione 93-95, see figure 1. This block actually
consists of 2 connected buildings, the “San Sollecito” and the “New Division”, described below.
6.1.1.1.a - The “San Sollecito” (see Annex 7 - Plans 1.a, 1.b, 1.c, 1.d, 1.e) is a 1200 m2, XIVth
century building which has functioned for centuries as the human general hospital of the town
of Matelica. Completely restructured in 1990 is now the main location of the SVMS. It
includes, the ground floor (Plan 1.a), the middle (mezzanine) floor (Plan 1.b), the first floor
(Plan 1.c), the second floor (Plan 1.d) and the basement (Plan 1.e). It houses the office of the
Director, some staff offices, the administrative offices, one meeting room (Teacher room), one
didactic room (Aula Azzurra), one computer room and the Chemistry and Morphology
(Anatomy and Pathology) laboratories. Almost the entire ground floor is used for clinical
activities: clinical pathology laboratory, surgery unit, digital radiology, physiotherapyrehabilitation unit. This floor provides access to an outdoor area where there are additional
facilities for physiotherapy and rehabilitation exercises and some external boxes for dogs.
6.1.1.1.b - The “New Division” (see Annex 7 - Plans 2.a, 2.b) is nearly 1500 m2, has been
renovated in 2010 and was the municipal kindergarten until the end of September 2010. It
includes the basement (Plan 2.a) and the mezzanine floor (Plan 2.b). It houses most of the
facilities of the Small Animal Clinical Division (SACD) of the Veterinary Teaching Hospital
(VTH), with the exception of the Surgery Unit, located in “San Sollecito” as above
mentioned.
The mezzanine floor hosts the reception, 2 waiting rooms for pet owners, 1 general
examination room, 1 emergency room and 5 specialistic examination rooms (dermatology,
reproduction, orthopaedic/neurology, cardiology and gastroenterology). Except for radiology
(located in the Surgery Unit), the New Division constitutes the “Internal Medicine Unit” and
the “Diagnostic Unit”, as electrocardiography, Holter, abdominal and thoracic
ultrasonography, as well as digestive and respiratory endoscopy are located here. A room for
ozone therapy, a meeting/reading room and 2 duty rooms are also present.
The Computed Tomography (CT) device, the Magnetic Resonance Imaging (MRI) device and
boxes for dog and cat regular hospitalization are located in the basement. In the basement
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there are several small animal hospitalization units located in different places: in the dog and
cat general hospitalization unit, in the intensive care room and in the dog and cat infectious
disease isolation unit. The isolation facility is considered as a part of the new division but is
completely isolated from the other areas and has an external access positioned in the opposite
side with respect to the reception area. One lecture room (hall S) with interactive computers
and a didactic refertation area, 1 didactic practice room, 1 refreshment room, a laundry, a drug
storage room and a feed storage room are also present on this floor.
Students and owners can use the parking area next to the central block. Part of the San
Sollecito courtyard is used as reserved parking area for the staff.
Figure 1. Block 1 – Central Block
6.1.1.2 - Block 2 (Large Animal Clinical Division) - Località Casette San Domenico (see Annex 7,
Plan 3).
An aerial view of the Block is reported in figure 2. The Large Animal Clinical Division is
approximately 400 m2 and is located nearly 0.5 Km far away from the Central Block. Designed
mainly for horse care, it has also facilities for accommodation and care of ruminants. This complex
has a reception room (where patients and their owners are checked in and their data processed)
which is in communication with the waiting room, and 1 night duty room. The large animal
radiology room is also located in Block 2 and has an independent access. The main consulting room
is large and equipped with facilities for didactic purposes, such as a projector to be connected with
the diagnostic tools or the camera predisposed in the surgical suite and seats for student
accommodation (lecture hall L).
This Block includes also the surgical section, with 1 surgical suite and 1 room for sterilization of
surgical instruments and preparation for surgeons.
Three separate small rooms (named a, b and c in Plan 3 of Annex 7) are used as parasitological
laboratory, drug storage and instrument storage, respectively.
In the stable there are 7 boxes for horse hospitalization, 1 padded box for induction and recovery
from anesthesia and 3 completely separate boxes, with a different external access, for isolation of
infected large animals.
Two specific areas are respectively used for housing/hospitalizing cows (4 places) and small
ruminants (8 places).
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Figure 2. Block 2 - Large Animal Clinical Division and Block 4 - Teaching Slaughterhouse
In the reproduction section there there are 2 boxes for horses, 1 lecture room and a reproduction
laboratory.
A storage room for equipment, the hayloft and the dunghill are located close to the main building.
A wastewater treatment system is also present (not shown in Plan 3).
Block 3 (Teaching Block) - Via Fidanza, see figure 3.
This block is composed of 4 buildings (see Annex 7 - Plans 4.a, 4.b.1, 4.b.2, 4.c):
Building A (nearly 900 m2): not currently used and in need of restructuring (no plan is
reported).
Building B (nearly 200 m2): restructured at the beginning of the ‘90s, it hosts the
microbiology and infectious disease laboratory. The microbiology section includes the food
microbiology laboratory, the molecular biology laboratory, the serology/bacteriology
laboraotry, 1 preparation room, 2 staff offices and 1 PhD student office (Plan 4.a).
Building C (nearly 800 m2): built in the ‘70s, has been completely renovated in the ‘90s and
partially again in 2010. This building has a ground floor (Plan 4.b.1) and a basement (4.b.2). It
houses 3 lecture halls (B, C and D), the main library, the microscope room, an area in course
of organization (planned as “open space” for students with a cafeteria) as well as a small area
(nearly 50 m2) belonging to the "Mattei Foundation” and not used by the SVMS.
Building D (nearly 700 m2): restructured in 1997, in this building the main classroom (Aula
Magna), the computer room, 4 lecture halls (E, F, G and H), a study room, the porter desk and
a small refreshment/reading room (Plan 4.c) are located.
Block 4 (Teaching Slaughterhouse) – Località Casette San Domenico (see Annex 7 - Plans 5.a,
5.b). An aerial view of Block 4 is reported in Figure 2.
The SVMS has an agreement with the Municipality of Matelica for the slaughterhouse located in
Braccano, about 700 meters far from Block 1. It is nearly 640 m2 and was built between 2008 and
2010 by the Municipality on a land owned by the School. Block 4 includes also a food inspection
room and a necropsy room adjoining to the slaughterhouse according to health and safety principles
96
that will be described further on and are clearly showed in Annex 7. The definitive internal setting
of the slaughterhouse is already in progress, but the food inspection room and the necropsy room
should become operative by March 2011 and then used by the SVMS for didactic activities.
Figure 3: Block 3 - Teaching block
Block 5 (Dissection room and anatomy room) (Annex 7 - Plan 6).
This area is located about 500 meters far from Block 1. It is part of the old municipal
slaughterhouse (not in use since 2005) and is the old anatomy/necropsy/inspection room. Now it is
exclusively used for teaching anatomy using cadavers and organs. Also an adjacent cold room for
storage of didactic material belongs to the dissection room. An aerial view of Block 5 is reported in
figure 4.
Figure 4: Block 5 – Dissection/anatomy room
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6.1.2 PREMISES USED FOR CLINICS AND HOSPITALIZATION
The information to be entered in Table 6.1 is the number of animals that can be accommodated, not
the number of animals used. Certain premises may be used to accommodate different species of
animal. If so, the same premises should be entered only once.
Table 6.1. Places available at the VTH for hospitalization and animals to be accommodated.
Regular hospitalisation
Isolation facilities
Intensive care unit
Post-anesthesia
Pre- and post-anesthesia
Physiotherapy and rehabilitation
TOTAL
(*)
Species
Bovine
Horses
Small ruminants
Dogs
Cats
Farm animals and horses
Dogs
Cats
Small animals
Small animals
Horses
Small animals
No. of places
4
9(*)
8
17
12
3
8
6
6
5
1
5
84
This number includes the 7 places for horse hospitalization and the 2 boxes for horses in the reproduction section at
the LACD.
6.1.3 PREMISES FOR ANIMALS
Give a description of the facilities for rearing and maintaining normal animals for teaching
purposes.
If the Faculty has no farm of its own, please explain in the SER the practical arrangements made
for teaching such subjects as animal husbandry, herd health, and the techniques of handling
production animals.
The SVMS does not have its own farm. Nevertheless, in Block 2 (LACD) there are 3 horses owned
by the VTH stabled in a paddock, together with 3 bovines and 4 small ruminants. Such animals are
used for teaching purposes in preclinical and clinical subjects for non-invasive activity. The School
has agreements with several farms and public small animal shelters as well as contracts with private
practitioners to allow small groups of students to have hands-on experience in cow, pig, small
ruminant, rabbit and poultry farms during the course of study with different purposes (animal
production, preclinical and clinical subjects) (see Chapter 4).
6.1.4 PREMISES USED FOR THEORETICAL, PRACTICAL AND SUPERVISED
TEACHING
The same room should not be entered under two or more headings, even if it is used, for example,
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for both practical and supervised work.
All lecture halls are equipped with video projection. Some of them are equipped also with VCR and
DVD devices. Aula Azzurra is equipped with an interactive board Interwrite 1077 connected with a
PC. Moreover, Aula Azzurra, Lecture hall S and Lecture hall L are connected by means of video
projectors with the small and large animal surgical suites, respectively, and with video diagnostic
equipments (e.g. echographic machine, endoscope) (see Chapter 8).
Practical activities within teaching courses are planned in the teaching calendar and are generally
scheduled in the afternoon. This allows group work such as desk based work to be carried out also
in the lecture halls that are not used for theoretical lecture in the afternoon. This is possible also
thanks to the interaction of the different Per-Year Committees that can plan the engagement of
these premises at the beginning of each teaching semester.
Furthermore, students perform supervised group work (clinical training) arranged in small groups
also in all rooms listed in tables 6.2 and 6.3. The total number of places considering all School’s
premises is 867 (sum of total places reported in tables 6.3 and 6.4).
Table 6.2. Premises of VTH for clinical work and student training.
Patients
Premises
Small animals
Consulting rooms
Small animals
Surgical suites
Small animals
Airway endoscopy
Small animals
Gastroenteric endoscopy
Small animals
Abdominal ultrasonography
Small animals
Thoracic ultrasonography
Small animals
ECG - Holter
Small animals
Ozone therapy
Small animals
CT
Small animals
MRI
Small animals
X-Ray
Small animals
Physiotherapy/rehabilitation
Small animals
Isolation units
Equine and food animals
Examination areas/halls
Surgical suite
X-Ray
Isolation unit
TOTAL
Number
7
3
1
1
1
1
1
1
1
1
1
1
2
2
1
1
1
27
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Table 6.3. Premises of the SVMS for lecturing.
Name of Hall
Block
Location
Lecture hall B
3
Building C
Lecture hall C
3
Building C
Lecture hall D
3
Building C
Lecture hall E
3
Building D
Lecture hall F
3
Building D
Lecture hall G
3
Building D
Lecture hall H
3
Building D
Lecture hall S
1
New division
Lecture hall L
2
Block 2
Aula Magna
3
Building D
Aula Azzurra
1
San Sollecito
TOTAL N° of PLACES
Places
24
58
40
42
72
72
50
30
25
160
42
615
Table 6.4. Premises of the SVMS for group practical work.
Name
Block
Location
Places
Morphology laboratory A
1
San Sollecito
10
Morphology laboratory B
1
San Sollecito
5
Morphology laboratory C
1
San Sollecito
5
Molecular biology
3
Building B
6
Bacteriology and serology
3
Building B
6
Food microbiology laboratory
3
Building B
10
Clinical pathology laboratory
1
San Sollecito
6
Reproduction laboratory
2
LACD
8
Reproduction didactic room
2
LACD
8
Chemistry laboratory A
1
San Sollecito
10
Chemistry laboratory B
1
San Sollecito
10
Chemistry laboratory C
1
San Sollecito
10
Microscope room
3
Building C
21
Library
3
Building C
72
Computer room
3
Building D
20
Inspection room
4
New slaughterhouse
15
Necropsy room
4
New slaughterhouse
15
Dissection and anatomy room
5
Block 5
15
TOTAL N° OF PLACES
252
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Please give a brief description of health and safety measures in place in the premises for practical
work and in the laboratories to which undergraduate students have access.
As already reported in Chapter 5, at the beginning of the AY 2010/11 (24 November 2010) a
compulsory course on safety during practical works in veterinary activities was organized for all
students and staff belonging to the School. The attendance to this course, introduced for the first
time in the AY 2010/11, from the AY 2011/12 will be obligatory for the students enrolled for the 1st
year and represents a prerequisite for carrying out practical activities during the students’ career.
Support material about safety discussed during the course is available for students on the School
website (www.unicam.it/veterinaria/sicurezza.asp). Specific handbooks on safety and Good
Laboratory Practices (GLP) are also available for students in the laboratories in paper form.
Handbooks on GLP are available also in electronic form on the above reported School website.
Moreover, before starting their practical work, all students receive the necessary information about
basic safety standard procedures by the teacher and by the responsibles of the labs at the beginning
of the training. Suitable clothing is mandatory for each lab or teaching room: disposable gloves,
aprons, plastic overcoats, masks and boot covers are provided to the students as needed. During the
first semester of the 1st year, students are provided with an individual basic “safety kit” (other
information about general safety measures are reported in Chapter 5).
Instructions for proper use of equipments are hung on the walls of each laboratory as well as
evacuation maps and names of responsible staff for the laboratory.
Students are taught about animal handling during practical training in animal production, internal
medicine, surgery and reproduction in the 2nd, 3rd and 4th year. Moreover, they constantly receive
additional information and advice on the proper approach to the animal and on how to handle it
during their practical activities. A sign is applied to the cages or boxes of potentially aggressive
animals. In order to be allowed to participate in clinical activity, students have to wear proper
clothing (e.g white coat for small animals, tin or dark colored coveralls for food animals and horses,
accident prevention shoes for large animals, etc.). At least one technician has to be present with
students during practice; every precaution and different means of animal restraint (manual,
pharmacological, muzzle, restraint bag, twichnose etc.) are always implemented to avoid injury to
staff and students.
Students can be involved in positioning animals and setting X-ray machine, but they are not
allowed to stay in X-ray rooms while machines are operating since only staff members are provided
with personal X-ray rings/badges. Knowledge on radiation hazard and safety rules during X-ray
examination is provided during the course of Radiology.
6.1.5 DIAGNOSTIC LABORATORIES AND CLINICAL SUPPORT SERVICES
6.1.5.1 Diagnostic Laboratories
Briefly describe the facilities available for clinical diagnostic work.
The following services described are available for hospitalized animals and for those referred to the
VTH by owners, private practitioners or kennels.
Cadavers or samples coming from clients can be directly delivered to the respective laboratory
(except labs number 5 and 6 reported in the following list).
1)
Anatomical pathology service and diagnostic laboratories:
a) Necropsy (Block 4 – adjoining to the new Municipal slaughterhouse)
Main Equipment: room and equipment for dissection of small and large animals; cold
room.
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Services: necropsies on cadavers of several species, including non conventional pets and
birds, or organs.
b) Morphology Unit (Hystology, Cytology, Hystopatology, and Immunohistochemistry)
(Block1 - San Sollecito)
Main Equipment: -80°C freezer, Autostainer, Incubator, Hood Asalair 120°, Microtome
Leica RM2235, Microtome Leica RM2035, Ultramicrotome Sorvall, Embedding Leica
EG1150H, Processor Leica TP1020 Cryostat Leica CM1850, binocular microscope
Olympus CH20, binocular microscope Olympus BX50, binocular microscope Zeiss,
Digital Printer Olympus Camedia, Digital camera Olympus PM20, Videocamera Q
Imaging Q icam Fast, Hystoteque. Equipment for immunohistochemistry.
Services: Histological and cytological preparation and examination of samples obtained
from cadavers of several species, including non conventional pets and birds, or organs or
part of organs, and of biological samples from live animal (biopsies, intraoperative
samples). This unit is also used for general preparation and examination, for cytological
samples and for computer report writing.
The Morphology Unit is organized in five labs:
- Morphology A - Preparation and staining of histological sections
- Morphology B - Microscope room for didactic purposes: sample observation
- Morphology C - Reception and reduction of samples
- Morphology D - Processing and inclusion of samples; not used for didactic purposes
- Microscope room - Diagnostic sample observation and image recording; not used for
didactic activity except for graduation thesis preparation.
2)
Infectious diseases service and diagnostic laboratories (Block 3- Building B)
a) Molecular biology (diagnosis of animal infectious diseases by PCR techniques)
Main Equipment: -20°C freezer, ice machine, thermostatic water bath, refrigerated
microcentrifuge, UV transilluminator, white-light transilluminator, spectrophotometer,
videocamera with storage imaging system, vortexes, thermalcyclers, thermoblock,
biohazard laminal flow hood, electrophoretic apparatuses.
Services: DNA: extraction, quantification, amplification by PCR, visualization by
agarose gel electrophoresis, computer image recording, interpretation of results, report
drawing; RNA: extraction, quantification, retrotranscription of RNA (cDNA),
quantification of cDNA, amplification of cDNA by PCR, visualization by agarose gel
electrophoresis, computer image recording, interpretation of results, report drawing.
b) Bacteriology and serology
Main Equipment: biohazard laminar flow hood, chemical hood, microscopes, air/CO 2
thermostatic incubators, thermostatic water bath, automatic washer, refrigerated
centrifuge, -20°C freezer, refrigerators, stoves, autoclaves, microwave oven, pHmeter.
Services: bacteriological and mycological examination of biological material; bacterial
identification (aerobics, anaerobics, microaerophilics, toxigenic strains); antibiotic
susceptibility tests; serum agglutination identification tests; bacterial serotyping;
qualitative milk evaluation (microbial evaluation and microscopy somatic cell count);
serological tests for the evaluation of blood serum and milk antibody titration.
3)
Clinical pathology laboratory (Block 1 - New division)
Main Equipment: laser cell counter Abbott Cell-dyn 3500, spectrophotometer Sebia
Ciampolini, automatic clinical chemistry analyzer bt 3000 plus, centrifuge Hettich 46r
Rotina centrifuge Rotofix 32 Hettich, blood gas analyzer I-stat , coagulometer Clot 2S Seac,
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biochemical analyzer Ciba-Corning, dry chemistry Vet-test 8008 Idexx, automatic
electrophoretic analyser Microtech, inverted microscope Olympus ix50, microscope
Olympus bx60, CO 2 incubator, Incubator Binter, ultrapure and distilled water production
device, biohazard laminar flow hood.
Services: Clinical haematology: haematological profile (CBC) with different calibration for
different species. Moreover, for each tested sample a smear is citologically evaluated for a
further differential cellular count. Biochemical profiles: biochemical evaluation of plasma or
serum with different panel referring to the species. Coagulations panels. Blood gas analysis:
the portable system allowed to perform the test and to print the report also in field. Protein
electrophoresis. Clinical cytology. Urinanalysis. Serodiagnosis (Feline immunodeficiency
virus, Feline leukemia virus, Filariasis, Borreliosis, Ehrlichiosis, Leishmaniasis, Giardiasis).
4)
Artificial insemination laboratory (Block 2)
Main Equipment:
Photomicroscope, bain-marie for semen defrost, thermic plate,
artificial vaginas, stereomicroscope, biohazard laminar flow hood, cryo-biological
containers.
Services: Collection and analysis of semen and embryotransfer in different animal species.
5)
Chemical Unit (Chemistry, Biochemistry, Animal production, Food Hygiene) (Block 1 - S.
Sollecito)
Main Equipment: HPLC, capillary gas-chromatography, spectrophotometer, Kjeldahl
analyzer, laminar flow hood, chemical hoods, deionized and distilled water production
device, automatized fat analysis, ELISA plate reader, high speed centrifuge, refrigerated
centrifuge, oven, muffle, Aw analysis device, automated electrophoresis device
(PhastSystem).
Services: General chemical analysis, phisical and chemical analysis of feed and food of
animal origin.
The Chemical Unit consists of three laboratories, namely A (analysis laboratory), B and C
(preparation laboratories).
6)
Food microbiology laboratory (Block 2)
Main Equipment: thermostatic incubators, refrigerated incubator, biohazard laminar flow
hood, thermostatic water bath, technique balance, stomacher, vortex, colony counter.
Services: microbiological analysis of different kinds of food samples by traditional
techniques (bacterial isolation on culture media and biochemical identification in
micromethod). It is a teaching and research laboratory providing an advice service on
request for food industry.
6.1.5.2 Central Clinical Support Services
Indicate the nature of central clinical support services and how they are organised (e.g. diagnostic
imaging, anaesthesia, etc.)
The VTH mainly provides specialized clinical services for cases referred by Private Practitioners
(PP). An agreement with the local Veterinary Chapter of the Province of Macerata has been
stipulated by the VTH in 2007 with the purpose of regulating working relationships. At present
most cases referred to the VTH are sent by PP who are always contacted and informed about the
results and remain the main contact for patients’ owners. The VTH receives clinical cases not only
from the province of Macerata but also from areas outside Marche and all over Italy.
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The VTH provides a 24-hr service, 7 days/week, 365 days/year, and it is the only such structure
present within a wide area of the Region (see Introduction, figure D). This service is provided
thanks to the financial support of the Region.
Obviously, first opinion cases by private owners or referred by kennels or stables that have an
agreement with VTH are also accepted. This is quite important to allow students to be exposed to
basic practices in small animal internal medicine, surgey and reproduction. The VTH also provides
first aid services for stray dogs and cats thanks to an agreement with the municipal Authorities of
Matelica.
VTH and clinical diagnostic laboratories of the SVMS can provide specialized services on several
subjects such as obstetric, andrology and gynaecology, dermatology, cardiology, gastroenterology,
nephrology, ophthalmology, odontostomatology, orthopaedics, neurology and neurosurgery and
soft tissue surgery. Specialized diagnostic services are provided in abdominal and cardiac
ultrasonography, digital radiology, MRI (only for small animals), CT (only for small animals) and
video assisted diagnostic and surgery such as videoendoscopy, laparoscopy, toracoscopy and
arthroscopy.
All animals are first registered as patients of the VTH. Then a clinical record is filled out with
preliminary information at the reception’s computer, also necessary to assess a possible infectious
hazard. In each consulting room, laboratory, student room and in some lecture halls there are
computers connected to the VTH-SVMS intranet which allow staff and students to retrieve medical
records. The software for medical recording has been specifically developed for the VTH by
computer engineers with the cooperation of clinical staff. Using this software all information about
a patient can be read and examined by students with the exception of sensible (personal) data, that
can be accessed only by clinical staff.
If an infectious hazard is suspected the animal is moved, trough an external route, to the isolation
unit, otherwise the examination is continued in consulting rooms, where students collect history and
the diagnostic process begins. Animals requiring surgery are then directly moved to the Surgery
Unit located next door in S. Sollecito. Facilities for hospitalization are described in the following
paragraphs.
The centralized medical gas delivery system reaches all rooms where anaesthesia is performed
(surgical suite, CT, MRI, padded box for induction and recovery from anaesthesia of large animals),
the room for post-anesthesia and the Intensive Care unit.
Students are involved in all clinical activities performed on both day-patients and hospitalized
animals. All rooms are suitable for practical work of groups ranging from 3 to 15 students.
Internal Medicine and Diagnostic Unit instruments
- Video assisted diagnostic: Mercury flexible and rigid endoscopes of different lengths and
diameters for small and large animals and for different use. Digital video recording system
Archos AV700.
- Indirect Digital Radiology (FujiFilm FCR Capsula):
Small animals device Euroastre
Dentristry X-ray DentiVet Pierotti MP
Portable device Gierth Ultraleicht for large animals
X-ray room with ceiling double crane device HF, Vet System TECN.O for large animals.
- Ultrasonography: 1 ESAOTE MyLab30-vet, 2 Sonosite Titan Portable B/W, 1 Kontron Medical
Vetson Color. Ultrasonographic machines are equipped with several probes for small and large
animals and for abdominal and cardiology examinations.
- Computed Tomography: CT-Pace G.E. (a room for patient preparation and anesthesia induction is
located close to the CT).
- Magnetic Resonance Imaging: VetMR 0.2 ESAOTE (the room for patient preparation and
anesthesia induction used for CT is shared with MRI service).
- ECG: Nihon Kohden – Eclaps 12 – ECG 8110R.
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- Holter device: Braemer DL700 with Flash card (10 megabyte) and WIN P-V 5.41 plus software
on a Dell pc.
Surgery Unit instruments
Two surgical suites (OP) for small animals (OP n° 1 for Orthopedic and neurosurgery, OP n° 2 for
soft tissue surgery), 1 surgical room for small animal dentistry (Annex 7, Plan 1.a) and 1 for large
animals (Annex 7, Plan 3) fully equipped for surgery of different systems are currently operative. It
must be emphasized that the VTH has the only surgical suite for large animals within the Marche
Region.
OP n° 1 and large animals surgical suite are predisposed with a videocamera connected with
external projectors (located in Aula Azzurra/Lecture hall S and Lecture hall L, respectively) for
didactic purposes.
Some of the main equipments are listed hereafter.
- Anaesthesia equipments:
3 circular circuit anesthetic machines for small animals
2 linear circuit anesthetic machines for small animals
1 anesthetic machine Cicero Drager for small animals
1 circular circuit anesthetic machine for large animals
1 multiparametric monitor Beneview T8 for small animals
1 multiparametric monitor Beneview T8 for large animals
1 multiparametric monitor criticare POETPLUS 8100
Pulse oximeter Oxiplus Vet
- The equipment for small animal orthopaedics and trauma surgery is composed by complete set
for internal and external fixation; arthroscopic instruments for minimally invasive joint surgery,
two air-driven drill systems (3M and Synthes), two oscillating saws (Synthes and 3M), complete
set for TPLO (Slocum Enterprises).
- Electrosurgery device GIMA equipped with electrodes for traditional and mini-invasive transendoscopic surgery in large and small animals, CO 2 laser surgery device Vetrix also used for
treatment of oncological patients associated with Photodinamic Therapy , instruments used for
video assisted diagnostic are also used for routine surgery (laparoscopy, toracoscopy and
arthroscopy) in large and small animals.
Hospitalization
Regular hospitalization: animals that do not need intensive care are placed in boxes or cages of
appropriate size. A separated area is equipped with a table and a drug locker for daily clinical
evaluation and therapy of hospitalized animals.
Isolation facilities: animals with infectious diseases are accommodated in the isolation sections of
SACD and LACD for small and large animals, respectively. Standard measures to avoid the risk of
spreading infectious diseases are mandatory to have access to these areas. Isolation for small
animals is divided into 2 separate areas for hospitalization and daily evaluation of dogs and cats.
Isolation for large animals is a separate common area with 3 boxes and separate entrances: 1 for
animals and 1 for staff, with disinfection and safe access. Transfer and handling of suspected
animals are arranged in accordance with all the precautions aimed to limit the spread of infectious
diseases.
Intensive care unit (only for small animals): this unit (Annex 7, Plan 2.a) is equipped with tools for
intensive care of critical patients: infusion pumps, monitoring systems, oxygen delivery device.
Post-anesthesia: following surgery, large animals are brought to the padded box (Annex 7, Plan 3).
For small animals there is a separate room in the Surgery Unit where patients are housed and
monitored until they are fully awake and ready to be moved (Annex 7, Plan 1.a).
Physiotherapy and Rehabilitation: hospitalized animals or patients in day hospital that need
physiotherapy or rehabilitation are housed in boxes purposedly located in this room at S. Sollecito
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(Annex 7, Plan 3). Some of the following services are available also for large animals: tapis roulant
Grillo (only for small animals), swimming pool (only for small animals), He-Ne laser therapy,
electro-stimulation, quantum therapy, ultrasound therapy, magnetotherapy, thermotherapy,
therapeutic exercises, massages.
6.1.6 SLAUGHTERHOUSE FACILITIES
Describe briefly the slaughterhouse facility to which the Faculty has access, including distances
from the Faculty and level of activity.
The SVMS has an agreement with the munucipality of Matelica for the Teaching Slaughterhouse
located in Braccano, about 700 meters far from the Block 1. It was built between 2008 and 2010 by
the Municipality on a land owned by the School. The slaughterhouse includes also a food inspection
room and a necropsy room showed in Annex 7, Plans 5.a and 5.b. The definitive internal setting of
the slaughterhouse is already in progress, but the food inspection room and the necropsy room
should become operative by March 2011 and then used by the SVMS for didactic activities. The
start of slaughtering activity will take place necessarily after the end of the internal setting and the
appointment of slaughtering company by tender for contract. Then, students will have open access
and can do practical work in food inspection and control (including food hygiene and technology)
during slaughtering.
Table 6.5. List of slaughterhouses usually involved in teaching activities.
Name
Location
Distance from
(province)
the School
CARNJ SOC COOP
Cingoli (MC)
41 Km
CARNJ SOC COOP
Castelplanio (AN)
34 Km
Soc. Coop. Agricola La Cisterna Tolentino (MC)
47 Km
Municipal Slaughterhouse
CE.MA.CO.
Marchigiana Macellazione s.r.l.
Camerino (MC)
15 Km
Macerata
70 Km
S. Benedetto (AP)
Loro Piceno (MC)
127 Km
68 Km
Activity
Poultry (80,000/day)
Pigs (150/week)
Poultry (9,000/week)
Turkeys (2,400/week)
Cattle (15/ week)
Pigs (20/week)
Sheep (10/week)
Cattle (200/week)
Pigs (25/week)
Sheep (25/week)
Cattle (25/week)
Cattle (70/week)
Sheep (250/week)
A didactic room, called “Inspection room” (Annex 7, Plan 5.b) is in connection with the
slaughterhouse and is used for practical activities in Food inspection.
The “Necropsy room” is adjacent to the slaughterhouse but without access to it and completely
separate: it has a double separate entrance to avoid potential health hazard (Annex 7, Plans 5.a and
5.b). Obviously, staff members and students are not allowed to enter the slaughterhouse premises
after being in the necropsy room. Besides physical separation, the safety measures are also ensured
by disinfection devices placed at the entrances of the room. The necropsy room is used for teaching
pathology-related subjects and also for diagnostic activity.
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Each room has its separate cold room.
Both rooms will be equipped with video devices that allow images of the work in progress to be
taken, transmitted and recorded through the intranet.
The UNICAM has an agreement with Regional Public Health Services of the Marche Region. Thus,
theoretically the students of the SVMS may have access to all abattoirs and food processing
facilities of the regional territory but only some of them are frequently used, as reported in table 6.5.
6.1.7 FOODSTUFF PROCESSING UNIT
Describe briefly any access that the Faculty has to foodstuff processing units.
The list of the main food processing units that are used for teaching activity by students of the
SVMS-FVM is reported in table 6.6.
Table 6.6. List of the main foodstuff processing units involved in the teaching activities.
Name
Location
(province)
Cingoli (MC)
Distance from the
Activity
School
CARNJ SOC COOP
41 Km
Chicken meat cutting
plant, preparation
and processing
CARNJ SOC COOP
Castelplanio (AN)
34 Km
Chicken meat cutting
plant, preparation
and processing
SAIPA (Soc. Coop. Agricola La
Tolentino (MC)
47 Km
Chicken and pork
Cisterna)
cutting plant,
sausage production
Grifolatte
Fossato di Vico (PG)
35 Km
Cheese production
6.1.8 WASTE MANAGEMENT
Briefly describe the systems and equipment used for disposing of waste material; cadavers,
carcasses, biological waste of different types, excreta, etc.
All waste material is treated in agreement with the European and Italian laws (Reg. CE n°
1774/2002 adopted by Italian law n° 254/2003 and art. 24 of law n° 179/2002). The different types
and categories of waste are collected and disposed of following the proper procedures and
precautions according to current legislation. Laboratories, dissection room, necropsy room and
clinical sections are provided with appropriate storage system for waste (cadavers, organs,
biological and chemical waste) and the final disposal is periodically carried out by external
specialized companies under agreement with the School. The infected material is sterilized before
being disposed of according to current legislation.
6.1.9 FUTURE CHANGES
Outline any proposed changes in the premises that will have a substantial effect on the Faculty, and
indicate the stage which these have reached.
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With the objective of meeting higher standards and considering the EAEVE visit as an opportunity
of analysing the situation with its weaknesses, strengths and potentialities, the SVMS has
undergone deep changes in recent years and such changes are still in progress. The real potential of
the School will be clear not before few years, when the cited changes will be implemented and all
the mechanisms will be fully operative..
6.2 COMMENTS
Comment on the adequacy of the buildings in general for undergraduate teaching.
Through a national policy of reorganization and rearrangement of the distribution of places
available for training in Italian VM Faculties, the Ministry of Instruction, University and Research
(MIUR) has gradually reduced the number of students to be enrolled in several faculties included
the SVMS of the UNICAM (see Chapters 9 and 10). In the evaluation of premises adequacy it
should be kept in mind that this reduction, if considered from a positive point of view, leads to a
better use of various premises by students and to an improvement of the various activities with a
consequent improvement of services provided to the students. Actually, students can be more easily
accommodated in the different rooms and labs and divided into smaller groups with an increasing
of the possibility to participate to the hand-on training. Furthermore, they can better interact with
teachers. Nevertheless, from an objective point of view the reduction of student number assigned to
the SVMS for the AY 2010/11 has been very remarkable, especially if compared to the number
assigned to other Italian VM Faculties.
Comment on the adequacy of the equipment in general for undergraduate teaching.
The equipment available for undergraduate teaching is more than adequate. The only part of
equipment not currently available is a second digital radiography to be placed in Block 2 (in the
dark room close to the X-ray) (Annex 7, Plan 3). At the moment digital radiography is located in
SACD (Block 1 - San Sollecito) (Annex 7, Plan 1.a) where staff members have to go for processing
of images and this can be inconvenient. Nevertheless, the computer connection between the two
structures allows the almost real-time display in the screen of the LACD computer.
Comment on the maintenance of buildings and equipment.
Renovation and maintenance of buildings are periodically carried out and the condition of
buildings is accettable at the moment. The equipment of laboratories is quite expensive to be
maintained as well as the replacement of parts of clinical instruments. Sometimes it is necessary to
wait several days before a service can be put into use again, which can be inconvenient especially
for equipment continuously used for teaching and/or clinical activities.
6.3 SUGGESTIONS
If you are unhappy with any situation, please list any improvements you would make in order of
preference.
The equipment for treatment and hospitalization of newborn animals is already available but a
specific section of neonatology should be organized in both SACD and LACD.
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The arrangement of a division for physiotherapy and rehabilitation of horses could increase the
interest of private practitioners in referring clinical cases.
The budgeted staff for clinical teaching and activities should be increased in both SACD and LACD
to reduce the workload of the staff employed at the moment.
As reported above, the acquisition of another digital radiography to be placed in Block 2 should be
useful to simplify the daily work at LACD.
Funds should be found to renovate the Block 3 - Building A. This could generate wide new spaces
for offices and other teaching laboratories. Many projects have been proposed over the years, but
funds have never been found.
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Chapter 7 – Animals and Teaching Material of Animal Origin
Chapter 7
ANIMALS AND TEACHING MATERIAL
OF ANIMAL ORIGIN
The policy of the University of Camerino about the use of animal for teaching and research
As for practical medical and/or surgical activities on animals, the policy of the University of
Camerino (UNICAM) about the use of animal for teaching and research has been defined. The
Ethical Committee of the UNICAM was renewed in 2010. This Committee supervises the animal
wellbeing and the application of the national and international rules on animal experimentation. In
particular, article 8 of the national law n° 116/1992 about protection of animals used for
experimental or scientific purposes (in application of the EU Directive n° 609/1986), establishes
that “…the National Ministry of Health authorises experiments for teaching purposes only in case
of absolute need and whenever it is not possible to utilise other demonstrative systems”. The
UNICAM, and particularly the School of Veterinary Medical Sciences (SVMS), has decided not to
authorise these kinds of experiments, opting for the use of alternative methods in teaching,
whenever possible. Therefore, experiments with animals for teaching purposes are not performed.
Only healthy animals are showed to students (except when clinical cases are available) and animals
are never handled in suffering/stressing conditions. Veterinary treatments are performed only on
sick animals, and with the only aim to cure them and improve their health. These cases are also
used for teaching purposes.
Additionally, the SVMS has a great consideration on exotic animals, poultry and rabbit pathology.
For this reason most of these animals are received as cadavers submitted for diagnostic necropsy or
histological examination. In particular the School receives samples of dead exotic animals from the
Aquarium of Genoa (the greatest Aquarium in Europe) and from two other Aquariums of Italy.
Furthermore, the School receives samples from three Italian zoological gardens and is also a
reference centre for a network of competent exotic animal practitioners. The SVMS has agreements
with some international foundations such as “The Loro Parque Foundation” (Tenerife - Canary
Islands, Spain), the “Biopark of Fuengirola” (Caceres, Spain), the “International Center for the
Safeguard of the Hummingbird” (Trieste, Italy), the “Zoo of Madrid” (Spain), and the “Zoo of
Lisbon” (Portugal). With some of these structures the School has established not only scientific but
also teaching agreements for cooperation and exchange of students for periods of practical
experience on exotic animals (thesis activities and Erasmus Placement program – see Chapter 2).
At present the clinical teaching on poultry and rabbit medicine and production has been
implemented by reaching new agreements with animal producers.
7.1.1 ANATOMY
Indicate the materials used in practical anatomical training and how these are obtained and stored.
Complete skeletons, bones, cadavers and viscera are provided to students for practical anatomical
teaching. The numbers of animals and organs used are reported in table 7.1.a. Viscera of various
domestic food-producing animals (cattle, equines, pigs, sheep, goats, etc.) are purchased from local
slaughterhouses and used either fresh or refrigerated. Organs mainly include lung, liver, heart,
spleen and kidney in almost similar percentage. Other organs (i.e. gastrointestinal tract and central
110
nervous system) are more difficult to obtain due to the actual restrictive legislation on TSE
(Transmissible Spongiform Encephalopathies) in large and small ruminants. Nevertheless, during
the anatomy course a scheduled timetable of practical activity is run in accordance with theoretical
lectures and specific organs are collected (i.e. genital tract with foetal membranes, digestive system,
etc.) depending on specific agreements with slaughterhouses. The most important slaughterhouses
that supply fresh organs (normal viscera for anatomical studies, bones, pathological viscera for
practical evaluation during anatomical pathology and food inspection), are listed in table 7.1.b. The
carcasses of large animals (calves/cows, sheep, horses, pigs, goats) derive from farms located in
central Italy. These animals are usually submitted for diagnostic necropsies to the Anatomical
pathology Unit of the SVMS. Since the cost of incinerating animal bodies is quite high, the School
covers all these expenses in exchange for the use of dead animals, following written agreements
that are sometimes beneficial for the donors (i. e. shelters). Therefore, animal bodies are specifically
collected for student practical activities thanks to the good professional relationship that the SVMS
maintains with many shelters whose clinical and pathological aspects are followed by the School
staff. Occasionally, dogs and cats are submitted for necropsies by owners and practitioners and
remain for dissection of specific anatomical systems (i.e. muscular and skeletal systems, peripheral
and central nervous systems, etc.), for displaying macroscopical features or gross anatomy.
Obviously, only the parts of animals devoid of lesion are used for anatomic dissection training.
Cadavers and organs of small animals (especially dogs and cats) are provided by the clinics or by
practitioners when the animal died naturally or was euthanized, its body is not affected by any
infectious disease and is suitable for practical training. Portions of cadavers and organs of small
animals are also provided by the necropsy activity or by the clinics. The Clinical section has two
freezers used to maintain cadavers of animals deceased during the hospitalization and not
withdrawn by owners. These cadavers are used for practical anatomical dissection, provided that
they are carcasses of naturally dead elderly animals and that they do not represent a hazard for
transmission of infectious or parasitic agents. After use, all carcasses and organs are normally
disposed of by a specialized company that every two weeks collects the waste. All waste is
destroyed according to the specific laws currently in force for each particular type of waste.
A complete collection of bone and skeletons of various domestic animal and a complete collection
of histological sections of tissues and organs of domestic animals are available for practical
anatomy teaching. The complete bone and skeleton collection is kept in the lecture hall D (Annex 7
- Plan 4.b.2) devoted to the lectures of the 1st year of the DCVM.
The practical anatomy training is carried out during the 1st year of study when students are divided
into small groups and have to prepare skeletons of different animal. The teacher shows how to
dissect cadavers and organs and then all students take turns in dissecting each one cadavers. They
also remove bones and sometimes complete the assembling of skeletons after adequate treatment.
Anatomy practical activity takes place in two teaching laboratories of morphology (namely A and
B) located at the Block 1 – San Sollecito (Annex 7, Plan 1.c), a dissection room located near the old
municipal slaughterhouse (Annex 7 - Plan 6) and a microscope room located at Block 3 – Building
C (Annex 7, Plan 4.b.2), where students carry out their activities divided into groups. The dissection
room has two tables and students work in small groups under the supervision of the teacher.
Students spend a lot of time also for individual sessions of dissection and can also bring the bones
at home for individual study, with teacher’s permission. One session in the dissection room usually
consists in dissecting a group of muscles or a specific muscle including the relative relevant vessels
and nerves. Students working in the microscope room observe slides of different organs also with
the aid of a display screen connected to the master microscope manipulated by the teacher. Besides
the study of bones and skeletons, in the lecture hall where the bone collection is located students
identify also clinical/surgical landmarks. Finally, it is important to emphasize that the SVMS has
some very expensive but extremely realistic animal models on a scale of 1:10. In particular, on two
models (pig and cow), general and topographical anatomy can easily be taught. The use of such
models helps to decrease the need of real cadavers as well as teach those students who are reluctant
111
to use cadavers.The case load for both necropsies and teaching has increased remarkably over the
last three years. Formal agreements have been established between the School and farms as well as
practitioners for increasing the number of cadavers available to students. All cadavers are collected
at School’s expenses. Furthermore, as previously reported, all the material entering the necropsy
room is discharged according to the European laws (i.e. EC Regulation 1774/02). Students at the
3th and 4th year learn also the safety procedures associated with necropsies and how to manage
biological waste.
Table 7.1.a. Material used in practical anatomical training. Organs include lungs, livers, hearts,
spleen and kidneys in almost equal percentages and other organs (nervous, digestive and
reproductive systems).
AY 2007/08 AY 2008/09 AY 2009/10 Average
Food
producing
animals
Cattle
Limbs
Limbs
Limbs
--
Small
ruminants
1
1
1
1
Pigs
Only organs Only organs Only organs
--
Equine
Horses/
donkeys
3 foals, 1
donkey (and
limbs)
2 calfs, 1
horse (and
limbs)
1 donkey, 1
horse (and
limbs)
3
Companion
animals
Dogs
6
10
8
8
Cats
2
4
6
4
Avian
15
50
50
38.3
Rodents/
lagomorphs
10
15
21
15.3
TOTAL
37
83
88
69.6
CADAVERS
The practical activity includes also the observation of many organs (from the
above mentioned domestic animals) contained in the splanchnic cavities in
ORGANS order to point out the macroscopic differences and to underline the
topography.
7.1.2 PATHOLOGY
Indicate the nature and extent of any additional sources of material for the teaching of necropsies
and pathological anatomy, including slaughterhouse material.
There are two separate rooms adjacent to the teaching slaughterhouse (Annex 7 - Plans 5.a and 5.b).
One of these is the necropsy room where necropsies are carried out on animals deceased,
euthanized or discarded by the slaughterhouse for presence of pathologies. In this new structure a
rigid separation exists between the area where no potentially infected or contaminated material is
handled (slaughterhouse and Inspection room) and the area in which potentially dangerous material
is handled.
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Table 7.1.b. Slaughterhouse facilities to which the School has access as source of material used in
practical Anatomy and Anatomical Pathology trainings.
Name
Location
Distance from
(province)
the School
CARNJ SOC COOP
Cingoli (MC)
41 Km
CARNJ SOC COOP
Castelplanio (AN)
34 Km
Soc. Coop. Agricola La Cisterna Tolentino (MC)
47 Km
CE.MA.CO.
Marchigiana Macellazione s.r.l.
Camerino (MC)
15 Km
Macerata
70 Km
S. Benedetto (AP)
Loro Piceno (MC)
127 Km
68 Km
Activity
Pigs (150/week)
Poultry (9,000/week)
Turkeys (2,400/week)
Cattle (15/ week)
Pigs (20/week)
Sheep (10/week)
Cattle (200/week)
Pigs (25/week)
Sheep (25/week)
Cattle (25/week)
Cattle (70/week)
Sheep (250/week)
The number of necropsies performed over the past three years by pathologists of the SVMS, are
showed in table 7.2. The pathology unit uses also viscera of food-producing animals for anatomical
pathology teaching and practical work. Necropsies are usually performed at the School in the
necropsy room, with the exception of some field necropsies of large animal performed at farm
level. The necropsies performed on large animals, particularly cattle and equine, are not easily
executable at the SVMS. In fact, there are two main problems that limit the number of large animal
necropsies performed in the Necropsy room; i) the costs of transport of the carcasses of large
animals to the School and, ii) the costs of carcass disposal. Then, starting from 2009, with the
purpose of increasing the number of large animals autopsies, the pathologists of the specific area
have instituted an external service for large animal necropsies within private farms of the Region
that have collaborative agreements with the SVMS. These autopsies are performed directly at the
farm mainly for didactic purposes and are cost-free for the farmer. Then, the farm provides to
dispose of the carcass. In this way, being the service totally free, the School is able to perform an
average of 8-10 large animal necropsies per year. Every necropsy is performed by the pathology
teacher assisted by 10-15 students that reach the farm by their own vehicles. The number of
autopsies on large animals performed according to this procedure "on farm" are reported in Table
7.2 and shown as (a).
Basically a multidisciplinary approach during necropsy is used involving also anatomists and
clinicians of the School. Several necropsies performed on dogs and cats are used as opportunities
for practical multidisciplinary teaching. Cadavers of dogs and cats come from private owners, from
the Small Animal Clinical Division (SACD) of the School, from private clinics and from shelters.
Cadavers of exotic animals (reptiles, wild birds, fishes, etc.) come either from private practitioners
or from natural parks.
Similarly, rodents and lagomorphs are obtained from local farms and used for teaching purposes
both in anatomy and pathology practice. As previously reported in the present Chapter, on the basis
of scientific collaborations with zoos, natural parks and aquariums, several other species of nondomestic animals are submitted for necropsies, for either research studies or didactic purposes. The
113
list of species includes reptiles (i.e. snakes, turtles, iguanas), exotic birds and some wild mammals
and marine species.
As reported above, the part of the animals (large and companion animals) devoid of lesion are also
used for training in anatomic dissection.
In addition to the diagnostic necropsies many visceral organs are collected weekly from
slaughterhouses around the Matelica area (a complete list of slaughterhouses where viscera are
collected is reported in table 7.1.b) for practical training in Food inspection. Organs are shared
between these two courses to perform gross examination. Viscera from food-producing animals
(cattle, pigs, small ruminants and equines) include heart, lungs with trachea, oesophagus, liver,
spleen, kidney. Less frequently the reproductive tract and stomach/intestines are used.
Practical training occurs at the 3rd and 4th year during the General Pathology course and the
Anatomical Pathology course, the latter one including a module of Necropsy Techniques. During
the 3rd year students are divided into small groups and perform practical training of cytology and
histopathology on cytological specimens and formalin-fixed paraffin-embedded tissues coming
from necropsies and from the histopathology diagnostic service. Histological samples collected by
pathologists are sometimes displayed for teaching purposes. Practical sessions of cytology and
histopathology are given on cytological specimens and formalin-fixed paraffin-embedded tissues
coming from necropsies and from the histopathology diagnostic service. Biopsies come from Italian
veterinary practitioners from all Regions of Italy and from the Veterinary Teaching Hospital (VTH)
of the School. Histopathology and cytology practical training occurs mainly at the 3rd year during
the General Pathology and Physiopathology course. Slides are projected with a digital
microimaging device in the microscopy room and are also are available to students for self-directed
learning and assessment. Slides prepared from most common species (dog, cat, bovine, equine)
show major general pathological processes (degeneration, necrosis, inflammation and neoplasia) in
order to provide students with a complete picture of such processes (general pathology,
histopathology and gross pathology). Cytological cases are presented and discussed with students
with particular reference to the clinical history. Cytological procedures are also performed during
necropsies, mainly on small animals, allowing students to practice sampling techniques and to
associate cytopathology with gross aspects. Histopathology and cytology practical training is
performed also during the “intensive week” (see Chapter 4), of which about 20 hours are devoted to
pathology subjects (General Pathology, Special Pathology and Necropsies).
In the Morfology Laboratory B located in Block 1 - S. Sollecito (Annex 7, Plan 1.c) there is also a
multi-ocular microscope available for students also for self-directed learning. Students can access
the microscope whenever they want (within the opening hours of the structure) and following
permission of the teacher. Generally, for a clinic case, they can observe the corresponding
cytopathological and the histopathological slides, discuss the case, perform a diagnosis and compile
a report. At the end of the session the teacher checks both reports (cytopathological and
histopathological slides and respective reports) and discusses them with students.
Specimens include major general pathological processes. The aim of practical training is mainly to
teach students how to prepare slides as well as to approach a microscopic study of a lesion. Slides
are prepared personally by students that perform all the steps of the procedure, from sample
preparation until staining, always according to safety procedures. Then students collect historical
and clinical data and take notes of macroscopic lesions in order to prepare the report with the help
of microscopic exam of slides. The teacher projects the slides in the microscopy room using a
digital microimaging device and explains and discusses the different cases with students.
Histopathological slides are also available to students into a histotheque for self-directed learning
and assessment.
Students belonging to the 4th year perform practical training during the Anatomical Pathology
course. They are divided into small groups and learn to perform a complete post mortem exam and
to describe pathological viscera using appropriate criteria in order to reach morphological
diagnosis. In addition, students perform the histopathological exam of lesions observed and
114
sampled during macroscopic study on viscera and discuss the histological diagnosis together with
the teacher using a digital microimaging device. They personally perform necropsies opening major
cavities, examining organs and then discussing macroscopic lesions with the pathologist in order to
prepare a final necropsy report.
Poultry diagnostic necropsies are also performed by students during practical training included in
the Avian Disease course during the 3rd year.
Table 7.2 Number of necropsies and organs (as kg of organs observed) over the past three years
and organs specifically obtained for student practical training.
CADAVERS
Small ruminants
Pigs
Food-producing Pigs (a)
animals
Cattle
Cattle (a)
Horses
Equines
Horses (a)
Companion
Dogs
animals
Cats
Parrots, toucans,
hummingbirds,
Exotic animals
canaries, finches,
snakes, etc.
Chickens,
Poultry
turkeys,
ducks,
geese
Rabbits
Fishes
TOTAL
SLAUGHTERHOUSE
ORGANS
DIAGNOSTIC
ACTIVITY
ORGANS OF
EXOTIC ANIMALS
AND FISHES
AY
AY
AY
Average
2007/08 2008/09 2009/10
3
3
4
1
12.33
1
2
1
1
1
1
3
7
9
1
1
2
6.00
4
4
6
30
37
35
57.66
22
24
25
10
12
13
11.66
150
165
178
164.33
10
25
15
21
21
33
15.33
26.33
240
292
329
293.66
Large animals
Cattle, pigs, small
700 kg
ruminants, horses
700kg 1,500 kg
967kg
Small animals
Dog, cat
10 kg
30 kg
100 kg
47 kg
Exotic animals
and fishes
Parrots,
hummingbirds,
canaries, pigeons,
doves, red fishes,
snakes, iguanas,
lizards, trouts
5 kg
2 kg
10 kg
6 kg
TOTAL
715 kg
732 kg 1,610 kg 1,019 kg
(a) Necropsies performed directly at farm level according to the procedure called “on farm” described in the text
115
7.1.3 PHYSIOLOGY
Practical training in Physiology is largely based on laboratory work during which students can
acquire expertise related to laboratory procedures which are relevant to clinical practice, such as
urinanalysis, haematology, serum biochemistry, hormonal assay, analysis of organic fluids
compartments (i.e. osmolarity). Students are divided into small groups and each group performs an
ELISA test to evaluate and quantify the various sexual hormones or cortisol presence in plasma.
Additionally, students are required to make some observations on animal behavior. Both large and
small animal behavior is examined and discussed with the teacher also by means of DVDs
containing videos of specific behaviors of small animals that can be described by students and then
commented.
7.1.4 PARASITOLOGY AND PARASITIC DISEASES
Macro- and microscopic identification of endo/ecto-parasites is carried out during practical works
in the microscopy room and labs during the 2st and 3rd year. Parasites belong to collections prepared
from cadavers/organs entering the School through the diagnostic service or prepared for teaching
purposes and from samples sent to the Parasitology Laboratory (Department of Experimental
Medicine and Public Health of the UNICAM located in Camerino), that has a collection covering
major parasitic groups (different specimens for macroscopic identification and for microscopic
examination). Samples come from food-producing animals, pets as well as wild animals.
During practical sessions of the 2st year (course of Parasitology), students are divided into small
groups of 5-8 persons and work in the laboratory with the teacher to practice morphological
identification.
Besides practical teaching provided during the 2 courses of Parasitology and Parasitic Diseases,
students go through practical training of parasitology also during the practical clinical activities at
the clinical laboratories in the 3rd, 4th and 5th year. Also during the Tirocinio (see Chapter 4),
students are involved in preparing stool samples for examination and making practice with parasite
identification and diagnostic techniques learned during the courses, under the supervision of
teaching staff.
7.1.5 MICROBIOLOGY AND INFECTIOUS DISEASES
Practical activity in Infectious Diseases and Microbiology is carried out as laboratory work and
field work. Under the supervision of one teacher, students of the 2nd year, divided in groups of 6,
learn how to perform all standard microbiological diagnostic techniques including serology,
bacteriology and immunology. Practical sessions take place in the premises of the Microbiology
and Infectious Disease Laboratory located in Block 3 - Building B (see Annex 7, Plan 4.a) where
students can use biological samples (swabs and blood samples) from clinical cases or bacteria
previously isolated from diseased sick animals. Visit to animal farms are carried out during the 3rd
year in order to learn and practice vaccine administration techniques, perform tuberculin skin test,
collect blood samples for ELISA and serological exams and obtain milk from animals with mastitis
for bacteria isolation.
They also practice vaccination in the practical week during the second semester of the 5th year.
Visits to farms are made within the course of Infectious Diseases and mainly aim at allowing
students to grasp important concepts such as the connection between illness and the environment,
individual vs group, and environmental prophylaxis.
116
7.1.6 ANIMAL PRODUCTION
Indicate the availability of food-producing animals for the practical teaching of students
a) on the site of the institution;
b) on other sites to which the institution has access.
Students perform Tirocinio (see Chapter 4) on farm animals during the 2nd year of the course at
which time they learn practical aspects about animal rearing and management techniques,
morphological evaluation of animals, animal feeding, product quality and animal welfare towards
private farms generally located close to the SVMS. These farms have specific agreements with the
School to allow students to perform practicl procedures. The list of farms having formal agreements
with the SVMS for practical activities in Animal Production is reported in table 7.3. The complete
list of structures (farms, producing plants, institutions, etc) is reported in Annex 4.b.
The Tirocinio in Animal Production gives students the possibility of being involved in the
production cycle adopted by farms rearing food-producing animals as sheep, cattle, pigs, poultry,
fish species as well as in horse management.
In relation with sheep production, students can choose between two farms, both specialized in milk
production: one has about 200 subjects of "Sarda" breed and the other has about 70 lactating ewes
of "Leccese" and "Appenninica" breeds. Towards these two farms, students learn how to carry out
mechanical milking (both in the early morning and in the evening, before and after attending
classes, respectively) and to manage animals in the waiting area. They also check the animals at
pasture and evaluate their Body Condition Score (BCS).
About cattle production, students have the possibility of choosing between two farms with around
300 lactating Italian Friesian cows, where they learn how to carry out mechanical milking and to
evaluate BCS.
With regard to pig farming, a farm producing heavy swine allows students to follow the rearing of
pig from the first phases to the end of weaning with periodic monitoring of body weight and growth
rate.
With regard to avian species, students can carry out their practical work at two farms involved in
different productions: one farm (Azienda Monaldi, Petritoli - Fermo) belongs to the most important
poultry egg hatcheries of central Italy producing over 18 millions of chicks/year; the other is
involved in hens farming for egg production and processing (Azienda AGRIASO, Petritoli Fermo). In the hatchery students are supposed to monitor the environmental parameters in the
different sectors of the hatchery chain, determine the hatchery rate and number of dead embryos,
evaluate quality and sex of chicks and help with vaccination procedures. In the latter farm, students
help weighing hens, monitoring temperature and relative humidity of the house, controlling
photoperiod, verifying the proper functioning of of drinking devices and evaluating litter quality.
The Tirocinio in fish production is done in one of the most important trout farm of Europe
producing rainbow trouts where students have to collaborate in the daily management of raceways,
monitoring water quality and checking feeding and health status.
With regard to horses, students carry out their training in a horse centre (Circolo “Cavallo Pazzo”)
with about 30 horses belonging to Quarter Horse and Italian Saddle breeds. In this farm, students
learn how to approach and restrain horses and are involved in daily practical activities (box
management, monitoring of environmental parameters, administration of feed ratio). They also
collaborate in the training of animals in the paddock.
117
Table 7.3. Farms with formal agreements signed with the SVMS of the UNICAM in 2009 and
2010.
Private farms
Category
Rocca Priora, Falconara (AN)
Dairy and beef cattle farm
La Nuova Baccaresca, Fossato di Vico (PG)
Dairy and beef cattle farm
Soc. Coop. Agricola La Cisterna - SAIPA (Tolentino, MC)
Pig farm(*)
Azienda Zefferinati, Camerino (MC)
Sheep farm
Azienda Giardina, Matelica (MC)
Sheep farm
Azienda AGRIASO, Petritoli (FM)
Poultry farm
Esino incubazioni, Matelica (MC)
Poultry farm
Azienda Monaldi, Petritoli (FM)
Poultry farm
Comuntà Montana Monti Azzurri, San Ginesio (MC)
Dog shelter
Circolo Ippico, Fabriano (AN)
Troticoltura Eredi Rossi di Sefro (MC)
Associazione Allevatori (APA) di Ascoli Piceno
Horse center, riding school
Fish farm
Farmer association
(*)
By comparison with table 7.1.b, it should be clear that this farm belongs to an enterprise that has also
a poultry slaughterhouse, a pig slaughterhouse and a meat cutting and processing plant
7.1.7 FOOD HYGIENE/PUBLIC HEALTH
Indicate the availability of farm animals and products of animal origin for the practical teaching of
students in veterinary public health, food hygiene, inspection and technology
During the 3rd year students attending the course of Food Hygiene and Technology are divided into
small groups (consisting in a maximum of 5 students) and perform different practical activities at
food processing plant level and in the chemistry laboratory. Each group refers to a type of food
directly chosen by students and works out a generic flow chart. Then the group visits the relevant
animal-based food establishment, compares the flow chart worked out and collects all the
information useful for setting out a draft of a prerequisite programme and a HACCP plan. These
papers are then proposed and discussed with the teacher and the students of the other groups. In the
chemistry laboratory each group experiences the equipments and the analytical procedures aiming
to evaluate some meaningful parameters influencing the shelf-life of food, such as pH, Aw,
chemical composition, etc.
During the Tirocinio carried out in the 3th year students are divided into groups of 5 students and
perform practical activities aimed to draw up a HACCP plan referred to a specific food processing
plant (FPP) among those the School has an agreement with. So each group forms a sort of HACCP
team. The choice of FPP is decided according to the students’ proposal and the activities can
involve whichever kind of food of animal origin among those produced by the establishments at
their disposal. In the AY 2009/10 students choose a salami factory (Soc. Coop. Agricola La
Cisterna - SAIPA, Tolentino, MC, listed in table 7.1.b) and carried out specific HACCP plans on
different kinds of salami (ciauscolo, lardellato, etc.). The programme of the activities includes: flow
chart processing, visit to the factory for inspection, data recording (about prerequisites, production
line and products) on specific forms provided by the teacher, data collection and processing, layout
of HACCP plan and group discussion with the teacher.
118
During the 4th year-course of Food Inspection, control and certification practical activities are also
performed in small groups and carried out on both fresh and processed products. With reference to
fresh meat inspection, students perform post-mortem inspection of viscera from cattle, small
ruminants, pigs and equines both at the School and at slaughterhouses. For these organs students
have to give their judgments on release for human consumption related to food legislation after
gross examination and discussion with the teacher. Viscera are collected from different
slaughterhouses. As previously reported, the School has an agreement with the Regional Public
Health Service and students have the possibility of carrying out their practical activities in almost
all slaughterhouses of the Marche Region. As a matter of facts, these activities are carried out in a
limited number of FPP which offer higher production standards or are closer to Matelica. The
viscera are used also for practical work in Anatomical Pathology. Approximately 40 kg of viscera
are provided weekly for teaching purposes. With reference to legislation and inspection of both
fresh fishery products and other processed products (cheese, cured meat, salami, etc.), students
attending the 4th year perform also the following practical activities: interpretation and discussion of
case studies concerning the EU and Italian food legislation (especially on food labelling);
evaluation and discussion on suitability of processed products for human consumption; evaluation
and discussion on differently stored/preserved crustaceans; evaluation and discussion on fish
freshness by comparing the data recovered during the organoleptic evaluation to laboratory
analytical data (TVBN, TMA/TMAO, peroxide number) obtained from the same specimen. Fish,
crustaceans and processed products are purchased from the market directly by the teacher and
prepared for the activities. The average amount of products used for these activities is reported in
table 7.4.
During the same year the students carry out the 100 hours of practical activities within the Tirocinio
as follows: 80 hours at a slaughterhouse for domestic ungulates to perform the control of slaughter
animal accompanying papers (identification and food-chain information), ante-mortem inspection
methodology, evaluation of animal welfare during discharge and stunning, post-mortem inspection
methodology and judgement on release for human consumption, sampling for BSE (TSE) test
(where appropriate), official sampling procedures, layout and draft of an audit plan; 10 hours at a
poultry slaughterhouse to perform the control of poultry accompanying papers, ante-mortem
inspection procedures, evaluation of animal welfare during transportation and early steps of
slaughtering, post-mortem inspection on a significant sample of animals and judgement on release
of batch for human consumption; 10 hours at a fish market to perform the identification of the most
important commercial species of fishery products (including live bivalve molluscs and related
species), organoleptic evaluation of freshness and, where appropriate, viability (for live bivalve
molluscs and related species), detection of visible parasites (where appropriate), application of
traceability principles, official sampling procedures (where appropriate). These Tirocinio activities
are carried out in part (40 hours) under the direct supervision of the respective teacher and in part
(60 hours) under the supervision of the local Official Veterinarian (Table 7.1.b).
Starting from March 2011 most of practical activities in Food Inspection will be carried out in the
Inspection roon annexed to the teaching slaughterhouse for domestic ungulates (Annex 7, Plan 5)
built by the municipality of Matelica. In the following months the slaughtering activity also should
start allowing students to follow slaughtering procedures for different animals in a recent and onpurpose built premise, that is also very close to the School. At that time, organs and animals from
the slaughterhouse (or from other slaughterhouses for domestic ungulates) and foodstuffs (i.e. from
the market) will be inspected in the inspection room that opens directly onto the slaughtering area.
119
Table 7.4. Material (in kg) used for practical activity in Food Hygiene/Public Health.
Products
AY 2007/08
AY 2008/09
AY 2009/10
Average
Visceral organs from food
producing animals
700
700
1,500
966.6
Crustaceans
8
7
9
8
Fish
3
6
4
4.3
Processed products of
different kinds
20
11
15
15.3
731
724
1,528
994.2
TOTAL
7.1.8 CONSULTATIONS AND PATIENT FLOW SERVICES
- State the number of weeks, in the course of the year, during which the clinics are open.
- State the number of consultation days each week
- State the consultations hours
The number of animals to be stated are for all disciplines combined (medicine, surgery,
reproduction, etc.). In table 7.5 only animals coming into the Faculty should be included. Animals
studied in practical teaching outside the Faculty should be entered in the section entitled
“Ambulatory Clinic” (table 7.8).
The Veterinary Teaching Hospital (VTH) is open for consultation and emergency service all the
year, seven days at week. Generally, the consultation service based on appointments is performed
from 9:30 a.m. to 12:00 p.m. and from 3:00 p.m. to 6:00 p.m. from Monday to Friday when all the
services are available for both small and large animals. From 6:30 p.m. to 9:30 a.m. and during
week-end the VTH is open for emergency and for not programmed consultations. For the
organization of emergency service during nights, weekends and national holidays see chapter
7.1.10.
The number of animals visited at the VTH of the SVMS is reported in table 7.5.a. Small animals
include dogs, cats, small lagomorphs and some exotic small animals whereas large animals include
mainly equines, bovines, small ruminants, swines and camelids. A small number of large animals
are presently housed at the VTH for teaching purposes. These animals are generally cared for and
followed by students of the 5th year in order to use them for demonstration of various non-invasive
procedures of clinical examination.
120
Table 7.5a. Number of cases received for consultation and cases of hospitalised animals (b) in the
VTH of the SVMS over the past four years divided by large and small animals and subdivided by
species (*).
Species
Dogs
Small
animals
Cats
Large
animals
AY 2007/08 AY 2008/09 AY 2009/10
1,364 (399 b) 1,564 (406 b) 1,679 (464 b)
586 (258 b)
Small
21
ruminants
Horses
158 (123 b)
Cows
9
(* )
602 (265 b)
717 (319 b)
648 (284.5 b)
25
32
26
180 (146 b)
14
194 (151 b)
19
177 (139.7 b)
14
2,138 (780 b) 2,385 (817 b) 2,641 (934 b)
TOTAL
Average
1,572 (443.2 b)
2,388 (843.7b)
The numbers reported in this table are referred to animals seen at the VTH the first time during
the year. As clients are not normally charged for rechecks or control visits, these are not
recorded as an event and therefore not counted for, even though they represent a learning
opportunity for students. (b) hospitalized animals remained at the VTH premises for an average
of 5 days.
With regard to total number of cases, it is well known that each animal can serve as more than one
case, both because more than one condition may be present and also because a patient may
constitute a case for the internal medicine rotation as well as for the surgery rotation (if the
condition becomes untreatable) or for the anesthesia and ICU rotation, the diagnostic imaging
rotation etc. We have looked at how frequently this has occurred in patients of the VTH during
2010, assessing how often the same patient appears in the budget (as a cost for the owner) through
different rotation-related services. Based on a conservative estimate of the VTH records, during the
months of March, June an October 2010 ten animals have produced approximately 15 clinical
cases. Therefore, the figures relative to the total number of cases portrayed in Table n° 7.5.a should
be multiplied by a factor of 1.5, producing a total number of cases of 3,207, 3,577.5 and 3,961.5 for
2007, 2008 and 2009, respectively, and an average value of 3,582.
Consequently, the number of food-producing animals (cows and small ruminants) that seems to be
insufficient, multiplied by the same factor 1.5, produces the total numbers of cases reported in table
7.5.b. These values have been used for calculating the ratio 11 (see paragraph 7.1.13).
Table 7.5.b. Number of cases of food-producing animals received for consultation at the VTH of
the SVMS over the past four years reported in table 7.5.a multiplied by 1.5 factor (see text).
Species
Foodproducing
animals
AY 2007/08 AY 2008/09 AY 2009/10
Average
Small ruminants
31.5
37.5
48
39
Cows
13.5
21
28.5
21
TOTAL
45
58.5
76.5
60
121
7.1.9 VEHICLES FOR ANIMAL TRANSPORT
State the number and nature of the School vehicle that can be used to bring sick animals to the
clinics
No vehicles are used to bring animals to the clinics, exept for one miniVAN used to transport sick
horses to the VTH and, if necessary, also large and small ruminants. Concerning dogs and cats,
private owners transport their own animals to the VTH. Normally, this also happens with large
animals coming from within or outside the province of Macerata or the Region of Marche.
7.1.10 EMERGENCY SERVICE
Outline what emergency service is available (full-time, 24 h service, ON-CALL or 8-22 h duty) and
discriminate for species.
As already reported in Chapter 4, students rotate through the 24-hr Emergency Service in such a
way that each night (from 9 pm to 9 am) 4 students of the 4th and/or 5th year and 2 veterinarians are
present at the VTH: 2 students and 1 veterinarian at SACD and 2 students and 1 veterinarian at
LACD. In addition, 2 on-call students (1 for SACD and 1 for LACD) are available. Furthermore, on
Saturdays, Sundays and public holidays students (2 at SACD plus 1 on-call and 2 at LACD plus 1
on-call) participate in clinical activities during the day time (from 9 am to 9 pm). This Service will
start officially on March 2011. The hours spent by each student during these duties are considered
as Additional Practical Clinical Training. This work must be included in the personal Log-book by
the responsible teacher as additional item that is certified and acquired when the appropriate
number of night and day duties has been carried out by the student (for further details see Chapter
4, paragraph 4.1.3.12). Within the Emergency Service, students are actively involved in monitoring
patients at the VTH, in performing clinical exams and any other necessary clinical procedure
necessary as well as non emergency cases, and also in assisting the veterinarian in performing
anesthesia and surgical procedures whenever necessary.
7.1.11 ON FARM TEACHING AND OUTSIDE PATIENT CARE
7.1.11.1 Ambulatory (mobile) clinic
The Ambulatory (Mobile) Clinic is defined as a unit which provides on-call outside services to
farms and other institutions and is generally operated on a commercial basis.
- State the number of hours of operation per week. Is emergency service provided 24 h/day, 365
days per year? What is the degree of student participation (include duties)?
- State the number, the type and the seating capacity of the vehicles used to transport students
working in the ambulatory (mobile) clinic.
- State the approximate number of sick animals (specify cattle, swine, equine, poultry or small
ruminants, others) seen by the ambulatory clinic per year during the past three years.
- State the average number of visits in a year made by the ambulatory clinic to farms and other
institutions.
At the SVMS there is no on-duty ambulatory (mobile) clinic. For on-farm service see chapter
7.1.11.2.
122
7.1.11.2 Other on Farm Service and outside teaching
If there is no on duty Ambulatory (Mobile) clinic, a Faculty may have defined contracts with farms
or other institutions to allow for outside teaching and patient care. Similarly, a Faculty may
provide herd-health services.
Please indicate if and to what extent this applies to your Faculty. If applicable please provide no. of
patients seen on outside teaching
In order to provide students with an increasing amount of clinical exposure in all animal species,
the SVMS has taken advantage of its good relationships with local veterinarians by establishing a
network of farms with which an agreement has been defined. Such initiative, started in 2008, has
led to the definition of a fairly high number of contracts which were initiated over the last 2 years
and have all been fully operative as of the AY 2009/10. These contracts allow the School to provide
outside teaching and patient care for students of the DCVM increasing the number of farm visits
and the sanitary interventions on production animals with increase of opportunities for students to
get exposure to practice.
Such a service has required signing of a number of agreements with cattle, pig, horse and small
ruminant farms, as well as recruiting a number of contract professors for the Tirocinio activity and
intensive weeks (see Chapter 4). These are veterinarians who operate in the farms listed in table 7.6,
and who are currently part-time staff member, and therefore accountable to the School for their
teaching activities.
For food animals, School staff regularly visits contracted farms to support health managements and
reproduction. For equines, during the breeding season some staff members provide a regular service
to owners for foaling or neonatology problems. Groups of 3-4 students always go along with staff
members on field trips to food animal farms as well as to equine farms and stud centers. These
outside visits are performed with School vehicles or sometimes even private (teacher’s) vehicles,
carrying material for standard specific procedures and sampling. When surgery or diagnostic
imaging aids are necessary, animals are transported to the VTH.
Table 7.6 portrays the total number of agreements or contracts the SVMS has currently signed with
veterinarians, farmers and farmer’s associations.
Activity on field trips is directed to investigate disease occurrence in several animals within a farm
(cattle, pig, ovine, horse). Students perform these extra-mural clinical activities during the 4th and
5th year of the curriculum. They have to visit different farms (food producing animal and horse
farms) in order to have practical clinical training on field under the supervision of a local
veterinarian practitioner. All students are involved in handling animal and performing clinical
examinations.
The farms (food animals or horses) having formal agreements with the SVMS are reported in table
7.6. The number of patients seen during on farm services and outside teaching is reported in table
7.8.
7.1.12 OTHER INFORMATION
Indicate any notable additional outside sources of material for clinical training purposes, such as
animal charities, animals awaiting slaughter, etc. Indicate how the level of clinical service that is
offered by the Faculty (in small companion animals, equines and production animals) compares
with outside practices in terms of facilities, hours of service, equipment, expertise, responsiveness,
etc.
123
For general practice on small animals, the School has an agreement with the public (state-funded)
dog shelter of the city of San Ginesio (MC), belonging to the Local Land Caretaker Association
(Comunità Montana) “Monti Azzurri”.
Animals housed in the dog shelters are examined at the School’s premises, checked for major
infectious diseases and neutered. Dogs that need special care and more specialised diagnostic
approaches (X-ray, ultrasound, etc.) and therapy (surgical or medical) are also referred by the
shelter located in Tolentino (MC). Deceased dogs are necropsied in the pathology unit of the
School.
Table 7.6. Total numbers of visits to farms performed in 2010 under the supervision of School staff
thanks to specific commercial-type agreements between the SVSM and veterinarians, farmer’s
associations or single farmers. The table shows also for each agreement the type of animal bred, the
frequency of visits and the average number of animals checked by teaching staff and students
during each visit. The last row refers to the average number of animals visited per farm per week
and per student. The numbers of animals examined weekly have been doubled or halved for farms
visited every 15 days or twice a week, respectively.
Farm name
Angelini Massimiliano
Location
Animal
species
Number
of
animals
Frequency
of visits
N° of animals
examined
Per
Weekly
student
Ascoli Piceno
Rabbits
1,000
Every 15 days
468
50
Appignano del Tronto(AP)
Rabbits
1,000
Every 15 days
468
50
Cosci Marcello
Pollenza (MC)
Rabbits
700
Every 15 days
328
50
Sanbuco Federico
Soc coop Agricola la
Cisterna
Colvenale (MC)
1,000
Every 15 days
468
50
600
Weekly
600
20
Azienda Giardina
Matelica (MC)
1,000
Weekly
1,000
40
Nuova Baccaresca
Fossato di Vico (PG)
Rabbits
Pigs,
Poultry
Sheep,
Poultry,
Cows
Dairy cows
950
Twice a week
1,900
50
Pecci Annamaria
Nocera Umbra
Meat cattle
50
Weekly
50
10
Gualdo Tadino (PG)
Donkeys
American Paint
horses
Swines
10
Weekly
10
4
10
Weekly
10
4
50
Weekly
50
8
Meat cattle
20
Weekly
20
5
Meat cattle
50
Weekly
50
10
Vallorani Remo
Porta San Benedetto
Azienda i Trocchi
Allevamento brado Suini
Allevamento Fortunato Sepi
Olivieri Cantero
Cagnucci Piergiorgio
Pontani Romolo
Circolo Ippico Cavallo
Pazzo
Cecchi Ludovico
Secchi Adolfo e Luciano
Cerecioli Pierluigi
Agriturismo La Finestrella
di Cucculelli M. e c s.s.
Antonelli Mario
Az. Agr. Vitalini Sacconi
Giuseppe di Peyron B.
Bacelli Dino
Bacelli Maria Teresa
Cacciamani Tito
Tolentino (MC)
Valfabbrica (PG)
Nocera Umbra (PG)
Visso (MC)
Castelsantangelo sul Nera
(MC)
Serravalle del Chienti (MC)
Dairy cows
60
Weekly
60
30
Montecavallo (MC)
Sheep
180
Weekly
180
40
Fabriano (AN)
Horses
50
Daily
350
30
Montecavallo (MC)
Sheep
380
Weekly
380
50
Muccia (MC)
Sheep
750
Weekly
750
100
Camerino (MC)
Swines
40
Weekly
40
10
Camerino (MC)
Cattle
40
Weekly
40
10
Matelica (MC)
Cattle
3
Weekly
3
3
Camerino (MC)
Cattle
85
Weekly
85
20
Apiro (MC)
Cattle
3
Weekly
3
3
Apiro (MC)
Cattle
23
Weekly
23
15
Muccia (MC)
Cattle
35
Weekly
35
28
124
Cappelli Anna
Poggio S. Vicino (MC)
Cattle
4
Weekly
4
2
Cartechini Sandro
Belforte del Chienti (MC)
Cattle
28
Weekly
28
20
Ceresani Gianluca
Tolentino (MC)
Cattle
55
Weekly
55
45
Apiro(MC)
Cattle
14
Weekly
14
11
Matelica (MC)
Cattle
40
Weekly
40
40
Castelraimondo (MC)
Cattle
100
Weekly
100
87
Camerino (MC)
Cattle
18
Weekly
18
10
Matelica (MC)
Cattle
85
Weekly
85
80
Matelica (MC)
Cattle
58
Weekly
58
42
S. Severino (MC)
Cattle
14
Weekly
14
Falconetti Antonio
Ussita (MC)
Cattle
9
Weekly
9
10
7
Fattori Nando
Cingoli (MC)
Cattle
60
Weekly
60
Chiodi Pacifico
Cingolani Franco
Conforti Giuliano e Luciano
s.s.
Coop. Agricola Zootecnica
S. Barbara
Copponi Giancarlo e Spuri
Maria s.s.
Copponi Lorenzo
Falcioni Mario
Filipponi Quinto
49
Apiro (MC)
Cattle
4
Weekly
4
2
S. Severino (MC)
Cattle
15
Weekly
15
11
Fratoni Luca
Cingoli (MC)
Cattle
6
Weekly
6
3
Gambini Luigi
Cingoli (MC)
Cattle
9
Weekly
9
5
S. Severino (MC)
Cattle
30
Weekly
30
28
Pievebovigliana (MC)
Cattle
32
Weekly
32
32
Pievetorina (MC)
Cattle
85
Weekly
85
78
Fiorini Franco
Gatti Paolo
Liberti Giannicola e Angeli
Paolo s.s.
Lucarini Augusto e c. s.s.
Mancini Luigi
Marani Tonino e Guglielmo
e Lisetta s.s.
Nuccelli Gilberto
Apiro (MC)
Cattle
38
Weekly
38
27
Matelica (MC)
Cattle
49
Weekly
49
38
Cingoli (MC)
Cattle
155
Weekly
155
150
Orlandi Francesco
Tolentino (MC)
Cattle
40
Weekly
40
33
Paglioni Fernando
Apiro (MC)
Cattle
11
Weekly
11
9
Riccioni Stefano
Ussita (MC)
Cattle
35
Weekly
35
25
Rivelli Mario
Pievetorina
Cattle
120
Weekly
120
113
Poggio S. Vicino (MC)
Cattle
26
Weekly
26
22
Scardala Maria
Pievetorina (MC)
Cattle
100
Weekly
100
95
Sigismondi Benvenuto
S. Severino (MC)
Cattle
2
Weekly
2
2
Poggio s. Vicino (MC)
Cattle
4
Weekly
4
4
Tantucci Pacifico
Cingoli (MC)
Cattle
13
Weekly
13
7
Zamponi Rosilio
Apiro (MC)
Cattle
10
Weekly
10
10
151.05
31.36
Sargenti Vincenzo
Tagliaventi Gabriella
AVERAGE OF ANIMALS EXAMINED PER FARM
The variety of services and high quality equipment, considered as a whole, is well above the
average standard for Italian Veterinary Hospitals.
The Companion animal consultation service has modern equipment and provides a broad spectrum
of services including:
a. small animal internal medicine: cardiology, nephrology, dermatology, ophthalmology, oncology,
gastroenterology, pneumology, neurology, otorinolaringoyatrics, behavioural consultation;
b. small animal surgery: soft tissue surgery, orthopaedics, anaesthesia;
c. small animal theriogenology: obstetrics, gynaecology, andrology, neonatology, assisted
reproduction;
d. clinical support services: diagnostic imaging (digital radiology, CAT examination, MR
examination, endoscopy, ultrasonography) (see table 7.9), laboratory diagnostics (haematology
125
and serology, microbiology, parasitology, endocrinology, immunology, seminology and gamete
evaluation, clinical pathology, including citology, histology and immunohistochemistry).
The Large Animal Clinical Division LACD has modern equipment and provides a broad spectrum
of services such as internal medicine (including equine sport medicine), surgery, obstetrics and
gynaecology, andrology and assisted reproduction.
Table 7.7. List of contract professors hired by the SVMS (see also Chapter 10) and animal species
visited under the supervision of these contracted teachers exclusively during the Tirocinio and
“intensive week” activity (see also Chapter 4) (*).
Contract Professor
Bianchini Sandro
Castellucci Barbara
Corradini Corrado
Domesi Anastasia
Galli Renzo
Giustozzi Corrado
Pacifici Luciana
Rodriguez Nicolas
Soverchia Maurizio
Viola Giulio
TOTAL Contracts
Species
Bovine
Swine, Small Ruminants
Bovine
Small Ruminants
Poultry
Poultry and Rabbits
Small Ruminants
Poultry
Poultry and Rabbits
Swine
10
(*) One of the contract teachers listed on table 4.6 of Chapter 4 (Dr. Guido Castellano) carries
out also on-farm activity on horses for students during the Tirocinio and “intensive week”
spent at the LACD (see Chapter 4, table 4.7 in particular) but is not listed in the present table,
because he also teached the module of Orthopedics within the PIC “Pathology and clinic of
horse” as contract professor in the AY 2009/10 (see Chapter 4, table 4.0.j in particular).
Table 7.8. Number of patients seen on outside teaching and average in the past three years.
Number of patients
Species
AY
2007/08
AY
2008/09
AY
2009/10
Cattle
Small ruminants
Pigs
Courtyard animals
Poultry
Rabbits
No. of flocks Poultry
No. of productions units Rabbits
62
98
120
143
32
2
4
232
222
185
105
47
2
4
689
970
227
165
51
5
4
Equine
112
142
151
Food-producing animals
Average
311.7
181
7
135
126
Table 7.9. Number of examinations carried out at the diagnostic imaging service of the SVMS in
the AY 2009/10.
Number of patients in the AY 2009/10
Species
Companion
animals
Dogs/Cats
Equines
Horses
DR
Total
CT MR
US
END
Approx.
1,500
65
108
320
35
2,028
Approx. 90
--
--
90
22
202
Legend: DR = Digital Radiology; CAT = Computerized axial thomography; MR = Magnetic
Resonance; US = Ultrasonography; END = endoscopy.
Proportion of cases that are primary (i.e. first opinion), and referrals
As a whole, the total percentage of referral cases is about 80% for small animals, 100% for equines,
90% for ruminants and pigs. The policy of the establishment is to reach a balance between the
referral cases in order to assure that teaching of most common clinical cases is done without
interfering with private practitioners.
7.1.13 RATIOS
See the section “Main indicators” in Annex Ia for the figures needed for calculating ratios. Give
the figures for numerators and denominators. The ratios should then be expressed by taking the
numerator as 1.
The numbers of animals available for clinical practical activity and teaching are reported in table
7.12. The respective ratios from R11 to R17 are reported in table 7.13.
Table 7.12. Synthesis of data necessary to calculate the ratios from R11 to R17. Data are calculated
as average of the last three years.
Figure
A
B
C
C1
D
E
F
G
H
(*)
Typology of data
No. of students graduating annually
No. of food producing animals seen at the SVMS
No. of individual food-producing animal consultations outside the School
No. of individual equine consultations outside the School
No. of herd health visits
No. of equine cases
No. of poultry/rabbit cases
No. of companion animals seen at School
No. of poultry (flocks) / rabbits (production units) seen
Value
39.8
60(*)
311.7
135
55
451.7(**)
181
2,947.7(***)
7
Number resulting from table 7.5.b
Resulting from the average number of equine cases seen by students at the SVMS (table 7.5.a) and equines seen in
outside teaching in the past three year (see table 7.8)
(***)
Resulting from the average number of cases seen by students at the SVMS (table 7.5.a)
(**)
127
Table 7.13: Animals available for clinical training (in the clinics of the Faculty or seen through the
Ambulatory clinic) as ratio to the number of students in last full year of clinical training.
N° of students graduating annually (A)
R11:
________________________________________________________________
39.8
___________
=
N° of food producing animals seen at the School (B)
1
= 0.663 =
60
_______
= 1.508
0.663
Established range of denominator 2.47-1.73
R12:
_____________________________________________________
39.8
=
N° of individual food animals – consultation
outside the School (C)
_______________
1
= 0.128 =
311.7
________
= 7.81
0.128
R13:
_____________________________________________________
39.8
=
N° of herd health visit (D)
_______________
1
= 0.723
=
55
________
= 1.383
0.723
R14:
_____________________________________________________
39.8
=
N° of equine cases (E)
_______________
1
= 0.088
=
451.7
________
= 11.23
0.088
R15:
_____________________________________________________
39.8
=
N° of poultry/rabbit cases (F)
_______________
1
= 0.219 =
181
________
= 4.566
0.222
R16:
_____________________________________________________
39.8
=
N° of companion animals seen at School (D)
_______________
1
= 0.013 =
2,947.7
________
= 76.923
0.013
R17:
_____________________________________________________
N° of poultry (flocks) and
rabbit (production units) seen (H)
39.8
=
_______________
1
= 5.685
7
=
________
= 0. 175
5.685
128
The numbers of necropsies/cadavers available for clinical practical activities are reported in table
7.2. In this table and in table 7.4 quantities of organs are also included. Data necessary to calculate
ratios are reported in table 7.14 as sums of necropsies (table 7.2) and cadavers/organs (tables 7.2
and 7.4) for each group of species, considering the averages of last three years. Cadavers and
organs used in anatomical practical training are not included in table 7.14, since only those for
pathology and food hygiene have been considered. The respective ratios R18, R19 and R20 are
reported in Table 7.15.
Table 7.14. Synthesis of data necessary to calculate the ratios from R18 to R20
Figure
A
I
J
K
Typology of data
No. of students graduating annually (in the last five years)
No. of necropsies of food producing animals + equines
No. of necropsies of poultry/rabbits
No. of necropsies of companion animals (*)
Value
39.8
18.33
179.63
69.32
(*) This number is comprehensive of conventional companion animals (dogs and cats), and exotic companion animals
(cage birds, reptiles, and fishes).
Table 7.15. Animals available for necropsy.
R18:
________________________________________________________________
39.8
=
___________
N° of necropsied of food producing animals
+ equines (I)
1
= 2.171 =
18.33
_______
= 0.460
2.171
R19:
_____________________________________________________
39.8
=
N° of necropsies of poultry/rabbits (J)
_______________
1
= 0.221 =
179.63
________
= 4.524
0.221
R20:
_____________________________________________________
N° of necropsies of companion animals (K)
39.8
=
_______________
1
= 0.574
69.32
=
________
= 1.742
0.574
129
7.2 COMMENTS
Feel free to comment on all data provided in this chapter.
Comment on major developments in the clinical services, now and in the near future.
Comment on local conditions or circumstances that might influence the ratios in tables 7.13 and
7.15.
The SVMS is currently involved in the development of a Ethics Committee of the UNICAM for the
safeguard of animal welfare addressed to promote the culture about animal ethics among School
staff and students. As the 1st March 2011 the new SACD and LACD will be active and will erogate
a 24-hr emergency service. It is likely that, in the near future, such a service will cause an increase
of number of clinical cases received during the day as well as those which are hospitalized and
treated as an emergency. In addition, the increase in number of exam rooms and surgical theatres
will allow a higher number of students to be able to attend consultations simultaneously, thus
improving the quality of teaching as well as the management of clinical cases.
However, currently, the institution of on-farm services and outside teaching, thanks to the contracts
signed with practitioners, has already noticeably improved the number of visited animals and has
brought the values of related ratios (from 11 to 20) in line with EAEVE requirements. Furthermore,
the activation of on farm activities has improved the relationship of the SVMS with the regional
territory and with the zootechnical reality of the Region.
It is interesting to see how the SVMS has also increased the number of clinical cases and
production animals visited, although the Italian zootechnic patrimony is dramatically reduced in the
last decades, particularly in Marche.
The value of ratio 19 seems to be particularly high, but data concerning poultry and rabbits are in
accordance with the zootechnical assets of the Marche Region described in the Introduction.
Actually, poultry and rabbit industry holds an important economic and social role and the number
of these animals received as cadavers submitted for diagnostic necropsy or histological examination
is quite high.
7.3 SUGGESTIONS
If the denominators in tables 7.13 and 7.15 for your Faculty are not meeting the range as indicated
in Appendix I, Supplement A, what can be done to improve this ratio?
For basic subjects, the plastination of viscera or other anatomical parts needs to be developed in
order to obtain durable specimens for anatomy teaching and to avoid the toxic effects of
formaldehyde used in preservation of organs.
Under control of the University’s Animal Care Ethics Committee, some aspects of practical
teaching, especially related to the teaching of non-invasive practices propaedeutic to clinics during
the course of Physiology, should be implemented. Organs of slaughtered animals (for example
livers) can be used in practical teaching of biochemistry or pharmacology.
Although clinical teaching on farm animal is now at a satisfactory level, more on farm activities are
needed, especially for pig medicine.
On-farm activities and outside teaching in clinics started from January 2010 and should be
increased as much as possible, by signing agreements with both farmers and practitioners. Clinical
teaching on poultry and rabbit medicine and production should be implemented, by reaching new
agreements with animal producers. In the near future it will be possible to increase also the number
of pigs and sheep available for student practice (especially in clinics and necropsies) because new
agreements with two animal farms specialized in this field are under discussion.
130
Chapter 8 – Library and Learning Resources
Chapter 8
LIBRARY AND LEARNING RESOURCES
The School of Veterinary Medical Science - Faculty of Veterinary Medicine (SVMS) of the
University of Camerino (UNICAM) has a Main Library, located in Block 3 - Building C of the
SVMS (see Annex 7, Plan 4.b.1, and figure E, Introduction). For the last 13 years the Library has
been in Block 3 - Building D (the actual lecture hall H - see Annex 7, Plan 4.c) and at the end of
2010 was moved in Building C of the same block in order to give more space and facilities to
students for resource consultation and self study. According to the article 32 of the University
Statute (UNS) it is part of the Library and Museum System which includes the University Library
System (ULS) and the Museums (Natural Science Museum, City Museum, Memory Museum). This
system is devoted to satisfy research and educational needs and is included in local, national and
international information systems. The ULS’s main task is to ensure direct access to the
bibliographic resources for students, teachers, researchers and, depending on specific regulations,
public users. Thus, the SVMS library belongs to the ULS and besides specific textbooks and
periodicals specifically belonging to the School library (as further on described), it shares almost all
its electronic resources with all the other libraries of the UNICAM.
8.1.1 LIBRARY AND OTHER INFORMATION TECHNOLOGY SERVICES
Give a general description of the library/libraries of the Faculty/university that are available to
students. Indicate how the library/libraries are managed (e.g. library committee)
8.1.1.1 LIBRARY
As shown in Annex 7 (Plan 4.b.1), the SVMS Main Library is located in the Block 3 - Building C
and consists of three areas: one administration area for the head of the library; one
archive/consultation area where electronic resources can be consulted online using 6 computers
located in such area for this purpose and hard copies of library’s heritage are kept and can be
consulted by about 60 students at one time; one study/reading area with 12 positions, close but
separated from the archive area where students can also read, study and rehearse themselves. When
lectures are not held (especially in the afternoon and/or during non-teaching periods), students are
allowed to use even some lecture halls located in building D (lecture halls E, F, G and H) upon
request to the caretaker. In building D there is also a computer room with 20 PCs where students
can have free access to the University electronic resources. Electronic resources can be accessed by
students also from a computer room with 6 PCs located in Block 1 – S. Sollecito (Annex 7, Plan
1.a) and from the Lecture hall S equipped with 9 videoterminals located in Block 1 – New Division
(Annex 7, Plan 2.a), that is a teaching room, but can be accessed by student when not in use for
teaching. As it will be further on described in detail, it must be said that all premises belonging to
the SVMS, including the VTH, are covered by a wireless access service (WiFi).
The Library has been estabilished as support for educational and research purposes to meet the
School’s objectives (described in Chapter 1), consisting in supplying methodological, cultural,
scientific and technical bases for professional practice and development, and satisfy the institutional
users, represented by all staff levels, undergraduate and postgraduate students both of the SVMS
131
and other Schools of the UNICAM. It can also be used by external users (practitioners, others)
according to specific procedures, that will be further on described. Actually, in the AY 2009/10 it
served an academic population of approximately 500 students (of the degree courses of Veterinary
Medicine and Safety of Animal Productions as well as of postgraduate courses) plus teaching,
research and support staff, and outside users.
The Veterinary Library belongs to the Italian Library Association and as such provides several
collective services as member of the National Library System (NLS), the National Collective
Magazine Archive, the Economic and Social Science Periodicals (ESSPER), and the Network Inter
Library Document Exchange (NILDE). The UNICAM is also member of the Inter-university
Coordination of Databases and Online Publishing (ICDOP), whose task is the acquisition and
sharing of electronic bibliographic and documental resources. In Italy there is an Inter-University
Consortium for the Application of Super-Computing for Universities and Research which 27 Italian
universities take part to, including the UNICAM. The library and University’s resources are
catalogued in the Catalogue of the Central Institute for the Single Catalogue of Italian Libraries and
Bibliographic Information.
The entire University’s library resources are catalogued and entered on-line using the integrated
software ALEPH. All these resources are available in the Open-Access Catalogue (OPAC
http://opac.unicam.it/ALEPH.), as well as through the webpage of the University
(http://www.unicam.it),
of
the
University
Library
System
(ULS)
(http://biblioteche.unicam.it/index.php)
and
of
the
School’s
library
(http://biblioteche.unicam.it//index.php then click “Biblioteche Veterinaria”). All libraries of the
UNICAM are organized in the ULS which has a Director assisted by other personnel and by one
responsible for each of the libraries located in the different Schools. The ULS Director is
responsible for the inventory of resources and purchasing monographs, magazines, journals and
electronic periodicals. The School library is not financially autonomous, and the funding is decided
on an annual basis by the Board of Administration. The University provides funds for the technical
needs (i.e. updating, management software, contracts with publishers, subscriptions, etc.) but all
purchases are charged to the School. Only few expenses for purchasing resources (books,
magazines, specific softwares, etc.) can be met by the ULS according to the different School’s
needs. At the School level, the library’s activities are managed by a responsible (librarian), who
works full-time (1 FTE). In the Academic Year (AY) 2009/10 the librarian is assisted by 1 parttime student who takes care especially of the loan service and works 100 hours per year (0,1 FTE),
covering those afternoon hours which are not covered by the responsible during non-teaching
periods (generally February, June, July and September – the Library is closed during the month of
August). In the AY 2010/11 the central administration of the UNICAM assigned 2 part-time
students to the Library, with the same tasks. It must be pointed out that the data about staff reported
in the present Chapter includes only 1 part-time student because is referred to the AY 2009/10.
With regard to the management of the library at SVMS level, the responsible is supported by a
School Library Board (consisting of one full professor and one assistant professor) for discussing
and outlining the School’s needs and requests.
The ULS manages staffing and support activities. The latter include: training courses organized
within and outside the University especially for the staff; stages for undergraduate and graduating
students; conventions and agreements with different institutions (NLS, University of Macerata),
especially with local libraries (Library of the town of Camerino, Library of the town of Matelica,
Library of Ascoli Piceno); collaboration projects (NLS, ESSPER, NILDE, ICDOP, Infoleges.it).
All these data are available at the website http://biblioteche.unicam.it//index.php.
Students may have free access to the study/reading rooms, including the archive room, where the
textbooks and some hard copy journals are kept locked in specific cabinets. The procedures for loan
and consultation of electronic resources are described further on (see the “Services” section).
132
For each major library of the Faculty, please provide the following information, either in narrative
or tabular form.
8.1.1.1.1 Main Library
The relevant data concerning the SVMS Main Library are reported in table 8.1.
Table 8.1. Relevant data of the Library (updated to February 2010)
Main library
- Is this specific to the veterinary training estabilishment?
- Is this common to two or more estabilishments?
- Full time equivalents of part time employees
- Number of full time employees
- Number of journals received each year as hard copies
- Number of full access electronic journals
- Availabilities for online literature search
- Availabilities of textbooks
- Number of student reading places
Library opening hours
Weekdays
Yes
No
0.1
1
19
5409(*)
Yes
1340(**)
72 (60 + 12)(***)
Weekends
During term-time
8:00 – 14:00
14:30 – 17:30(****)
Closed
During vacations
8:00 – 14:00
14:30 – 17:30(****)
(closed in August)(*****)
Closed
How the facilities are used by students?
Free access
(*)
This number includes all the electronic periodicals subscribed by the University and available on line in the Virtual
Journal Library.
(**)
Some specialized books may be kept for short times by teachers in their office, according to their teaching subjects
and research fields; about 220 uncatalogued items (congress proceedings, various donations, other) must be added
to this number.
(***)
This number includes the student reading places located in the library only: 60 in the consulting room and 12 in the
study room.
(****)
The opening time is referred to the loan service. The study/reading rooms and the computer room are available
from 8:00 to 19:00 every day, except when the School is closed (weekends, mid-August, Christmas and Easter
holidays).
(*****)
When the library is closed (in August, but also during Christmas and Easter holidays) students have the
possibility of making an agreement with the library staff for planning a loan covering these periods.
8.1.1.1.1.1 Library’s heritage
8.1.1.1.1.1.1 Books
Most books suggested by teachers as reference text for their specific courses are present at the
library. There are Italian and foreign monographs, that can be looked up through both paper and
electronic catalogue. The paper catalogue includes only textbooks kept at the SVMS library and is
deposited at the office of the Head of the Library. The electronic catalogue includes all books kept
133
in UNICAM libraries and can be looked up by logging in onto the OPAC website at the address
(http://opac.unicam.it/ALEPH). Most books are kept at the library, but some monographs
concerning particular aspects of specific areas, especially related with researches carried out at the
SVMS, may be kept by teachers at their own offices and be available for student loan.
Students have access also to the books kept at other libraries of UNICAM both by direct query to
the respective library or by query to the Head of the SVMS Library. The latter procedure requires
the student to fill out a form submitted by the SVMS Library Head to the external library which
then sends the book through internal mail.
8.1.1.1.1.1.2 Periodicals (journals and magazines)
The Library has few journals in hard copy and also few electronic journals on its own (table 8.1).
Few journals in hard copy are kept also at the Block 1 - S. Sollecito in some locked cabinets located
in the teacher’s room, that can be a study/consulting room when necessary (when not engaged and
under teacher’s permission). These journals are always available for the students under the
responsibility of the relevant teacher. Besides the small number of periodicals directly kept at the
School, there are about 5400 subscriptions to journals which are available on line as full text (data
updated to February 2011). These jurnals cover many different areas and also specific veterinary
topics (veterinary science and medicine) and related fields (chemistry, biochemistry, genetics,
molecular biology, microbiology, immunology, environmental science, general science, life
science, medicine, agricultural and biological science, pharmacology, toxicology, pharmaceutical
science, neuroscience, etc.), as it can be observed at the website http://periodici.caspur.it (then
clicking on the link “category”). All these subscribed full text on line journals are published by
many important publishers, such as American Chemical Society, Blackwell Publishing, Cell Press,
Elsevier Science, Institute of Physics-IOPP, Kluwer Academic Publisher, Kluwer Law
International, Medknow Publications Pvt. Ltd., Springer, Università del Salento-Coordinamento
SIBA. The procedure for loaning journals in hard copy is described in the “Services” section.
Both paper and electronic catalogues are available for the journals. For the journals kept at the
SVMS Library there is a paper catalogue at the Head’s office. As for the monographs, the electronic
catalogue can be looked up at the OPAC website.
8.1.1.1.1.1.3 Degree theses
The SVMS library catalogues and keeps all the graduation theses both as hard and as electronic
(from 2000) copies. The library keeps a total number of 489 theses discussed from 1995/96 to
2008/09 (2009/10 is still in progress as the graduation period is from July 2010 to March 2011).
These theses are 240 as hard copy and 249 as electronic copy. They are catalogued both in paper
(kept at the office of the Head of the Library) and in electronic form, as reported in the OPAC.
Degree theses are available for students, who can consult them but without copying anything, with
the exception of the bibliographic pages. The consultation of theses is possible upon agreement
with the Library’s Head.
8.1.1.1.1.1.4 Softwares and data banks
Electronic resources of the UNICAM include also some data banks that can be easily accessed
(http://biblioteche.unicam.it). Most of these data banks are related to non scientific disciplines, but
there is a fair amount of them which is of interest for Veterinary Medical Sciences such as Pubmed,
Scopus, Journal of Citation Report, Web of Science (WOS), SciFinder Scholar, etc. Some of data
banks in the field of Law are also of veterinary interest, such as the “Codice delle Sostanze
Alimentari” (Code of Foodstuffs), a periodically subscribed data bank specific for food legislation
that can be looked up on line through the law School. Such data bank has been purchased by the
food inspection area of the SVMS and is available as CD-rom at the teacher’s office and can be
consulted also by students upon request.
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Other websites of related to Law (http://dejure.giuffre.it/psixsite/PaginePubbliche/default.aspx;
http://dbase.ipzs.it/indispol/homeipzs.htm; www.normattiva.it) can be also entered with or without
password for consultation of Official Journals and/or jurisprudence. Some teachers have their own
softwares that can be used for teaching purposes and are available also for students as learning
resources.
8.1.1.1.1.1.5 Support didactic material
The support didactic material includes all kinds of material let at full students’ disposal by the
teachers for helping students in self-study, self-assessment and exam preparation. This material is
not kept under the librarian’s responsibility. It is available for students at the School’s website
(www.unicam.it/veterinaria/materialedidattico.asp) and can be freely downloaded by using a
username/password procedure. It can be uploaded on the School’s website exclusively by the
Teaching Manager to whom such material must be addressed.
The support material includes also a large number of videos (in VHS, DVD or CD format) kept by
teachers (each for their own area of competence or interest), who use them for teaching purposes
but allow also students to make use upon agreement under their own supervision.
The support didactic material includes also a collection of histopathological slides kept by the
respective teacher and can be freely used by students for self-learning purposes using the three
microscopes at students’ disposal (when not in use for teaching activities) located in the
Morphology Laboratory B (see Chapter 8, paragraph 8.1.1.1.1.2.7). Also the bone and skeleton
collection kept in the lecture hall D located in the basement of Block 3 - Building C (Annex 7, Plan
1.c) and described in Chapter 7 can be considered as support didactic material at students’ disposal
(when not in use for teaching activities) for self-study/assessment activities, following permission
of the teacher.
Students have also the possibility of freely consulting case records of VTH patients including
diagnostic images and reports from anatomopathological and microbiological units. Case records
can be accessed from all computers located in the VTH, according to the privacy regulations (see
Chapter 4).
8.1.1.1.1.2 Services
8.1.1.1.1.2.1 On-site loan (short-term loan)
This service allows students to have the material on loan for a time limited to one day following the
record of borrower’s identification data. The material can be looked up only in the Library’s rooms.
The student has to fill up a request form and leave an identification document in order for the loan
to be allowed. The material is identified manually or using a barcode reader. The SVMS Library
satisfied about 500 of these loans during 2009 and about 200 in 2010. From the reported number of
satisfied queries the number of very short-term loans (few minutes for quick consultation or copies)
are excluded.
8.1.1.1.1.2.2 At-home loan (mid or long-term loan)
This service allows students to have monographs or hard copy journals on loan for a maximum time
depending on the kind of material. Generally, reference textbooks are lent for a weekend, renewable
according to the Library’s needs and the season (term-periods, vacations, etc.). For other books the
maximum time is 30 days renewable. As reported in table 8.1, long-term loans can be provided also
during summer (August), Christmas (about 10 days) and Easter (about 4 days) holidays, but the
interested student has to agree the details with the Head of Library. The SVMS Library satisfied
about 200 of these loans during 2009 and 305 in 2010.
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8.1.1.1.1.2.3 Inter-library loan
This service includes the exchange of books among different libraries, but is limited to the
resources present in the libraries of the UNICAM. As previously described, the Library is involved
in conventions and agreements with different institutions, especially municipal libraries with whom
book exchanges can take place. Students can take this opportunity directly asking the library that
keeps the requested item or through the SVMS Library’s Head, by filling up a form which is
addressed to the other library. The item is requested and then the loan follows the usual procedure
for the student (generally short-term or mid-term loan depending on the agreement between the
libraries).
8.1.1.1.1.2.4 Document delivery
This service allows scientific publications to be supplied from other libraries (both within and
outside UNICAM) with/out previous agreement. Students may be charged delivery costs depending
on the agreementbetween the two libraries. During 2010 this service satisfied 67 internal requests
by graduating students and/or teachers, 36 requests by other libraries involved in the NILDE circuit
(see Chapter 8, paragraph 8.1.1.1) and 47 requests as external delivery service.
8.1.1.1.1.2.5 Bibliographic research
The bibliographic research can be carried out by each student on his/her own using the computer
posts at their disposal: 20 in the computer room at Block 3 – Building D, 6 in the consultation room
of the Library, 6 in the computer room at Block 1 – S. Sollecito and 9 in Lecture hall S at Block 1 –
New Division (when not used for lessons). The WiFi connection is available in all premises of the
School, including the VTH. The Library’s Head or library personnel are available for students
needing help or explanations about procedures, regulations, available resources, data searching
methodologies, etc. This service is used for research, thesis-processing, educational and teaching
purposes and can be carried out using specific keys (keywords, single article data, journal name,
area of interest, publisher’s name, authors, title, etc.). Students (and staff) can access this service
also from their home computer using a username/password procedure upon registration at the
website http://periodici.caspur.it/register.php. Such a service can be also entered by the institutional
users from their own mobile telephone, following a specific procedure described at the same
website as for registration (m-periodici.caspur.it/auth/login.php).
8.1.1.1.1.2.6 Supply of support didactic material
As previously described, the support didactic material is not under the librarian’s responsibility but
is uploaded on the web under the coordination of the Teaching Manager of the School. It can be
downloaded by students using their own username and password from the website of the School
(www.unicam.it/veterinaria/materialedidattico.asp).
8.1.1.1.1.2.7 Microscopes for self learning
At the Block 1 - S. Sollecito there are three microscopes, two single-post and a multi-post
microscope, located in the Morphology Laboratory B (Annex 7, Plan 1.c). When not in use for
teaching activities, these microscopes are at students’ disposal (through agreement with the
teachers) for observing histopathological slides that can be freely used for self-learning and selfassessment purposes.
8.1.1.1.1.2.8 E-mail service and internet access
As already reported in Chapter 5, when students settle the payment for the first-year fees they are
assigned
a
personal
e-mail
address
(in
the
following
form:
firstname.familyname@studenti.unicam.it), a username and a password to access the electronic
resources of the UNICAM from all computers located in the School’s premises. They may also
access the web using the WiFi network (available everywhere at the School) after receiving a free
136
digital certificate released by the University Information Services and Systems (UISS)
http://www.unicam.it/wifi.
8.1.1.1.1.2.9 Photocopying
Students may use two self-service photocopying machines located at the Block 3 - Building D and
one located at the Block 1 - S. Sollecito for their needs. The use of copying machines requires a
magnetic card that can be purchased at the front desk of Blocks 1 and 3. In Italy, photocopying
books or publication is under regulated by law.
8.1.1.1.2 Subsidiary libraries of the Faculty
- Please describe the subsidiary (e.g. Departmental) libraries of the Faculty, and arrangements for
students access.
- Indicate whether the main library holds a list of individual books of the subsidiary libraries
- Describe any other information services and how they are supported and how student access is
regulated
No subsidiary libraries are present at the SVMS.
As already reported in paragraphs 8.1.1.1.1.1.1 and 8.1.1.1.1.1.2. a number of textbooks, journals
and other teaching material is available also in each teacher’s room in Block 1 - S. Sollecito.
8.1.1.2 INFORMATION TECHNOLOGY SERVICES
At central level the UISS is the area of the UNICAM responsible for planning, coordination and
technical management of all information and communication services and systems based on
computerized devices or procedures. It provides all supports needed by different areas of the
UNICAM to allow structures to run in the proper way.
8.1.1.2.1 Computer rooms and web-connection services
There is a computer room located at the Block 3 - Building D with 20 posts where students can
access the web, use their e-mail, have access to the electronic resources, work on their degree
thesis, look up and/or download the didactic material. Other computers connected to the web at
student disposal are located in different places of the School, with the aim to facilitate the work of
students who do not have their own computer: 6 computers are located in the consultation room of
the main library (Annex 7, Plan 4.b.1), 6 computers are located in the computer room at Block 1 San Sollecito (Annex 7, Plan 1.a) and 9 in the Lecture hall S of Block 1 - New Division (Annex 7,
Plan 2.b), when not used for lessons. The use of these computers is free and supervised by both
support and teaching staff on duty. All lecture halls of the School are equipped with PC and
videoprojection system. Almost all rooms of the School have connecting points to access the web.
Students may also access the web from almost everywhere by their own notebooks using the above
mentioned WiFi connection.
It must be emphasized that Lecture hall S has a didactic refertation area where three computer
screens allow the teacher to read and interpret digital images from X-rays, CT and MR together
with students.
8.1.1.2.2 Signing up for exam
Students can sign up for exams only on line by linking to a specific page
(didattica.unicam.it/esse3/Start.do) from where they can access the exam list, choose the specific
exam and, beside the reservation, check the list of candidates, the scheduled dates and every
possible information or advice given by the teacher about that exam (i.e. possible change of date,
137
time, etc.). Exams related to old suppressed courses can only be processed manually, and therefore
teachers have to prepare a sign-up sheet for these courses.
8.2 COMMENTS
- Please comment on the adequacy of the books and accessible journals, of the opening hours and
of the provision of reading spaces and support personnel
The total number of resources available at the School is considered sufficient when taking into
account the limited number of students enrolled at the SVMS, but they are not sufficient yet for the
UNICAM on the whole. However it must be highlighted that the centralized organization of
libraries within the UNICAM (ULS) can optimize the use of financial resources, trending to avoid
duplicates and allowing bibliographic material to be shared among several structures at the same
time.
Specifically speaking about the SVMS, the total number of books is still very low, especially the
number of available copies of reference textbooks suggested by the teachers some of which are not
renewed frequently enough and become easily damaged due to wear and tear. Unfortunately, the
financial resources are decreasing year by year, thus making any remedy in this direction virtually
impossible.
The number of journals is also considered more than sufficient, especially for a small reality such as
the UNICAM. But this number needs to be increased anyway because the periodicals are
fundamental resources, particularly for the scientific world. With regard to this aspect it must be
emphasized that for quite a long time the UNICAM has progressively decreased the number of hard
copies of journals increasing the number of online subscriptions. Although, the increase of journal
resources is of fundamental importance, books maintain an important meaning as student support
for in-depth study at undergraduate level, self-study and exam preparation. On the other hand the
high costs of full access journals must be taken into consideration, especially in the light of the
actual economical difficulties of Italian universities.
The loan service shows a decrease of requests for on-site consultation that is counterbalanced by an
increase of the requests for at-home consultation over the last two years.
The opening time and services offered by the Library can be considered satisfying, but they need a
big effort by staff. Considering that part-time students are not always assigned to the structure, the
Head of the Library needs more personnel for supporting her work. A higher number of staff in the
library staff would allow for an extension of opening time thus providing a better and safer service.
Furthermore, some libraries have experienced innovative safety systems (i.e. lifting-proof
microchips) for preventing book lifting, thus making the access to the resources free, without the
need of loan procedures involving staff (obviously only for on-site loan). These systems would
allow library personnel to be involved in other tasks, such as student support, education, etc. and
could be the real solution where low staff numbers are present.
- Please comment on the Faculty’s provision of IT-facilities and the approach to self-learning, and
on the further development in this area
The School seems to have a more than minimum level of information technology equipment,
allowing the use of all the most common modern technologies for teaching purposes in almost all
premises.
The total number of reading/studying/consultation places for students (72) in the library may appear
limited; however, the progressive decrease of student number (from 80 students in the AY 2005/06
to 35 students in the AY 2009/10, and even further down to 25 in the AY 2010/11 – see table 10.5)
138
means that students will find it progressively easier to get a study place in the Library. This aspect
will be further on discussed in Chapter 10. Anyway, the reading/studying/consultation places
should be slightly increased and so the computers available exclusively for students needs (41 in
total), but new spaces should be found and arranged for. At the moment, as previously reported,
some lecture halls located in Block 3 – Building D can be also used as reading/study rooms by
students when lectures are not given and this can partly make up for the lack of space.
The support teaching material should be still further increased, but only recently this material has
been uploaded on-line, because few years ago it was almost exclusively in paper form or on CD
roms. Thus, it must be increased, as reported, but also better managed in order to give students a
more suitable and useful support for education, study and learning.
From the point of view of research the bibliographic resources appear to be satisfying. Many
teachers have some important monographs considered as reference texts for their competencies and
interests, that are available also for students upon agreement. In spite of this, an increase especially
of subscribed on line journals would be advisable .
It must be pointed out that often the students are not trained about the use of library resources, the
principles of bibliographic research and, in general, the use of information technology. This is
because these aspects are considered important only for working out the degree thesis and are
almost delayed to the last steps of the degree course. Actually, thesis supervisors give the student a
smattering about the use of library resources, the principles of bibliographic research and the use of
information technology, that remain sometimes hasty and superficial. From the scientific point of
view a specific basic training about these aspects should allow students to be able not only to work
out their thesis, but also to get data and information from additional resources other that those given
by the teacher during the whole training course, undoubtedly improving their knowledge and their
approach to the different issues. It must be pointed out also that the Library is equipped with a PC
connected to a videoprojector, for supporting the possibility of offering specific courses or seminars
on these aspects.
Some self-directed learning activities should be also arranged for better directing the study toward
specific aspects of the teaching subjects considered particularly important by the teachers and
essential for improving the curriculum. Actually, mainly the bone and skeleton collection, the
pathology slide collection and the case record consultation network can be considered as available
self-learning resources at present, even if not organized for well coordinated self-learning activities
yet.
8.3 SUGGESTIONS
It is very difficult to give suggestions considering the financial problems the Italian University
system has been incurring into for quite a long time. So the possible suggestions should involve
very low investments. Generally speaking, looking for sponsorships by banks, foundations,
pharmaceutical companies and professional associations could be a possibility, perhaps extending
the library services also to such organisms.
Furthermore, the resource-sharing policy could be still further developed by creating wider
networks of cooperation among veterinary faculties or other scientific institutions, arranging more
collective subscriptions and improving free exchanges among libraries.
As previously reported, the centralization of library services of the UNICAM has revealed itself as
a positive choice from the economical and operational point of view. Maybe some parts of its
mechanism may be improved, such as the possibility of directly sharing all data banks among all
University libraries without asking any additional program (i.e. such as Tatoo for consulting some
law databanks).
139
The allocation of more funds to the library and learning resources could lead to an improvement
and optimization of services. An increase of staff, even in terms of part-time persons (including
students) would be a wide choice which would reflect positively on the whole School. The staff
could be involved also in basic training courses for students for a better use of available resources
as well as of information technology, even if it might be difficult for students to find the time for
attending other courses apart from those required by their curriculum.
In the light of such low staff number, few investments for safety systems that allow the involvement
of staff in loan service to decrease and make the access to the books or hard copies of journals
easier for students could also be a good solution in the long run.
An increase of total resources in terms of books and subscribed journals should be considered, as it
would improve both teaching and research activities.
The technical supports can be considered enough for the need of the School, but such means have to
be renewed, serviced and upgraded especially considering the constant and wide use made by
different users. Servicing and upgrading equipment is costly and should be budgeted for in advance.
140
Chapter 9 – Student Admission and Enrolment
Chapter 9
STUDENT ADMISSION AND ENROLMENT
9.1. STUDENT NUMBERS
Table 9.1 asks for numbers of undergraduate students in the veterinary training institution. This
means students enrolled for undergraduate training and paying the corresponding tuition fees (if
applicable), except for those students who do not participate in the teaching offered. Some
veterinary curricula require students to successfully complete all courses presented in an academic
year before they can start the subjects in the following year. In other establishments students have
to complete all the subjects in the curriculum before graduating, but can do so in a more flexible
way. In the latter instance, it may be difficult – perhaps impossible – to place some of the students
in a specific year of the programme. If this is so, table 9.1 may
i) be omitted
ii) be an approximate figure, or
iii) be calculated by reference to the course of year that corresponds to the largest number of
subjects taken.
9.1.1 UNDERGRADUATE STUDENT NUMBERS
Undergraduate student composition of the School of Veterinary Medical Sciences (SVMS) includes
the number of undergraduate students of the Degree Course in Veterinary Medicine (DCVM) (table
9.0.a) and the three-year degree course in Safety of Animal Productions (SAP) (table 9.0.b). The
mission of these two degree courses are different and well identified (see Chapter 1).
9.1.1.1 Contribution of the DCVM to the composition of undergraduate students at the SVMS
The DCVM has the objective to form intellectual and professional figures as indicated by EU
directive 36/2005.
Table 9.0.a shows the numbers of undergraduate students of the DCVM at the SVMS of the
UNICAM in the Academic Year (AY) 2009/10. These numbers include undergraduate students
paying their tuition fees (if applicable) belonging to both the new and the old curriculum in VM
(see Chapter 4). As reported in Chapter 4, the activation of the new curriculum is gradual: in the
AY 2009/10 only the 1st and the 2nd years were started.
9.1.1.2 Contribution of the degree course in SAP in the composition of undergraduate
students at the SVMS
The three-year degree course in SAP, which started in the AY 2009/10, has the objective to form
intellectual and professional figures with knowledge in several disciplines, mainly focused on the
appropriate procedures to control hygiene of food, food processing/selling premises, farm safety
and animals welfare, following the laws established by the public health authorities, in order to
check and verify the quality of human and animal food. As reported in Chapter 1, this figure should
interact with the Official Veterinarian (Health Officer) in different context, to fill a gap highlighted
even by EU directive n° 854/2004 (Official Auxiliaries). The student composition of the SAP
degree course in the AY 2009/10 is reported in table 9.0.b.
141
Table 9.0.a. Composition of undergraduate students attending the DCVM at the SVMS of the
UNICAM in the AY 2009/10.
Total number of undergraduate students in VM (a1)
Male students
Female students
National
Foreign students
- from EU countries
- from Non-EU countries
1st year students*
2nd year students*
3rd year students*
4th year students*
5th year students*
>6th year off-course students**
Intermediate off-course students***
421
144
277
407
14
8
6
36
39
56
61
36
99
94
* These numbers include also the students repeating the year (those who have not
gained a minimum number of credits cannot register to the following year).
** These students have satisfied all obligations linked to the attendance of
theoretical and practical teaching sessions and are not normally present in the
School unless they come to sit the exams that they have yet to pass. They also
come to School to work at their graduation thesis
*** These students, not normally present in the School unless they come to sit for
an exam, are characterized by a strong indebtedness in terms of exams already
at their 2nd, 3rd or 4th year. Therefore, they may become “off-course” already at
this stage. During this time, they may take exams without compulsory
attendance to the course.
Table 9.0.b. Composition of undergraduate students attending the degree course in SAP at the
SVMS of the UNICAM in the AY 2009/10.
Total number of SAP undergraduate students (a2)
Male students
Female students
Nationals
Foreign students
- from EU countries
1st year students
2nd year students
Intermediate off-course students
30
19
11
29
1
0
1
30
-
142
Table 9.1 asks for numbers of undergraduate students in the veterinary training institution. This
means students enrolled for undergraduate training and paying the corresponding tuition fees (if
applicable), except for those students who do not participate in the teaching offered.
Some veterinary curricula require students to successfully complete all courses presented in an
academic year before they can start the subjects in the following year. In other estabilishments
students have to complete all the subjects in the curriculum before graduating, but can do so in a
more flexible way. In the latter instance, it may be difficult – perhaps impossible – to place some of
the students in a specific year of the programme.
If this is so, table 9.1 may be omitted, or be an approximate figure, or be calculated by reference to
the course of year that corresponds to the largest number of subjects taken.
In any case, please indicate the minimum no of years (MNY) allowed to successfully complete the
curriculum.
Data reported in table 9.1 includes the total numbers (given by the sum of values a1 and a2 reported
in tables 9.0.a and 9.0.b, respectively) of students enrolled for undergraduate training at the SVMS
who pay the corresponding tuition fees and does not include those students who do not participate
in teaching given.
Table 9.1. Total undergraduate student composition (DCVM and SPA) at the SVMS of the
UNICAM in the AY 2009/10.
Total number of undergraduate students (a1+a2)*
Male students
Female students
Nationals
Foreign students
- from EU countries
1st year students**
2nd year students**
3rd year students**
4th year students**
5th year students**
6th or subsequent year students***
Intermediate off-course students****
451
163
288
436
15
8
7
66
39
56
61
36
99
94
* Sum of values a1 from table 9.0.a and a2 from table 9.0.b
** These numbers include also the students repeating the year (those who have not
gained a minimum number of credits cannot register to the following year).
*** These students have satisfied all obligations linked to the attendance of theoretical
and practical teaching sessions and are not normally present in the School unless
they come to sit the exams that they have yet to pass. They also come to School to
work at their graduation thesis
**** These students, not normally present in the School unless they come to sit the
exams that they have yet to pass, are characterized by a strong indebtedness in
terms of exams. During this time, they may sustain exams without compulsory
attendance to the course.
143
As reported in more details in Chapter 5, the veterinary curriculum in Italy does not require students
to successfully complete all courses presented in an academic year (in terms of exams) before they
can start the subjects in the following year. In any case, they have to acquire a minimum number of
University Learning Credits (ULC) for enrolling in the following year, as further on described in
the present Chapter.
The minimum number of years (MNY) to successfully pass the curriculum is five. While there is a
lower limit, there is no upper limit, as students are allowed even to take leaves for whatever reason
and come back after a few years to complete their studies. However, the Italian law poses a
limitation to the number of year a student can wait after the last exam successfully passed: after 8
years have elapsed from the last exam, all exams taken virtually expire, and the student has to start
all over again from scratch.
9.1.2 POSTGRADUATE STUDENT NUMBERS
This category of students includes PhD students, students of the School of Specialization and
students of Master’s degrees.
All these students, enrolled for postgraduate training, pay the corresponding tuition fees (if
applicable) and consist of a total of 56 units.
Table 9.1.1 Postgraduate student composition at the SVMS of the UNICAM in the AY 2009/10.
Total number of postgraduate students (b)
Male students
Female students
National
Foreign students
- from EU countries
- from non-EU countries
School of Specialization
1st year students
2nd year students
3rd year students
First-level Master
Students
Second-level Master
Students
International School of Advances Studies for PhD
1st year PhD students
2nd year PhD students
3rd year PhD students
56
35
21
54
2
0
2
20
20
0
0
8
8
20
20
8
0
3
5
144
9.1.3 TOTAL STUDENT NUMBERS (UNDERGRADUATE AND POSTGRADUATE) AT
THE SVMS
The composition of students at the SVMS of the UNICAM is reported in table 9.1.2 and results
from the numbers of undergraduate students (item a1+a2 from table 9.1) and postgraduate students
(item b from table 9.1.1).
Table 9.1.2. Total composition of students at the SVMS of the UNICAM in the AY 2009/10.
Total number of students in the establishment
- undergraduate students (a1+a2)
- postgraduate students (b)
Total number of male students
Total number of female students
Foreign students
- from EU countries
507
451
56
198
309
17
8
9
The number of foreign students that decide to study at the SVMS of the UNICAM is continuously
increasing. The position of the School within the national ranking concerning the number of foreign
students belonging to EU and Non-EU Countries is given in figure 9.1.
Figure 9.1. Position of the SVMS in the national ranking concerning the annual mean number of
foreign students from EU and Non-EU Countries.
Source: MIUR – Students resulting at 31st July 2009
145
9.1.4 STUDENT ADMISSION
State the minimum admission requirements
For the DCVM, the minimum admission requirement for Italian university students is the five-year
high secondary education degree. The minimum admission requisite for foreign students is a
certificate equivalent to that required by Italian students and the evaluation of the equivalence is
performed by the competent Consular and Academic Authorities on the basis of existing bilateral
and multilateral agreements.
Generally speaking, any five-year high secondary education degree entitles the holder to be
admitted to every undergraduate course of his/her choice: as a consequence, scientific preparation
and knowledge of students applying for the admission to Italian universities is extremely
heterogeneous.
In 1990 the MIUR introduced the limited admission for medical degrees (human medicine,
dentistry and veterinary medicine), called “numerus clausus”. Students are admitted to the DCVM
through an admission-test consisting in answering multiple-choice questions: they must answer 80
questions in 120 minutes. The questions refer to knowledge of subjects reported in table 9.1.3.a.
Table 9.1.3.a. Type and number of questions asked in the admission tests to the DCVM in the AY
2008/09, 2009/10 and 2010/11.
Subjects
General knowledge and logical
thinking
Biology
Chemistry
Physics and Mathematics
TOTAL
AY 2008/09
33
AY 2009/10
40
AY 2010/11
20
21
13
13
80
18
11
11
80
30
20
10
80
The admission test is conducted in the same way and simultaneously in all the Italian VM Faculties.
Students enrolled for the DCVM in Italian VM Faculties may also move from a Faculty to another
after applying for transfer and checking the availability of places in the corresponding year of
course at the new Faculty.
For each VM Faculty the number of students assigned (to the DCVM) is proposed by the Faculty
Council according to specific criteria.
Starting from the AY 2006/07 the MIUR has progressively reduced the number of students assigned
to the DCVM, going from a national total of 1,477 in the AY 2002/03 to 1,006 in the AY 2010/11
(Table 9.1.3.b).
Indicate whether there is a limit to the number of students admitted each year; describe how the
number of government-funded student places is determined.
The “Numerus clausus”.
As of the AY 1989/90, the enrolment of new students to Italian VM Faculties is being regulated by
a numerus clausus system. Each Faculty Council (the School Council at the SVMS) proposes the
146
number of places to offer to “EU and Non-EU students residing in Italy” and “Non-EU students
residing abroad” for the enrolment in the first year of the DCVM to the Senate of Representatives.
The number of students admitted to the course depends on the teaching potential available in the
Faculty and the prevailing prospects for professional employment. The number of “EU and Non-EU
students residing in Italy” is then communicated by the Senate to the MIUR, which decides whether
or not to accept the proposal. Then, the MIUR determines the total number of students that can be
enrolled onto the DCVM as “EU and Non-EU students residing in Italy”, and assigns a specific
number to each Faculty by means of a Decree. The places for “Non-EU students residing abroad”
are annually planned and requested to the MIUR by the Senate on the basis of international
agreements with Not-EU Countries (China, India and Albania).
Table 9.1.3.b. Total numbers of students assigned by the MIUR to the Italian VM Faculties for the
DCVM in the AY 2010/11.
EU students and non-EU students residing
Italian VM Faculties in Italy assigned, as stated by the art. 26 of
the Italian law n° 189 of 30th July 2002
Bari
100
Bologna
125
Camerino
25
Catanzaro
0
Messina
59
Milano
130
Napoli "Federico II"
64
Padova
65
Parma
54
Perugia
90
Pisa
70
Sassari
34
Teramo
70
Torino
120
TOTAL
1,006
The total number of new students accepted for the DCVM in Italy has been progressively reduced
over the last few years, with some Faculties remaining at levels similar to the past and others (like
the SVMS) seeing their numbers being considerably curbed. In the last three years the policy of the
MIUR has been however, in absolute, that to reduce the number of the enrolled students to the VM
Faculties. Due to this contraction, some faculties like the SVMS of the UNICAM have been
particularly penalized, having suffered a reduction of the number of the students of over 10 units in
comparison to the real teaching potential of the School, as indicated by the School Council itself.
Such a reduction has been continuously requested by the Italian Federation of Veterinary Chapters
as well as by several Associations of veterinary practitioner, based on the opinion that there is an
increasing risk of unemployment for veterinarians in Italy. However, such claims have never been
substantiated by objective assessments of veterinary employment rate and have not taken in due
consideration the potential job offer for veterinarians in food and pharmaceutical industry. Despite a
protest by the Italian Conference of Deans of Veterinary Faculties, the MIUR has kept on curbing
the number of students, particularly to those Veterinary Faculties who had not yet successfully
passed the EAEVE evaluation. Whatever the policy of the MIUR, it is hoped that future decisions
147
will be actually based on the real teaching capacity of each Faculty, and the sound and objective
assessments of the current situation of the veterinary profession in Italy.
Table 9.1.3.c. Number of “EU and Non-EU students residing in Italy” assigned for the enrolment to
the DCVM to each Italian Faculty by the MIUR + number of “Non-EU students residing abroad” at
the SVMS of the UNICAM over the last decade.
AY
AY
AY
AY
AY
AY
AY
AY
AY
AY
2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
135
140
135
135
135
135
135
98
102
100
Bari
150
150
150
150
150
150
150
125
125
125
Bologna
Camerino 80 + 5(*) 80 + 5(*) 80 + 5(*) 80 + 5(*) 80 + 5(*) 80 + 5(*) 76 + 5(*) 49 + 5(*) 35 + 7(*) 25 + 9(*)
25
25
25
22
18
11
0
Catanzaro
59
100
100
100
100
100
95
90
77
67
Messina
190
190
190
190
190
190
180
180
162
130
Milano
130
130
130
130
130
130
114
114
80
64
Napoli
68
68
68
68
74
74
70
70
65
65
Padova
115
115
110
98
81
81
77
77
68
54
Parma
117
117
117
95
95
95
90
84
90
90
Perugia
85
97
100
100
100
95
90
90
79
70
Pisa
80
80
80
45
45
45
43
43
38
34
Sassari
90
90
90
90
90
90
85
67
70
70
Teramo
120
120
120
120
120
120
120
109
120
120
Torino
TOTAL
1,460
1,477
1,470
1,426
1,415
1,405
1,342
1,201
1,110
1,006
(* )
Number of “Non-EU residing abroad students” assigned for each AY to the DCVM of the SVMS. For the period
from the AY 2001/02 to the AY 2008/09 the number was three Chinese students and two other extra-EU students.
For the AYs 2009/10 and 2010/11 the number has been increased to 7 and 9 students due to the addition of 2 and 4
places, respectively, reserved for Albanian students.
Faculty
Outline any selection process (or criteria) used in addition to the minimum admission requirements.
Even if the selection is made on a very high number of students, the national admission test does
not necessarily select the best students. Many students register for other admission tests set by
different degree courses (Medicine and Surgery, Pharmacy, Dentistry) and once they have been
selected and entered a ranking list of a DCVM they may opt to change to their preferred choice.
Then, the vacant positions are progressively covered by students following the last position
available (the 25th place in the case of the SVMS in the AY 2010/11). In this way the best students
tend to be replaced by students of a lower level. Moreover, some students trying different admission
tests may pass only the admission test for Veterinary Medicine and therefore enrol onto the DCVM
only with the intention of changing onto another degree course the following years.
Describe any circumstances under which extra students may be admitted to the undergraduate
veterinary course.
Extra-students are admitted only in case that a regular student gives up his/her place and enrol in a
different degree course or simply leaves the University (such an event has never taken place in the
past 5 years). In these instances extra-students can be admitted in two ways:
a) without admission test: this possibility is only available for students already enrolled into a
DCVM of another Italian VM Faculty and as such regularly registered by the University of origin
through the normal admission test (“transfer”);
148
b) by admission test: permanent transfer from other degree courses of the UNICAM or other Italian
universities. Students who attended part of other scientific degree courses (most commonly
courses in animal production, biology, etc.) can apply for admission to the DCVM at the SVMS.
To be admitted, these students must udertake the admission-test described above and be included
in the maximum number of students per year. If a transfer student is accepted (only if free places
are available at the year to be enrolled for), previous academic achievements (i.e certifications of
course attendance, ULC and/or exams taken elsewhere) are evaluated by a specific committee
(Joint Teaching Committee, see Chapters 2, 4 and 5) appointed by the School Council. If the
student has already passed exams corresponding (in terms of content, ULC number, etc.) to those
included in the curriculum (e.g. basic sciences, etc.) offered at the SVMS, then the corresponding
ULC are granted and the student is admitted to the appropriate year of course.
Table 9.2. Intake of veterinary students at the SVMS in the past ten years.
Academic
Number of students
Number of students
Year
applying for admission admitted as standard intake
Percentage
2010/11
176
25
14.20
2009/10(*)
173
35
20.23
2008/09
171
49
28.65
2007/08
217
76
35.02
2006/07
208
80
38.46
2005/06
n.a.
80
--
2004/05
n.a.
80
--
2003/04
147
80
54.42
2002/03
149
80
53.62
2001/02
113
80
70.78
(*)
year prior to evaluation; n.a. = not available
Other possibilities of admission to the DCVM at the SVMS for extra-students are the following:
- when the places reserved to the extra-EU students (i.e. 9 places for the SVMS in the AY 2010/11)
are not covered, it is possible (but not recommended by the MIUR) that the Faculty covers these
places with the first candidates in the list of the admission test not included in the maximum
number assigned by the Ministry for EU students;
- temporary admission of foreign students within the Socrates/Erasmus programme (life learning
program/Erasmus), or foreign students from European Veterinary Schools within a specific
contracts. These students are admitted only to specific courses, as evaluated by the
Socrates/Erasmus Committee of the SVMS, and partially based on the curriculum achieved at
their University.
149
- in addition to these “regular” accession ways, an “additional” one consists in the possibility of
enrolment for those students that appeal against the results of the admission test to the Regional
Administrative Court, a specific public legal organism. The final verdict regarding the appeal can
take several months. Meanwhile, legal Authorities usually determine that these students must be
admitted “sub-judice” (while waiting for the verdict) to the first year of the DCVM. Although this
procedure is theoretically opened, no appeals have been presented in the past ten years to the
SVMS.
Attendance of courses, lectures and practical activities is mandatory for all 5 years. Only students
that attend (and get the certification according to the procedures described in Chapter 5) all courses
of the year they are enrolled for and get the minimum number of ULC required by the SVMS (see
Chapter 5) pass at the following year (see also Paragraph 9.1.5. “Student Flow”). Students that do
not get the attendance certification must re-enroll for the same year and re-attend all courses
belonging to that year in order to obtain course attendance certification and therefore being allowed
to sitting for exams. Repeaters (students repeating one year) are rare to absent in the 1st year, but
their number increases progressively from the 3rd to the 5th.
Students who have followed only the theoretical part of a course but not the practical part (i.e.
laboratory activities), must follow again the whole course before being able to get the attendance
certification and sit the examination.
There are no circumstances under which the School would or could oblige students to leave the
DCVM (or other degree courses). This is a general rule of the Italian education system and applies
to all public universities.
Describe whether students applying for and/or starting veterinary training have an equal or very
variable knowledge base in scientific disciplines from their previous studies.
As previously reported in the present Chapter, students enrolled at the SVMS come from different
educational backgrounds (classical, scientific or technical education). As a result, the policy of the
UNICAM and also of the School is to offer basic courses, named “corsi di azzeramento” or
“bridging courses” (see Chapters 4 and 5) to adjust for these differences. These bridging courses
are on basic disciplines and are provided by the School prior to the beginning of the official
teaching courses in October before the start of first-year classes.
Outline any changes foreseen in the number of students admitted annually. If applicable, describe
how the Faculty plans to adjust to these changes.
As shown in table 9.5 and 9.6, during the last 10 years the number of 1st year students assigned to
the SVMS of the UNICAM decreased from 80 to 25 for “EU and Non-EU students residing in
Italy”. The number of “Non-EU students residing abroad” increased from 5 in the AY 2001/02 to 9
in the AY 2010/11, as indicated in table 9.1.3.c. Based on its available resources and the number of
teaching and support staff as well as the constant decrease of student number in the next four years,
the School Council estimates that 40 students per year would be an adequate number for the DCVM
(i.e. 35 EU students and 5 Non-EU students) at the SVMS of the UNICAM (see also Chapter 10).
Instead, starting from the AY 2006/07 the MIUR has progressively reduced the total number of
students to be enrolled for the DCVM all over Italy, going from a national total of 1,405 in the AY
2002/03 to 1,006 in the AY 2010/11, thus reducing dramatically the number of students admitted to
the first year of the DCVM at the SVMS in particular, as reported in a previous paragraph (table
9.1.3.c).
150
9.1.5. STUDENT FLOW
Table 9.3 establishes to what extent students make progress in their studies. To this end, we look at
the students who were admitted initially and which year they have reached after the MNY has
elapsed.
In Italy, university students have historically been classified as “in-course” (those who are
proceeding in their studies with regular progression and should probably graduate in the MNY) and
“off-course” (those who lose time and opportunities and probably have to enroll again for one or
more years after the MNY has elapsed). As the percentage of “off-course” students has been
recently considered as a way of assessing quality of academic teaching, italian Universities are
increasingly changing the definition of “off-course student” with the status of “student repeating the
same year”. Such a definition is supposed to be used for those students who register for the same
year for a second, third or a fourth time. When students succeed in passing on to the following year,
they will appear again as “in-course”. Such a definition precludes any assessment of the student’s
career, as no statistical data is currently available for clearly distinguish the number of “in-course”
and “off-course” students. Anyway, from the 5th year onward students are always considered “offcourse”.
Data presented in table n 9.3.a represent the official breakdown for students enrolled at the SVMS
of the UNICAM in the AY 2009/10.
Table 9.3. Student flow and total number of undergraduate students of the DCVM at the SVMS of
the UNICAM.
Total number of veterinary undergraduate students
Male students
Female students
Nationals
Foreign students
- from EU countries
st
1 year student
2nd year students
3rd year students
4th year students
5th year students
6th or subsequent year students
Intermediate “off-course” students
421
144
277
407
14
8
6
36
39
56
61
36
99
94
151
Table 9.3.a. Undergraduate veterinary student composition in the AY 2009/10 (divided by course
year) at the SVMS of the UNICAM. The number of students attending the 2nd, 3rd, 4th and 5th year
include both “in-course“and “off-course” students. The latters are enrolled as re-registered to the
same course year.
Enrolled students
1st year
2nd year
3rd year
4th year
5th year > 5th year Total
Students attending classes
36
39
56
61
36
99
327
Students re-registered
10
0
0
84
0
0
94
Total no. of students
46
39
56
145
36
99
421
Table 9.3.b. Student flow and total number of undergraduate veterinary students divided by year of
first enrolment for the DCVM at the SVMS of the UNICAM in the AY 2009/10.
1st IC(
*)
AY of first
2009/10
enrolment
2nd IC(
*)
3rd IC(
*)
4th IC(
*)
5th IC(
*)
6th OC(
**)
7th OC(
**)
8th OC(
**)
9th OC(
**)
Total
2008/09
2007/08
2006/07
2005/06
2004/05
2003/04
2002/03
2001/02
Number of
students
31
41
51
47
65
50
60
46
30
421
Percentage
7.36
9.74
12.11
11.16
15.44
11.88
14.25
10.93
7.13
100
(* )
IC = “in-course” students
OC = “off-course” students
(**)
Table 9.4. Number of veterinary students graduating annually at the SVMS of UNICAM over the
past five AYs.
Academic Year
Number of students
2005/06
42
2006/07
44
2007/08
40
35
2008/09
2009/10
(*)
38
AVERAGE
39.8
(*)
The data referred to the AY 2009/10 are estimated based on the
applications for graduation submitted for the March session, that is
the last session of the AY 2009/10.
152
Table 9.5 shows the number of years of study required for students of the DCVM of the SVMS to
graduate in the past five AYs, considering that the MNY to successfully complete the curriculum is
5 years. The average value is biassed by a small number of students who take up to 15 years to
graduate. The median is more significant: about 50% of students graduate within 6.5 years of study.
In 2007 and 2008 there was an improvement of this trend although in 2009 the trend was again
increasing. Nevertheless the number of graduates “in-course” (5 years) in 2009 has returned to
increase, pointing out that the policy of the obligatory frequency to the courses and the increase of
the costs of the taxes for “off-course” students gives its first fruits. In general, a consideration
regarding table 9.5 is that many students prefer to devote more time to prepare well for their exams
as well as to prepare their graduation thesis, due to the relative low cost of annual fees and the
difficulty of finding employment after graduation.
Table 9.5. Duration of studies (based on distribution of graduating students in the different years)
for veterinary students at the SVMS of the UNICAM from 2005/06 to 2009/10.
N° of years necessary for graduating in
Veterinary Medicine
AY
Total
Average
5
6
7
8
9
10
11
12
13
14
15
2005/06
0
5
11
9
6
6
4
1
0
0
0
42
8.4
2006/07
0
7
14
9
2
5
3
3
1
0
0
44
8.8
2007/08
2
8
7
6
4
3
5
3
2
0
0
40
8
2008/09
5
9
8
3
2
2
3
1
1
0
1
35
7
2009/10
17
11
5
3
2
0
0
0
0
0
0
38
7.6
TOTAL 24
40
45
30
16
16
15
8
4
0
1
199
7.96
Describe the requirements (in terms of completing subjects and examinations) for progression to a
subsequent year of the course.
The SVMS has recently adopted a new rule for students of the DCVM who are now required to
obtain 25 ULC by the end of the 1st year. If students do not achieve this minimum amount of ULC
they have to re-register for the same year. This block provided at the end of the 1st year forces
students to commit themselves to study from the early days of course and gives them more
responsibility. Students who are experiencing difficulties in their studies can change their degree
course without damaging their position. As already reported in Chapter 5, after the 1st year students
must have acquired the following ULC to access the following years of the DCVM:
- access from the first to the II year: at least 25 ULC
- access from the II to the III year: at least 50 ULC
- access from the III to the IV year: at least 100 ULC
- access from the IV to the V year: at least 180 ULC
153
For the attainment of the requisite, all ULC certified in all the educational activities are considered.
The attendance of all courses is obligatory. The certification of attendance is given at the end of
each semester by the School Council during its first useful meeting by signaling the positive list of
students who attended lectures by the teachers responsible of each courses. With this new
mechanism the School is trying to reduce the number of “off-course” students in two ways:
- forcing all students to follow the teaching activities given during the year they are enrolled for
and therefore to respect the study plan;
- avoiding that students who acquired an insufficient number of ULC but have been enrolled for
many years (this category of student comprehend 5th year students, and includes also the students
repeating the year - those who have not gained a minimum number of credits cannot register to
the following year) attend teaching activities of courses of which they cannot give the final
examination.
As a general rule (something like a suggestion from the Director’s Office, as reported in Chapter 5),
students can get the certification of attendance of a course and then sit for its exam provided that
they have attended at least 70% of the teaching activities of a specific course. Once their class
attendance status has been cleared, students can sit for the exam provided that they have already
successfully taken the exam/s of course/s which are propaedeutic to that (see Chapter 5, figures 5.1
and 5.2).
As it can be observed in table 9.5, also thanks to this policy the number of graduates in VM in the
last AY (2007/08 and 2008/09) has progressively increased.
Describe the academic circumstances under which the Faculty would oblige students to leave the
course.
Currently the national laws do not allow universities to oblige students to leave a course.
9.2 COMMENTS
- Comment on standard of the students starting the course.
The standard preparation of students entering the course is extremely variable, as it includes
students who had a scientific education and students coming from high schools focused on Liberal
Arts. The level of standard education is somehow unified during the first year, during which
bridging courses of basic sciences (biochemistry, biology, mathematics, etc.) are taught. As it can
be observed by comparing table 9.4 and figures (graphs) presented in Chapter 5, student who access
the SVMS have a standard level of education lower than the mean level of students of other Italian
VM Faculties. Moreover, the level of education of students enrolling for the first year is highly
variable and unrelated to any feature or peculiarity of the Faculty they enrol in. This is due to the
fact that the selection of students applying for the first year is made according to the MIUR
standards and not to standards decided by the Faculty. In any case this difference in level of
education at the first enrollment is brightly counterbalanced during the five years of study, and
SVMS graduates find a job as veterinarians much earlier (on average) than graduates from other
VM Faculties (see Chapter 5).
The ratio of staff to students, in spite of the recent reduction of students admitted to the 1st year, is
considered favourable. Current facilities are adequate for the number of students. The main problem
is coordinating the use of laboratories and premises and equipment for practical activities.
Moreover, the academic calendar needs to be more precisely defined beforehand in order to avoid
overlaps between different courses.
154
Equipments are adequate and updated and practical courses based on the use of these equipments
are always arranged in small groups of 2-15 (no more) students at a time (see also Chapter 4),
allowing all of them to carry out real practical activity.
Although many students are regularly attending courses, the time necessary for graduation for most
students is too long.
Considering table 9.4, the average number of graduate students in the past five years is about 39.8
per year. According to table 9.5, there is an improvement of the time needed for graduation, which
goes from 8.4 years (mean value) in the AY 2005/06 to 7.6 years in the AY 2009/10. This data is
clearly positive, showing an increase of students that graduate “in-course” or one year “off-course”
and a constant decrease of students graduating in a longer time.
Table 9.6. Number of students admitted to the 1st year of the DCVM in the Italian VM Faculties
and respective minimum passing score observed in the admission test in the AYs from 2008/09 to
2010/11.
AY 2008/09
University
AY 2009/10
No. of places Minimum score No. of places
AY 2010/11
Minimum score
No. of places
Minimum score
Bari
98
31.50
102
35.50
100
29.75.
Bologna
125
41.25
125
41.00
125
36.00
Camerino
49
31.50
35
35.50
25
31.00
Catanzaro
18
34.00
11
39.00
0
--
Messina
77
42.00
67
40.50
59
35.75
Milano
180
40.75
162
40.25
130
39.00
Napoli
114
38.00
80
39.75
64
36.50
Padova
70
48.75
65
49.25
65
42.25
Parma
77
41.50
68
42.00
54
36.75
Perugia
84
40.00
90
39.75
90
31.50
Pisa
90
40.25
79
42.75
70
37.50
Sassari
43
32.50
38
33.00
34
30.50
Teramo
67
34.00
70
34.25
70
30.25
Torino
109
40.50
120
39.00
120
32.00
TOTAL
1,201
1,110
1,006
Also an increase of the average quality of enrolled students results from table 9.6, where an
improvement of minimum passing score at the admission test for enrolment in the DCVM can be
observed in the AY 2009/10, even if this improvement disappears in the AY 2010/11.
In the AY 2009/10, the lowest score for being admitted to the DCVM of the UNICAM was 35.50.
By comparison, in the AY 2008/09 the same score was 31.50, apparently indicating that the SVMS
was most selective. But this cannot be proven, as previously discussed. Really, the original purpose
of the national admission test should have been to obtain a national ranking of candidates, that
could choose the Faculty of enrolment according to their position in the final list.
155
- Comment on the ability of the Faculty to satisfactorily decide the number of students it can accept,
as well as on the factors that determine the number of students admitted.
The MIUR keeps reducing the number of “EU students residing in Italy” enrolled at the VM
Faculties (table 9.3). This reduction does not involve the number of “non-EU students residing in
Italy”, as shown in table 9.1.3.c. At the SVMS, such a reduction for the AY 2009/10 is about 24%
and for the AY 2010/11 is about 29%. No other Italian VM Faculty suffered such a constant
reduction (56% in two years). For other Faculties the reduction varied between 7 to 30% on the
basis of various evaluation parameters. In the allocation of places, the MIUR considers very
important a positive evaluation by the EAEVE. If a Faculty is positively evaluated, the MIUR
generally assigns the number of students that has been requested by that Faculty (if sustainable). In
fact, no reduction has been applied in the case of Bari, Bologna, Padova, Perugia and Torino
Faculties, whose requests made in 2010 have been fully satisfied.
The School considers 40 (even 35 Italian students and 5 foreign students) as an adequate number of
student to enrol for the 1st year. This number takes into consideration suggestions made by the
professional body (Register of Professional Veterinarians) regarding self-employment and also the
requirements of and opportunities offered by the National Health Service, the Zooprophylactic
Experimental Institutes, the food-processing industries and the pharmaceutical industries.
- Comment on the factors that determine the number of students admitted
The number of students admitted is decided by the MIUR. The total number of students is going to
decrease year by year especially under the spur of the Professional Chapter of veterinarians, who
constantly claim difficulties in the work market, as previously reported (see Chapter 9 and 10).
Anyway, loking at this problem in a positive manner, the low number of students can optimize the
teaching activity and practical training in particular, although this is only going to minimally
decrease the need for increasing teaching funds.
- Comment on the adequacy of the facilities and teaching programme to train the existing number
of students.
The premises and equipment available at the SVMS appear to be proportioned to the needs of 40
students for each year of course. There are classrooms with higher capacity than 40 places,
available for lectures and specific rooms for practical activities: microscopy, autopsy, biochemistry
laboratories, teaching hospital, computer room, library, and so on (see Chapter 6, tables 6.3 and
6.4).
- Comment on the progress made by students in their studies, and the Faculty's ability to ensure
that satisfactory progress is maintained.
Attendance of lectures and practical activities is mandatory (see Chapter 6). Practical activities
comprehend both practical works (practical activities within a teaching course) and practical
training as “Tirocinio” (intra- and extra-mural activities accomplished as stand alone discipline
from the 2nd to the 5th year, as reported in Chapter 4). The attendance to these activities is
mandatory and has to be certified by teachers. Around the end of each course, students are
requested to fill in a questionnaire to evaluate that course and to propose possible changes or
improvements they have to suggest (see Chapter 5). The outcome is communicated to the respective
teacher and to the School Director who is asked to look into any problems that might emerge during
the process. This initiative has been activated for a few years and the UNICAM has been one of the
first Italian universities to adopt this method of evaluation. Moreover, the UNICAM adopted also a
quality certification process, as reported in Chapter 4. For the UNICAM quality is the central value
156
to face. The UNICAM quality meets the international standards thanks to the ISO9001 certification,
already released in 2003 by AFNOR-AFAQ, a French company leader in this field and among the
first corporate firms of certification in the world. Such a certification has been recently confirmed in
the inspection carried out in 2009, during which the fulfilment of requirements according to the new
version (2008) of ISO9001 norms was assessed. Actually, the UNICAM has been the first one in
Italy to introduce a “Quality Management System” with the objective of improving the integration
among the trials of all of his institutional activities, identifying precise objectives and
responsibilities and aiming particularly to provide the maximum guarantees to students. This
system considers fundamental the “customer satisfaction policy” and for this reason, the evaluation
of courses by students is a crucial and fundamental point to improve the teaching (and the full
educational) process and to adapt the contents of courses for the best performances of students. The
application of this “Quality Management System” has given good results. As it can be observed in a
study conducted by Alma Laurea (a MIUR institute of statistical studies focused on the evaluation
process of the Italian University System), the percentage of students of the SVMS satisfied with the
relationship with teachers is much higher than the average percentage of other Italian VM Faculties
(figure 9.2).
Figure 9.2. Percentages of students satisfied with the relations(*) with teaching staff in some Italian
VM Faculties (*).
Percentage of students satisfied with their relationship with teaching staff
(* )
Including availability to receive students, clarity in explanations, punctuality in didactic activity, etc.).
In this graph the data regarding some Faculties as Milano, Napoli, and Pisa have been missed since not reached.
(**)
(Data from: Almalaurea 2010: Laureati 2009 - Almalaurea Survey 2010: Graduate 2009)
In the reform of the Italian university system (Law 240/2010) it is stated that also the judgment
given on degree courses by students are used teaching evaluation parameter by the MIUR. On the
basis of different parameters related to the teaching evaluation of each University the Ministry
assigns additional resources.
157
The application of the “Quality Management System” allowed the SVMS to modulate teaching
activities in such a way that the demands and needs of students can be kept into account, in the full
respect of ministerial programmes. Figure 9.3 describes how students of most Italian VM Faculties
assess the appropriateness of their didactic load of the School/Faculty they are enrolled in, while in
figure 9.4 it appears that students have positively answered in the 62.2% of the cases to the question
whether they would enroll again in the SVMS of the UNICAM.
Figure 9.3. Percentage of students who consider the teaching system and the distribution of
theoretical and practical activities offered by their VM School/Faculty sustainable and appropriate
for their training.
9.3 SUGGESTIONS
If you are not satisfied with the situation, please state in order of importance any suggestion that
you may have concerning this Chapter if you feel unhappy about:
 The number of students admitted
 The drop-out percentage and reasons, if known;
 The average duration of studies;
 Other aspects
The number of EU students admitted to the DCVM is decided by the MIUR, on the basis of the
number proposed by each University and considering the opinion of the Faculties. The objective of
the SVMS of the UNICAM is to achieve the enrolment of about 40 (i.e. 35 EU and 5 non-EU)
students. For seeking this objective the School considers as fundamental the recognition of the
fulfilment of the requirements evaluated by the EAEVE. Actually, the MIUR generally meets the
100% of the requests of the faculties who have obtained a positive evaluation by the EAEVE, while
158
it has been reducing the number proposed by those faculties which have not been evaluated yet by
the EAEVE or have failed in the evaluation process. In any case, the MIUR has planned a
progressive reduction of student number. As previously reported, this plan satisfies the requests
made by the Professional Veterinary Chapters according to professional practice needs but does not
consider the allocation of other employment opportunities.
Figure 9.4. Percentage of students that would enroll again in the same DCVM at the same Faculty
in the different Italian VM Faculties.
As described in detail in Chapter 2, currently the SVMS is running over a lot of resources in the
internationalization policy. In fact, the policy of the School is to noticeably increase the number of
relationships for cooperation with VM Faculties in EU and extra-EU Countries. The main aims are
to increase its visibility to foreign Countries, to increase the number of students that spend a period
in foreign countries and to be able to access MIUR funds. In fact, the reform of the Italian
university system includes also the internationalization activities and relationships (as participation
in the Erasmus or Socrates programs, to gain many cooperation links to extra-EU Countries, etc.)
among criteria used for quality assessment of Universities by the MIUR. In the future, additional
resources should be assigned by the Ministry on the basis of different parameters related to the
activities carried out by each faculty.
In the last 10 years the committment of the SVMS in the internationalization activities has been
increasingly stronger as documented by the high number of students who spent at least one year of
their education and training period in a foreign university (see Chapter 2, figure 2.3).
The median number of years required by students to graduate in VM at the SVMS of the UNICAM
is about 7.96 (table 9.5), which is a value similar or even better than the number required by
students of other 5-year degree courses given at the UNICAM as well at other Italian universities.
In order to improve this figure it is necessary to work on the degree course structure and
organization as well as (and perhaps most importantly) on student recruitment. The new study plan
159
has been structured to increase practical activity, whilst decreasing the number and the hours of
theoretical lectures. The average duration of studies has fluctuated over the last few years, but it is
difficult to assess the effect of the new curriculum (MD 270/2004) because only the 3rd year is
activated in the AY 2010/11 and no student has graduated yet. However, the amount of lectures
during the 5th year has been drastically reduced and the second semester of the 5th year has been
completely devoted to practical activities and thesis organization, giving students enough time to sit
exams previously failed. The School staff is confident that these changes will result in a lowering of
time needed by students to complete their curricular requirements and graduate. Comments
received regarding the 1st year under the new system are very positive.
This will allow to monitor the efficiency of the DCVM and the “replacement” of students if the
curriculum fails.
As far as possible, pressure will be applied at ministerial level regarding the admission test, in order
to increase the number of scientific questions in relation to those on general knowledge.
160
Chapter 10 – Academic and Support Staff
Chapter 10
ACADEMIC AND SUPPORT STAFF
Before starting a detailed description, some explanations have to be given. First of all, the Annex I
(“Main indicators for Stage One”) and Annex III of the EAEVE SOP have been taken as references
for the definitions used, as stated by the same SOP. Moreover, some descriptions will be hereinafter
presented regarding the interpretation, procedures and calculations referred to the various data,
factors, indexes and terms used in the present Chapter. Data reported in this chapter relative to
number of students as well as teaching, administrative and technical staff are official data obtained
through the University of Camerino (UNICAM) central administration.
Definitions
Budgeted and non-budgeted posts: A distinction is drawn between:
- posts that are allocated to the Faculty and financed by the university or ministry responsible for
the Faculty. These posts can be regarded as more or less permanent. They are termed "budgeted
posts”.
- posts that depend upon finance in addition to the allocation of budgeted posts from public money.
These posts can fluctuate in number. They are termed “non-budgeted posts”.
Budgeted staff includes all those persons allocated to the School that are paid by the Ministry of
Instruction, University and Research (MIUR) through the UNICAM. They include both permanent
and fixed-term(1) contracts.
Non-budgeted staff includes all those persons allocated to the School of Veterinary Medical
Sciences (SVMS) but paid with other funds than those paid by the Ministry for the budgeted posts.
They include only fixed-term contracts.
Full-time equivalents (FTE): Posts can be occupied full-time or part-time. The number given
should correspond to a total of full-time equivalents (FTE). For instance 10 full-time posts plus two
part-time posts at 50% plus 1 part-time posts at 80% should be given as a total of 11.8 FTE.
According to the SOP, the Full-Time Equivalents (FTE) spent in teaching by budgeted full-time(2)
academic staff (personnel employed at 100% at the University) are calculated based on the
percentage of involvement of each teacher in the teaching activity of the Degree Course in
Veterinary Medicine (DCVM) relative to the total teaching activity given at the School (DCVM +
three-year degree course in Safety of Animal Productions - SPA) or outside it within the UNICAM.
No member of the budgeted teaching staff working at the SVMS is working part-time(2).
(1 )
(2 )
_____________________________________________________________________________
A fixed-term contract is a contract that expires after a gived period of time; generally, fixed-term contracts for
researchers expire after three years renewable once for three years more.
In general terms, according to the Italian system a full time worker does a job whose working time (set by the law
depending on the kind of job and/or contract) is 100% for the institution/employer. In a part-time job the working
time spent for the institution/employer is reduced generally in proportion of 30-50% (and so the salary).
161
FTE spent in teaching by non-budgeted teaching staff (contract professors and contract researchers)
are calculated relating the total amount of teaching hours given by each non-budgeted teacher to the
average workload(1) of budgeted full-time academic staff.
VS versus NVS academic personnel: A distinction has to be made between teaching staff holding
the degree of veterinary surgeon (VS) and non veterinary surgeon (NVS) teaching staff.
Teaching staff: It is understood fact that “teaching” staff will also do research.
Teaching staff is primarily represented by full professors, associate professors and assistant
professors. The latters should be mainly devoted to research activities and actually the real term of
such a status in Italian is “researcher”, but the term “assistant professors” has been used throughout
this SER for the sake of clarity. Althought the Italian law clearly states that the main task of
assistant professors should be research, in reality they are almost constantly involved in teaching
activities. All Teaching staff (full, associate and assistant professors) are budgeted staff who can be
hired only after a public national competition announced by the University with funds from the
competent Ministry (MIUR). They are all employed on a permanent basis(2). Fixed-term assistant
professors can be either budgeted (as in the case of the SVMS) or non-budgeted, according to the
university’s decision at the moment of planning the teaching staff allocation, as it will be further on
described in more details. Other figures involved in the School’s teaching activities are represented
mainly by contract professors and contract researchers. The contract professors are appointed by a
personal contract made on the basis of their acknowledged skills in a given field. An example of a
contract for teaching activities is reported in Annex 8. They are non-budgeted teachers and are paid
with School’s own funds. They are practitioners and carry out especially field teaching activity at
farm level (mobile clinic) on a regular basis scheduled at the beginning of each Academic Year
(AY) and in case of need and/or emergencies (only within weekly planned groups). Some of them
can be also involved in teaching specific courses. This is the case of two contract teachers of the
SVMS that in the AY 2009/10 held some courses in clinical subjects, such as Surgical
Propaedeutics at the 4th year of the DCVM and Orthopedics within a Professionalizing Integrated
Course (PIC) at the 5th year of the old curriculum of the DCVM (see Chapter 4). Contract
researchers are also included in non-budgeted staff. They receive a monthly salary generally for two
years (renewable for other two years) and carry out mainly research activity. Thus, their
contribution to teaching is not constantly requested and is asked in fields considered important by
the School’s strategic plan. This contribution is given according to their specific acknowledged
skills. This is the case of one contract researcher of the SVMS, who is involved in teaching
Odontostomatology within a PIC at the 5th year of the old curriculum of the DCVM (see table 10.1)
in the AY 2009/10.
________________________
(1 )
(2 )
Average workload = X + 2X + Y
where
X = Average amount of actual teaching hours (88 hours) given by budgeted teaching staff
2X = Preparation for teaching (1 hour of teaching corresponds to 2 hours of preparation)
Y = Average time spent in examinations (100 hours a year including the final exam sessions for graduation)
Based on the new university reform (Law n° 240 of 30th December 2010) from now on assistant professors can only
be enrolled on fixed-term basis for 3 years, and their contract is renewable only once for 3 years more.
162
Research staff: This category includes academic personnel whose main task is to do research
work, even though they may from time to time participate in undergraduate teaching.
The research staff includes all the statuses provided for by the law in the academic staff’s budgeted
posts (full professors, associate professors, permanent assistant professors, fixed-term assistant
professors) and the non-budgeted posts, such as graduate students (voluntary frequency), fellows,
post-graduate PhD students, contract researchers or contract workers. In this chapter, data are
referred to the research activity carried out only by budgeted academic staff and contract
researchers according to the following criteria: 0.5 FTE for assistant professors (whose main task
should be to do research), 0.2 FTE for associate professors, 0.1 FTE for full professors and 1 FTE
minus the FTE value spent in teaching activity for contract researchers. Therefore, in the present
Chapter contract professors, graduate students, fellows, post-graduate PhD students and contract
workers are not considered within the research staff for the calculation of FTE.
Support staff: This includes all posts, regardless of the work undertaken; secretaries,
administrators, technicians, animal caretakers, cleaners, etc.
Support staff may include both budgeted and non-budgeted posts and also both permanent and
fixed-time jobs. It includes administrative, animal care-takers and technical personnel. The most
part of support staff (expressed as FTE) is employed at the School on full-time basis, with the
exception of 3 persons that work as full-time at the UNICAM but are involved in the support
activity of 3 Schools at the same time (30% at the SVMS = 0.3 FTE each person). Three
technicians work in the teaching laboratories, so they support research activities but also organize
and are involved in some teaching activities carried out in those laboratories under the supervision
of the teacher. The same can be applied to the two animal care-takers as they are also involved in
the organising and supporting teaching activities taking place in the Veterinary Teaching Hospital
(VTH). At the end of the AY 2009/10 support staff included also 4 part-time students (5 in the AY
2010/11) and 4 students acting as support tutors (see Chapters 2 and 5) who are paid by the
UNICAM for assisting especially the administrative staff in different office tasks (library activities,
photocopying, document recording, giving information to students, etc.). These part-time workers
(both part-time students and support tutors) are annually assigned to the School by UNICAM
administration and the posts are covered by specific application presented by students. Their
number may change according to the University’s disposable funds and School’s needs. The
contract provides for a total workload of 100/170 hours, corresponding to 0.1 FTE each if compared
to the total workload of a full-time support staff job that corresponds to a total of about 1500
hours/year. Within support staff also a fixed-term technician (a biologist) is included with a threemonth renewable contract (paid by the School with its own funds) that provides a laboratory
workload of 116 hours in three months for research and diagnostic tasks (about 470 hours per year,
calculated as 0.3 FTE). The detailed description of support staff expressed as FTE (data updated to
the end of AY 2009/10) is shown in tables 10.1 and 10.2 (part 2).
Interns, residents, doctoral (Ph.D.) students are not included in the staff numbers unless they
perform regular, paid, teaching activities for at least 20% of their workload.
No interns, resident or doctoral (PhD) students are included within staff members in the present
Chapter.
If you find that the distinctions made between different groups of staff do not fit your situation,
make the best distribution you can of your personnel between the headings we use. Add an
explanatory note if you wish.
163
Staff composition and tasks
All data reported in the present Chapter are referred to the AY 2009/10 (November 2009 - October
2010) unless otherwise stated.
As already reported in previous Chapters (1 and 4), the SVMS is involved in two degree courses:
- the five-year Degree Course in Veterinary Medicine (DCVM)
- the three-year degree course Safety of Animal Productions (SAP)
and in other postgraduate courses (see Chapters 1 and 12)
The academic staff belonging directly to the SVMS is structured as follows:
- 7 full professors
- 8 associate professors
- 12 assistant professors
- 2 fixed-term assistant professors
An additional permanent assistant professor in Surgery area took up job on November 2010 and
was not considered in the amounts of FTE reported in the present Chapter.
The support staff includes:
- 2 full-time animal caretakers
- 3 full-time technicians
- 1 fixed-term technician
- 13 full-time administrative staff (teaching management, support staff management, secretarial
staff, account management, library staff, porters)
- 4 part-time students
- 4 support tutors (see Chapters 2 and 5)
The DCVM involves the following academic staff of the School:
- 7 full professors
- 10 assistant professors (+ 1 permanent assistant professor in Surgery area not fully considered in
the FTE calculation).
- 2 fixed-term assistant professors
The DCVM also involves teachers belonging to other Schools of the UNICAM, some of which are
still included in the teaching staff of the SVMS in all respects, according to minimum MIUR
requirements (in terms of number of teacher). Most of these teachers “belonged” to the Faculty of
Veterinary Medicine until 31st October 2009, when at the UNICAM the Schools replaced Faculties
and Departments according to the new university statute (see Chapter 2). Full-time budgeted
teaching staff belonging to other Schools of the UNICAM consists of:
- 2 full professors
- 5 assistant professors
The personnel of the SVMS enthrusted with veterinary training is reported in table 10.1.
It must be remembered that 1 assistant professor of the Surgery area who took up permanent job in
November 2010 was not fully considered (= 1 FTE) in the FTE calculation: he was considered as
0.87 FTE (based on the ratio of total teaching to the average workload) as contract teacher in the
AY 2009/2010.
164
Both full and associate professors are expected to be involved with teaching and research activities,
while assistant professors have to do research as their primary commitment, while their teaching
workload should be lower than that of full and associate professors. However, such a distinction is
purely theoretical as it really depends on the needs of the Institution the assistant professor works
for. For this reason, as mentioned in the initial explanations, while the FTE in teaching are
calculated on the real contribution given by the different figures involved in teaching activities of
the DCVM, the FTE in research are assigned on an average basis, considering 0.1 FTE for full
professors, 0.2 FTE for associate professors and 0.5 for assistant professors. Obviously, contract
researchers not involved in teaching activities are considered as 1 FTE in research and 0 FTE in
teaching.
Table 10.1. Personnel in the SVMS of the UNICAM provided for veterinary training.
Budgeted posts
(FTE)
1. Academic staff
Non budgeted
posts (FTE)
Total
(FTE)
VS
NVS
VS
NVS
VS
NVS
Teaching staff (total FTE)
22.67
12.71
5.48
0.11
28.15
12.82
Research staff (total FTE)
6.6
1.20
1.62(
8.22
1.2
29.27
13.91
7.1
36.37
14.02
*)
Others (FTE)
Total FTE
Total FTE (VS + NVS)
FTE providing last year teaching
0.11
43.18
7.21
50.39
40
0.78
40.78
2. Support staff
a) responsible for care and treatment of animals(**)
b) responsible for the preparation of practical and
** ***
clinical teaching( ) ( )
c) responsible for administration, general services,
manteinance, etc.
d) engaged in research work(***)
2
2
(****)
[5]
[5]
(****)
*****)
11.79
******)
3.3
10.99
0.80(
3
0.30(
e) others
Total support staff
3. Total staff
(* )
15.99
1.10
17.09
59.17
8.31
67.48
= 1 FTE (Silvia Cecchini, contract researcher) + 0.62 FTE (Vullo Cecilia, contract researcher)
The 2 animal caretakers collaborate to the prepration of practical and clinical teaching
(**)
(***)
The budgeted laboratory technical staff (3 persons full-time) works in the teaching laboratories: this staff is
involved in the preparation of practical teaching and is also engaged in research work, according to the plan of
activities
(****)
Not considered in the calculation of total values
4 part-time students and 4 support tutors considered as 0.1 FTE each
(******)
1 biologist with fixed-term contract for 0.3 FTE with research and diagnostic tasks
(*****)
165
Current Italian legislation (Law no. 230/2005) states that full-time full professors and associate
professors must carry out no less than 350 hours of teaching activities per year, which includes
lectures, exams and participation to collective bodies of the estabilishment and related activities.
The guidelines set by the UNICAM according to the Italian law state that teaching activities should
be primarily a responsibility of full and associate professors who must carry out at least 120 hours
of lectures/AY. The involvement of assistant professors in teaching activity is encouraged but
should be lower (100 hours/AY for permanent assistant professors and 80 hours/AY for fixed-term
assistant professors). The teaching activity of contract researcher must be lower too (60 hours). The
part of teaching carried out by the contract professors is based on the needs of the School. Actually,
the guidelines state that the involvement of external teachers (outside the UNICAM) is possible
only when specific and acknowledged professional experience cannot be found within the School
and is considered of strategic importance to reach the objectives of the course.
This aims to involve in teaching those practitioners who are particularly skilled in specific fields
that the School considers as essential for the training of students in the practice at farm/production
level and plans at the beginning of each AY. Those teachers cannot be paid using the University’s
budget, but can be paid with School’s funds only, with the exception of the English teacher.
In table 10.2 supply information on the allocation of personnel to the various departments. The
technical term “Departments” refers to the component academic units of the veterinary Faculty
and may have another name (e.g. “Institute”). The titles of the academic staff grades in the table
may differ from country to country, and should be modified to suit your particular situation.
Currently, from November 2009 the SVMS is organised in two sections: the “Basic and applied
sciences for animal production and health and for food safety” Section and the “Veterinary
Teaching Hospital” Section. The allocation of staff provided for veterinary training belonging to the
SVMS and to other Schools of the UNICAM is showed in table 10.2, that has been divided into part
1 (teaching staff) and part 2 (support staff) for the sake of clarity.
It must be pointed out that from the end of 2010 the SVMS has been receiving by local Institutions
(Marche Region and Local Land Caretaker Association “Comunità Montana”) some funds for
financing 8 grants for supporting the 24-hr emergency service at the VTH (see Chapter 7). These
grants are assigned to recently graduated veterinarians who must make an application and are
selected on the basis of an exam. The aim of this activity is to help young veterinarians to approach
the professional practice and contemporarily supporting the activity of the VTH, especially during
the night duty. This can help to improve the educational process at the SVMS, particularly
increasing their emergency skills at hospital level (for both veterinarians and students). The newly
graduated practitioners that carry out this activity at the VTH are not considered among staff
members described in the present Chapter because they play only a professional support-role
allowing the hospital to perform the 24-hr service. This activity (24-hr emergency service) is
supported also by students enrolled to the 2nd year of the School of Specialization in Animal Health,
Breeding and Production that are veterinary practitioners and carry out part of their practical
activity in clinical subjects.
166
Table 10.2 Allocation of staff to the various structures.
Part 1. Allocation of academic (veterinary surgeon and non veterinary surgeon) teaching staff expressed as FTE – for veterinary education to the various structures of the UNICAM.
Academic teaching staff
Assistant
Assistants
professors
Structure
Full
professors
Associate
professors
VS
NVS
VS
NVS
VS
Section "Basic and applied
sciences for animal production
School of Veterinary and health and food safety"
(BASAF)
Medical Science
2.00
3.00
3.67
1.67
5.00
Section "Veterinary Teaching
Hospital"
2.00
-
2.00
-
5.00
Staff from other Schools of the University of Camerino
(*)
(4)
2.88
NVS
VS
(*)
-
-
-
-
(*)
1.00
-
-
5.48
-
-
-
(5)
1.00
(6)
2.82
(***)
NVS
(**)
0.67
(****)
0.11
-
1 contract researcher + 11 contract professors
(****)
(3)
(3)
1.00
VS
English teacher (contract professor)
(***)
(2)
(2)
0.68
NVS
Including 1 fixed-term assistant professor each
(**)
(1)
(1)
1.00
Other
1 contract professor
From the School of Environmental Sciences: General Zootechny
From the School of Biosciences and Biotechnologies: Parasitic Diseases of Animals
From the School of Environmental Sciences: General Physiology of Animals and Ethology; Veterinary Endocrinology
(4)
2.38 FTE from the School of Environmental Sciences: 0.38 FTE Agricultural Economics, 1 FTE Histology Embriology and Anatomy of Domestic
Animals, 1 Zoology; 0.50 FTE from the School of Pharmaceutical Sciences and Health Products: Chemistry and Biochemical Propaedeutics
(5)
From the School of Environmental Sciences: Veterinary Endocrinology
(6)
1 FTE from the School of Environmental Sciences: Botany Applied to Veterinary Medicine; 1.19 FTE from the School of Pharmaceutical Sciences
and Health Products: 0.5 Chemistry and Biochemical Propaedeutics, 0.69 FTE Animal Parasitology; 0.63 FTE from the School of Sciences and
Technologies: Biostatistics and Computer Science
Part 2. Allocation of support staff - expressed as FTE - to the various structures of the SVMS of the
UNICAM.
Structure
Support staff
Technical
(b + d + e)
Animal
caretakers
(a)
Section "Basic and applied
sciences for animal production
School of Veterinary Medical and health and for food safety"
(BASAF)
Science
2.00
-
Section "Veterinary Teaching
Hospital"
1.00
2.00
-
-
Staff from other Schools of the University of Camerino
Admin.
(c)
11.79
-
167
Ratios: From the above data please delineate the following ratios
Table 10.3. Ratios students/staff.
No. total academic FTE in veterinary training
40.97
=
R 1:
1
= 0.0973
No. undergraduate veterinary students
= 10.28
421
0.0973
No. total FTE at Faculty
47.73
=
R 2:
1
= 0.1058
No. undergraduate students at Faculty
= 9.45
451
0.1061
No. total VS FTE in veterinary training
28.15
=
R 3:
No. undergraduate veterinary students
1
= 0.0669
= 14.95
421
0.0669
No. total VS FTE in veterinary training
28.15
=
R 4:
No. students graduating annually
1
= 0.7073
39.8
= 1.41
0.7073
No. total FTE academic staff in veterinary training
40.97
=
R 5:
No. total FTE support staff in veterinary training
1
= 2.38
17.09
= 0.42
2.38
For the calculation of ratio 1 (teaching staff/undergraduate veterinary students), the data referred to
the total academic staff involved in veterinary training can be observed both in table 10.1 (teaching
staff) and in table 10.2. The total number of students considered includes both “in-course” (enrolled
in each of the five years of the DCVM) and “off-course” (enrolled in the following years) students,
because a course can be attended also by students enrolled in following years, according to the
Italian law (for more details on these aspects see Chapter 9). While the attendance of lectures and
other teaching activities provided within the veterinary curriculum is mandatory for “in-course”
students the participation of “off-course” students to the teaching activities is encouraged.
With regard to ratio 2 (total FTE at the Faculty/total undergraduate students), the School offers an
additional three-year course in SAP, whose 2nd year has been activated in the AY 2010/11 and the
3rd will be activated in the AY 2011/12. For this ratio the total FTE has been calculated taking into
consideration teaching performed by academic staff at the SVMS (including also SAP) as well as
teaching performed in different undergraduate courses of other Schools of the UNICAM. The total
168
number of undergraduate students is referred to students enrolled in the AY 2009/10 for the DCVM
and for the 1st year of the three-year degree course in SAP and is reported also in Chapter 9 (table
9.1).
For the calculation of ratio 3 (veterinary teaching staff /undergraduate veterinary students) the data
concerning the total FTE given by veterinary teaching staff is available both from table 10.1
(teaching staff) and table 10.2 (part 1).
The number of students graduated annually in VM considered in ratio 4 has been calculated as the
average of data referred to the five years before the year of visitation, corresponding to the AY
2005/06, 2006/07, 2007/08, 2008/09 and 2009/10. Such data is reported in table 10.4 (see also
Chapter 9, table 9.4). The data referred to the AY 2009/10 are estimated based on the applications
for graduation submitted by students for the March 2011 session, the last graduating session of the
AY 2009/10. The data about support staff considered in ratio 5 are reported both in table 10.1
(support staff) and in table 10.2 (part 2).
Table 10.4. Number of students graduating annually over the past five years.
Academic Year
Number of students
2005/06
42
2006/07
44
2007/08
40
2008/09
35
2009/10
38
AVERAGE
39.8
- Outline how the allocation of staff to the Faculty is determined.
- Outline how the allocation of staff to the departments (or other units) within the Faculty is
determined.
The enrolment of budgeted teaching staff is made through a national competition announced by the
University and with funds from the competent Ministry (MIUR). Every public competitive
examination is for a specific scientific area. The posts of budgeted teaching staff can be only on
permanent basis. Academic positions for the role of assistant professors can be fixed-term or
permanent depending on the decision taken by the University (mainly related to available funds and
planning) and it must be explicitly reported in the announcement of the competitive examination.
The scientific area involved, the number of posts and the role to be covered are decided according
to University planning, depending on the School and/or scientific area’s needs and fund availability.
Anyway, it should be pointed out that there is no official or formal system for assessing the needs
of academic teaching staff and in general such needs are decided by the Faculty or University on his
own. Until 2009, the search or examining committee is decided at the Ministerial level in Rome
through a voting system where all permanent national academic staff belonging to the specific role
and scientific area of the position being announced for are entitled to vote. The search committee is
generally composed by 5 full professor, 3 full professors + 2 associate professors, or 1 full + 1
associate + 1 assistant professor for positions of full, associate and assistant professors,
respectively. This committee reviews candidate credentials and then invites for a written and/or oral
169
exam candidates for assistant and associate professor positions (for full professor positions only the
CV and scientific production are reviewed). Such a process leads to the selection of two eligible
candidates on a comparative basis (the best two). The procedures to form the examining committees
have been recently changed by the Italian government: from 2009 onward the Ministry draws lots
for the national committees only among full professors belonging to the specific or related (in case
of need) scientific areas the examination has been announced for. Each eligible candidate can be
enrolled by an Italian University. The eligibility (“habilitation”) lasts three years. Then the
candidate loses the eligibility and has to qualify again by another public competitive examination
for the specific scientific area he/she belongs to. This procedure is available for competitive
examinations announced within 2009. This entire procedures will change following adoption of the
new University Law (n° 240 of 30th December 2010), stating that the public competitive
examinations are announced directly by the competent Ministry (MIUR) that will set every year an
announcement for full professors and associate professors (alternating) on national basis and for a
specific scientific area. The examination will lead to the publication of a national list of eligible
candidates that can be then enrolled by the different Universities according to their funds, planning
and needs of status, candidate profile and skills. This list will not be filled on a comparative basis,
as before, but will include all the candidates that are considered to meet the minimum requirements.
The enrolment of fixed-term assistant professors and contract professors depends on the School’s
needs and funds. These roles also are assigned by public competitive examinations announced by
the University, but not financed by funds from the Ministry, with the exception of some fixed-term
assistant professors that can be included within budgeted staff, as previously reported. This is the
case of two fixed-term assistant professors (of Pathology area and Surgery area) of the SVMS that
are employed using the Ordinary Financing Funds (OFF, see Chapter 3) from the Ministry.
Generally speaking, at present the political approach tends to decrease the funding of new professor
posts and to increase new posts for assistant professors, giving the priority to fixed-term jobs.
According to the reform recently (Law 240/2010) approved by the Italian government, the
enrolment of permanent assistant professors will be suppressed from 2012, giving the possibility of
enrolling only non-budgeted fixed-term assistant professors, who can be hired for a 3-year contract
renewable only once and then have to apply for a permanent position as full or associate professors
by public competitive examination or they must leave the university.
The entrustment of teaching subjects is decided within the School. The priority is given to the
internal teaching staff, according to the respective scientific area a member belongs to. If no staff
member belonging to the specific area is available, the teaching subject can be assigned to related
scientific areas (identified by law) also among non-budgeted teaching staff. If no related scientific
competences are present within the School, the lectureship is assigned first to other budgeted
teachers of the specific or related areas, then to non-budgeted persons by announcement within the
University (internal announcement). If none, a public announcement is made for finding outside the
University a contract professor suitable for the task, for example in other universities, among
practitioners, etc. (external announcement).
It is also possible for a teacher to change the scientific area he/she belongs to. The procedure
provides a request to the School that gives its opinion after an evaluation. Then the University gives
its opinion and the request is addressed to the National University Council (NUC), which gives a
definitive response. The change is made official by Rectorial Decree.
For support staff also the enrolment of new members is made according to the University’s
planning and funds. The status and the level are decided according to the School’s needs. New posts
are filled by public competitive examination. For vacant posts, the University must first try to fill it
up using internal mobility of permanent staff. If this is not possible, the post can be filled only
temporarily by fixed-term personnel with a contract lasting no more than 1 year, depending on the
urgency. But the contract can be also renewed for a short time. This is the case of the fixed-term
laboratory technician present at the SVMS with research and diagnostic tasks, who is paid with
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School’s own funds. Following expiration of temporary contract/s the post can be filled only
through a public competition.
The internal mobility within the University is possible only for budgeted staff and can be horizontal
(same status and level) or vertical (higher status or level). Horizontal mobility of teaching staff is
possible depending on the School’s needs and the scientific area the post belongs to: it is possible
only if a person belongs to the same or a related scientific area. No vertical mobility is possible for
teachers, that can get the respective eligibility for each role by a public competitive examination, as
previously reported. For support staff the horizontal mobility is possible only for persons belonging
to the same level within a status and after proper evaluation by a board purposely appointed by the
University. The vertical mobility is possible only in case of need (i.e. urgency) and for a limited
period after evaluation by the University.
As reported in Chapter 2, in 2008 the management of the UNICAM planned to undertake a
complex route of reform that in 2009 lead the structure and organisation of the University to face
deep changes: as well as the governance, including the academic representative and decisionmaking organisms, the reform lead to the suppression of Faculties (with teaching tasks) and
Departments (with research tasks) and gave birth to the Schools, entities with both teaching and
research tasks created on the basis of teaching peculiarities and convergent aims in research. Each
School can be organized into Sections on the basis of scientific/didactic affinities among
components, but without any kind of autonomy (both managerial and financial). When the Schools
were created in 2009, each component of the teaching staff was asked to choose the School to
which he/she wanted to belong to, according to his/her scientific area, field of research, teaching
subjects, etc. So, the teaching staff was assigned to different Schools on an individual-choice basis.
Within a School, staff members may opt to be assigned to a certain section/unit based on their own
choice. The assignement to a section does not make any difference to the status, job or salary as
sections do not have any economic or managerial autonomy, but only scientific and teaching
competences and organization, as previously reported. With the setting up of Schools, the support
staff has been assigned directly to the Schools by a specific board appointed by the University
according to their needs. In the AY 2009/10 at the SVMS there were different areas the support
staff belonged to: teaching manager (1 person = 1 FTE); administrative manager (1 person = 1
FTE); student secretariat (4 persons = 1.00 + 0.33 + 0.33 + 0.33 FTE = 1.99 FTE); technical and
scientific services, library and logistics (11 persons = 10.30 FTE); accounting and administrative
managing (2 persons = 2 FTE). As previously described, 4 part-time students and 4 support tutors
help the administrative staff in different office tasks (8 persons = 0.80 FTE). In the AY 2010/11 the
number of part-time students was increased to 5, two of which assigned to the Library (see Chapter
8).
Within the support staff devoted to technical and scientific services, library and logistics, 4
technicians (3.30 FTE) and 2 animal caretakers (2 FTE) only are shared between the two different
sections of the School and work in different fields (see table 10.2 part 2). The remaining support
staff is generically considered as “administration” staff.
- Indicate whether there are difficulties in recruiting or retaining staff.
The procedures for recruitment are usually time-consuming and can be delayed due to problems not
depending either on the SVMS or on the UNICAM.
- Describe (if appropriate) any relevant trends or changes in staff levels or the ability to fill
vacancies over the past decade.
The trend of the total number of teaching and support staff at the Faculty (now School) during the
past decade (referred to the AY from 1999/2000 to 2009/10) is reported in figures 10.1 and 10.2,
respectively. In figure 10.2 (trend of support staff) part-time students and support tutors have not
171
been considered in the total yearly numbers because such numbers noticeably change every year
(see information about the definition of “Support staff” at the beginning of the present Chapter).
- Indicate whether it is easy to employ additional staff from service income (e.g. from revenues of
clinical or diagnostic work).
As commented above, there is the possibility of employing additional staff paid with funds from
service income. This staff can be enrolled for both teaching and support activities, but can be
employed only as non-budgeted personnel with fixed-term contracts. From this point of view the
estabilishment is free to decide staffing levels and benefits, but it is not possible at all for budgeted
persons. For these posts the School can only propose its needs to the University, according to the
staffing plan. Additional teachers cannot be paid using the University’s budget, but can be paid on
School’s funds only, with the exception of the English teacher. This additional staff can be
contracted for specific courses every year, with the agreement of the School Council.
With reference to the support staff, as previously reported, at present a technician (biologist) with
research and diagnostic tasks is paid by revenues from diagnostic services.
Figure 10.1. Trend of total teaching staff of the DCVM (until 2009 belonging directly to the VM
Faculty) of the UNICAM in the AYs from 1999/2000 to 2009/10.
Total teaching staff in the past decade
(AY from 1999/2000 to 2009/10)
60
50
40
Total full professors
30
Total associate professors
Total assistant professors
20
Total teaching staff
10
Total teaching staff including
contract professors
10
09
/
09
20
08
/
08
20
07
/
07
20
06
/
06
20
05
/
05
20
04
/
04
20
03
/
03
20
02
/
02
20
01
/
01
20
00
/
20
19
99
/
20
00
0
Academic year
172
Figure 10.2. Trend of total support staff of the VM Faculty (now SVMS) of the UNICAM in the
AYs from 1999/2000 to 2009/10 (part-time students and support tutors have not been considered).
Total support staff in the past decade
(AY from 1999/2000 to 2009/2010)
09
/ 10
20
08
/ 09
20
07
/ 08
20
06
/ 07
20
05
/ 06
20
04
/ 05
20
03
/ 04
20
02
/ 03
20
01
/ 02
20
00
/ 01
20
19
99
/20
00
20
18
16
14
12
10
8
6
4
2
0
Academic Year
- Describe the regulations governing outside work, including consultation and private practice, by
staff working at the establishment.
Full-time teaching staff cannot perform any other private professional activities or any form of
private work unless under specific authorisation of the University. Part-time staff can perform
private professional activities but her/his salary will be curbed by a percentage which is
proportional to the reduction of working time. A full-time professor can make consultation work for
the public administration, if appointed, but not in a private form.
Routine third-party services included in clinic and diagnostic work are performed by full-time staff
on the behalf of the University and cannot be carried out as private work. The same activities
carried out on regular basis, even if on a temporary basis (i.e. laboratory analyses for institutions,
farms, estabilishments, industries, etc.), are subjected to a previous contract or agreement of the
third party with the University and are regulated by specific internal guidelines.
- Describe the possibilities and financial provisions for the academic staff to:
a) attend scientific meetings;
b) go on a sabbatical leave.
For the participation to scientific congresses the academic staff can ask contributions to the
expenses according to the role. The contribution is generally funded with research finances that can
be used for this purpose under the permission both of the head of the estabilishment (Director,
Dean, etc.) and the responsible of the research fund.
Study periods of limited duration must be communicated to the School and are allowed without any
change of salary. For longer periods, such as a sabbatical semester or year, the authorisation is
released by the School Council, to whom the interested person must present an application. Prior to
releasing the authorisation the School has to assure that the teaching activity is temporarily covered
173
by other staff members belonging to the same or related scientific areas. If approved by the School,
the application must be addressed to the University that decides about the final approval. During the
sabbatical year or semester the person receives a regular salary.
The establishment encourages the teaching staff to acquire additional skills, knowledge and training
allowing the interested persons to spend time abroad or in other Italian Universities or Institutions.
This includes also the possibility of getting higher qualifications (international college diplomas,
PhDs, master degrees, specializations, post-graduate studies in general). For this purposes also
some agreements with public institutions have been stipulated, especially for research collaboration
and knowledge exchanges as with the Zooprophylactic Experimental Institute (ZEI) of Umbria and
Marche Regions (see Annex 4.b).
The acquisition of additional skills and training of the support staff is a responsibility of the
University which should organize internal (or allow participation to, if external) courses, seminars,
etc. for professional improvement as well as continuing education in fields like safety concerns,
new operating systems for data management, administrative management, laboratory management,
new analytical techniques and so on. If there is a specific request (i.e. for attending refresher
courses) from a member of support staff the School generally tries to satisfy such a request,
according to its funding and following authorization of the Director.
10.2 COMMENTS
- Comment on the numbers of personnel in the various categories
Both teaching staff of the DCVM and support staff of the SVMS have slightly but constantly
increased in number during the last decade (Figures 10.1 and 10.2). Teaching staff provided for the
DCVM went from 26 (all budgeted members consisting of 6 full professors, 8 associate professors,
12 assistant professors) in the AY 1999/2000 to 52 (40 budgeted professors consisting of 7 full
professors, 12 associate professors, 21 assistant professors and 12 non-budgeted contract professors
for clinical activities). However, if one considers the workload in terms of teaching as well as
providing services, the number of both staff (teaching and support) is still low and should be
increased.
The number of teaching staff belonging directly to the SVMS underwent a noticeable decrease in
2009, when the Schools replaced Faculties and Departments. This led to a complex change and
rearrangement of total staff number directly belonging to the School. So, the total number of
teaching staff of the SVMS decreased from 41 to 29, but the total number of teachers involved in
the DCVM increased from 41 to 52 (including 12 contract professors involved in clinical teaching
activities), as it can be observed in figure 10.1. From the same figure 10.1 an important aspect of
this trend can be also observed: while the total number of full professors and associate professors
remained almost the same (with light fluctuations due to retirements, status changes, etc.), the
number of assistant professors in the AY 1999/2000 increased year by year till nearly doubling in
the AY 2009/10. Actually, from 2000 the School’s policy has aimed to favour the acquisition of
young forces for the teaching staff in order to ensure new enthusiasm and cooperation both in
teaching and research activities giving a strong contribution to the attainment of the
estabilishment’s objectives. To confirm this statement, a young permanent assistant professor in
Surgery area was recruited from November 2010 (not considered in the data reported in the present
Chapter) in spite of the well-known recession that limited at most the recruitment of new staff in
Italy. The number of teaching staff provided for the DCVM in the AY 2009/10 and its average age
according to the role are reported in figure 10.3.
The number of teachers involved in the DCVM seems to be adequate, due to the values resulting
from the ratios concerning the teaching capacity, especially considering that the number of
174
undergraduate veterinary students is going to decrease noticeably, as further on reported. But the
amount of teaching activities is very high even considering that practical activities are carried out in
small groups. This implies a remarkable increase of teaching hours that are not officially recognized
because the teaching activity of each course reported on the official timetable is referred to the
amount of teaching hours that each student must receive and not to the total amount of teaching
hours carried out by the teacher. Thus, the teaching staff belonging to the SVMS appears to be not
really adequate considering also that assistant professors (both permanent and fixed-term) and
contract researchers are largely involved in teaching activities and distracted from research.
Figure 10.3. Number of teaching staff provided for veterinary training at the SVMS of the
UNICAM and average age in the AY 2009/10.
Teachers
Average age
25
60
50
20
30
Age
Number
40
15
10
20
5
10
0
0
Full professors
As previously reported, until now the School succeeded in enrolling even fixed-term assistant
professors as budgeted staff. This probably will make it easier to enrol such persons as permanent
teaching staff when the fixed-term of employment will expire, as in the case of the above
mentioned permanent assistant professor enrolled in November 2010. Unfortunately, for several
years the government policy has tended to favour the enrolment of fixed-term assistant professors
as non budgeted staff, giving rise to strong complaints by students, newly graduated persons and
teaching staff on the whole, who are worried for the future of the universities, the academic career,
the research and themselves. As previously reported, this trend is confirmed by the plan of the
Italian government of stopping the enrolment of permanent assistant professors and allowing the
universities to enrol only fixed-term assistant professors with effect from 2012.
Moreover, it must be taken into account that the number of students at the School with which the
total academic staff has to be compared in ratios 1, 2 and 3 calculation is going to remarkably
decrease year by year. This trend is reported in table 10.5 (see also Chapter 9).
175
Table 10.5. Trend of number of students enrolled for the 1st year of the DCVM at the SVMS of the
UNICAM in the AYs from 2005/06 to 2010/11.
Academic year
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
Number of students
80
80
76
49
36
25
As already reported in Chapter 9, the number of students who can be enrolled for the 1st year of the
DCVM depends on Ministry’s decision (numerus clausus) and is defined every year on national
basis (total number). This total number is then divided among the different estabilishments
according to several parameters that have fixed only recently by a so called “technical board”
(created in 2010) involving MIUR, representatives of the estabilishments, representatives of
Professional Chapters of veterinarians and the Ministry of Health. The decision of decreasing on a
national basis the total number of students enrolled for the 1st year depends, as reported, on
Ministry’s evaluation under the spur of Professional Chapters, that push for a lower number of
graduates in VM. So, generally speaking the decrease should not be seen as a punishment, but as a
common trend that will lead to reach a number considered suitable for the needs of the profession
and that should be proportional to the potential of the School in terms of personnel, structures,
funding, geographical position, social and economical context the estabilishment stands in (i.e.
existing animals, farms, industries, etc.).
A proposal of the National Board of Deans of Italian VM Faculties aimed to fix the minimum
number of students enrolled for the first year around 40 for each faculty (as a common basic
number) and then to assign additional students according to different parameters. But this proposal
was not approved by the government for the AY 2010/11. Unfortunately, the number of students
fixed for the DCVM of the SVMS for the AY 2010/11 by the MIUR was 25 students, disregarding
the parameters proposed by the technical board. Being the SVMS a small structure belonging to a
small University, it is School’s opinion that an adequate number could really be around 40 students
per year. As well as the disadvantages, the SVMS has also the advantages of a small structure to
which the School policy is particularly careful: close interaction between students and teachers,
ease in organization, especially of practical activities, quick reaction to changes needed, wider
sharing of issues and problems, but also of information and news, etc.
With reference to the advantage represented by the close interaction between students and teachers,
a survey carried out in 2010 by Alma Laurea (see Chapters 5 and 9) among Italian students
graduating in VM in 2009 showed that among the Italian VM Faculties the SVMS of the UNICAM
has one of highest percentages of students satisfied with the relations with teachers (see Chapter 9,
figure 9.2). This aspect has an undoubted positive effect also on the overall judgement of the
students on the DCVM offered at the SVMS of the UNICAM (see Chapter 9, figures 9.3 and 9.4).
Obviously, the School must ensure an adequate standard of teaching and research. But it must be
taken into account also that a very low number of students enrolled in the estabilishment would
reduce the income from student fees and would not be welcomed at all by the University. If the
number of students enrolled for the 1st year in VM will be fixed around 40, the described trend of
student number will also lead to settle the denominators for ratios 1, 2 and 3 at values more suitable
if compared to the estabilished ranges, even if these values “must not be interpreted in a strictly
mathematical sense” as stated in the SOP. It must be pointed out also that the School activated a
three-year degree course in SAP in the AY 2009/10 and thus the ratio 2 should be going to increase
176
to values nearer to the range reported in the SOP considering the 2nd year of that degree course
activated in AY 2010/11 and so for the 3rd year in 2011/12.
The number of support staff, even constantly increasing in the last decade, seems to be quite lower
considering the needs of the School and its adjustments according to higher standards. It clearly
appears from the value obtained in ratio 5. The School tries to partly compensate the shortcoming
of personnel with other support figures that cannot be involved in any case in essential activities
and so cannot really contribute to a stable and lasting increase of School’s standards, as the case of
part-time students that in the AY 2010/11 have been increased from 4 to 5.
- Comment on the salary levels, especially those of academic staff in relation to the level of income
in the private sector.
The salary of academic teaching staff is fixed by law and is basically the same in all the Italian
public universities, according to the role and the level covered. It is not so high if compared with
the income of veterinarians in the private sector, even if the Professional Chapters of veterinarians
continuously claim that the economical conditions of practitioners are getting worse every year. In
general, also the salary of veterinarians working for other public institutions (Ministry of Health,
National Health Service, etc.) is quite higher. Anyway, as reported before, it must be remembered
that according to the Italian law the total amount of teaching hours is 350 at least for full-time
associate and full professors, including not only lectures, but also time spent in examinations,
participation to collegial bodies, etc. Such a small number of hours can be reached very easily by a
full or associate professor. Another important aspect is also that teachers at university level have no
obligatory working time control: the use of magnetic timecards is compulsory only for technical but
not academic staff, even if in the UNICAM magnetic timecards are used also by teaching staff.
Strictly speaking, if the minimum limit of working hours were to be rigidly observed the salary
would be much more than adequate. In reality, the teaching staff spends a very much higher amount
of hours in teaching activity than the minimum stated by law and spends many hours also in
research. Many academic staff members are also involved in other activities, such as guidance to
the choice of university courses for high school students, tutorship for undergraduate and PhD
students, safety concerns, various boards at School or University level (evaluation,
internationalization, research, library, quality assessment, etc.). Furthermore, as previously
reported, it must be pointed out that even fixed-term assistant professors and sometimes contract
researchers whose main task should be to carry out almost and exclusively, respectively, research
are involved in teaching activities. This makes the average salary not adequate to the proportions of
work carried out, especially compared with the private sector.
At the moment increases of salary are exclusively based on seniority, but the new financial
measures that will be in force from January 2011 will stop the increases of salary for all state
employees until 2013 (at least). Furthermore, the Italian government is considering the possibility
of introducing increases based on different criteria, including the scientific production.
As previously reported, the support staff also showed a slight but constant increase from the AY
1999/2000. But this increase involved especially support staff devoted to administrative functions.
The laboratory technicians were three persons already in the AY 1999/2000 and the two animal
caretakers were enrolled one in 2001/02 and the other in 2003/04. No more technical staff have
been enrolled since 2003/04, with the exception of one fixed-term technician, paid with School’s
revenues from diagnostic activity. Therefore, the number of support staff, especially technical staff,
contributing to research, diagnostic and teaching activities (see Table 10.1) remains still too low.
The increase of support staff could also increase the value of the denominator of ratio 5, which is
quite low compared to the reference range reported in the SOPs.
The salary of support staff is more or less proportional to the salary of other personnel employed at
public administration belonging to the same level and qualification and the workload is determined
by the law as 36 hours per week. However, differences in salary can exist among public workers
177
belonging to different divisions (i.e. university, local administration, ministry, transport, etc.) and
the university workers get one of the lowest salary within the public administration.
- Comment on the ease or difficulty of recruiting and retaining personnel
Academic work has always been an interesting and challenging activity. Job security and absence
of working time control can be considered as positive aspects, but researchers can be attracted by
higher salary levels in similar activity in the private sector. Also veterinarians working for other
institutions in the public sector (i.e. Ministry of Health) have better salary conditions. At present,
the strong limitations to the enrolment fixed by the Italian government and the poor chances for a
permanent academic job (for the reasons previously described), together with the low salary and
scarce funding for the research and activities in general make the career at university not very
attractive for the young newly graduates.
- Comment on the percentage of veterinarians in the academic staff
As it can be drawn by table 10.1 the percentage of academic teaching staff having veterinary
training is 68.7%, obtained by calculating the ratio of total VS teaching staff (28.15 FTE) to total
VS+NVS teaching staff (40.97 FTE). This value is very close to 70% that is considered the
minimum percentage by the EAEVE SOP (Annex I, paragraph 1.10). All teachers of clinical
veterinary subjects are veterinarians with the exception of the teacher of Parasitic Diseases, who is a
biologist (besides being the Rector of the UNICAM) but belongs to the veterinary scientific area
VET/06 - Parasitology and Parasitic Diseases (see annex 1.a). In the Clinical Section only a
contract professor and the teacher of Veterinary Pharmacology and Toxicology (a biologist) are not
veterinarians. Moreover, it should be taken into consideration that in a small structure with a low
number of teaching staff members a slight deviation from the limit should be tolerated because the
value can be remarkably influenced even by small values of FTE
10. 3 SUGGESTIONS
As reported in the comments, an increase of teaching staff, particularly of veterinarian staff,
together with the ongoing decrease of enrolled students (due to progressive graduation of off-course
students of academic years in which there were up to 80 students/year) could lead to a better
management of didactic and research activities. This is due especially to the fact that teaching
activity is largely carried out by roles that should devote their time firstly to research, sometimes
with possible but unavoidable detriment of both teaching and research activity. Furthermore, an
increase of teaching staff could also increase the possibility for the SVMS of being represented
within the academic bodies of the UNICAM where the most important decisions are taken. To fulfil
the needs of the School and to achieve its objectives a noticeable increase of the support staff is
necessary.
Unfortunately, at national level the possibility of employing new staff in the public administration
is very low, due to the stop imposed by the government to public competitive examinations for
enrolling budgeted staff, because of economic problems. As a consequence, the main sources for
obtaining new positions of technical staff is represented by self-financing with resources from the
establishement incomes (mostly third-party clinical and diagnostic activities), although often these
funds are just enough either for covering running expenses. For this reason, facing up the
difficulties of the situation and the needs of clinical training, from the AY 2009/10 a reorganization
of supervised practical activities outside the estabilishment (on farm activities and services) has
been arranged (see Chapters 4 and 7). It involves 10 practitioners enrolled as contract professors to
178
follow activities at farm level for the most important animal species. This organization has proven
to be a suitable choice for practical activities allowing students to spend more time experiencing the
practice and having the opportunity to face a wider range of field activities important for the
acquisition of the requested clinical skills. Probably, even if apparently suitable, this new
organisation will need one or two years more for an appropriate adjustment and to show possible
weaknesses or aspect susceptible of improvement.
Anyway, for solving the problem of staff recruiting and funding there is not a single formula, but
one thing must be necessarily taken into account: there will be no chance of developing for the
Italian public university if no reforms are made for sustaining the world of public education
(including both the lower and the university levels) and research. And at SVMS level the staff
cannot do more than which is being done for facing such a recession.
In support of these statements, an enlightening article concerning the situation and involvement of
assistant professors (named “researchers”) in teaching and the problem of university funding in
Italy has been quite recently published on Nature (article by Alison Abbott, vol. 466, 1st July 2010),
where the dramatic slump of university funding in Italy is clearly described in the graphic reported
in figure 10.4. As it can be observed, the most dramatic cuts were done during the last two years
(2009 and 2010) leading in 2012 to a lower funding than in 2002. This is happening in a country
like Italy where it is known that funding for education and research is largely lower than in all other
developed countries of the world.
Figure 10.4. Made and planned cuts in university funding in Italy from 2002 to 2012. [From:
Abbott A. (2010). “Strikes could break Italy’s universities”. Nature, 466 (1st July 2010), 16-17].
Another possibility for financing new posts needed for supporting the veterinary teaching recently
appeared and has been already experienced by few Faculties in Italy: it is the participation of the
local governments (Region, Province and Municipality) in funding activities which can act as
support in student training and school’s activities, such as fellowships for newly graduated
veterinarians, qualified training courses, etc. For example, the municipality of Matelica (the town
where the School is located) approved in 2008 the construction of a slaughterhouse mainly devoted
to training purposes, with inspection and necropsy rooms to be used for teaching activities. The
premise is now finished and the structure should start to be used for teaching purposes by March
179
2011. It will allow students to follow and work on animal dissection, organ evaluation, anatomopathological activities and food inspection (but also slaughtering when fully operating) in a new and
suitable structure, adequate to the number of students that is also close the town and to the teaching
facilities of the School. Furthermore, as previously reported, the SVMS is undertaking a programme
of collaboration with the Marche Region and other local Institutions for involving recently
graduated veterinarians in supporting the clinical activities of the VTH and allowing the 24-hr
service to be offered (see Chapters 4 and 7).
180
Chapter 11 – Continuing Education
Chapter 11
CONTINUING EDUCATION
Please describe the role of Faculty in providing continuing education
11.1.1 Continuing Education (CE) Courses
Job opportunities for veterinarians can be found in private or public sector. Professional knowledge
and skill updating is widely perceived as fundamental, especially for younger generations of
veterinarians. CE in medical disciplines has always been an active field, and sometimes also a fairly
good business, particularly in veterinary medicine. Over the last decade the Italia government has
introduced a national plan to ensure minimum standards of professional practice in human and
veterinary medicine. The plan includes attendance to professional updating courses called
Continuing Education in Medicine (CEM) courses. Such attendance is now mandatory for
veterinarians working in the public sector.
The system is based on the acquisition of a minimun number of CEM credits corresponding to a
certain number of hours of courses and other activities accredited by the the Ministry of Health.
Generally, each credit corresponds to 1 hour of course, congress, etc..
In 2007 the Ministry of Health established that in the period 2008-2010 veterinarians should
achieve a total of 150 credits with an average of 50±20 credit per year.
The School of Veterinary Medical Sciences (SVMS) of the University of Camerino (UNICAM)
assists veterinarians in the development of their knowledge in veterinary science, organizing CEM
courses and updating events which are of interest for students, veterinarians and different cathegory
associations.
Teachers of the SVMS often participate as invited speakers in CEM courses organized by public
and private institutions especially those from the Unified Regional Health Agency (URHA) of the
Marche Region .
Table 11.1.1. Continuing Education in Medicine (CEM) courses organised by the SVMS of the
UNICAM in 2008.
Title
Matelica
25-26 July 2008
Matelica
5-6 Sep 2008
Matelica
17-18 Oct 2008
Matelica
28-29 Nov 2008
Hours
Participants
Basic ultrasonography in dog
18
12
Theoretical-practical course of equine ultrasonography
18
3
18
7
Advanced ultrasonography in dog
18
9
181
UNICAM in 2009.
Matelica,
14-15 Feb 2009
Matelica
26-27 June 2009
Matelica
23-24 Oct 2009
Senigallia (AN)
06 June 2009
Senigallia (AN)
13 June 2009
Ancona
05 Nov 2009
Ancona
23 Nov 2009
(* )
Hip displasia
diagnosis
Title
Hours
in dog: the importance of an early
20
Participants
16(*)
Theoretical-practical course of equine ultrasonography
20
5
18
10
Official control at farmed ungulate slaughterhouse (**)
4
35
Official control at farmed ungulate slaughterhouse (**)
4
35
4
37
4
37
Control of
chain (**)
Control of
chain (**)
salmonella in
poultry and egg product
salmonella in
poultry and egg product
Total participants in two-day course (10 in the first day + 6 in the second day)
Organised by the Unified Regional Health Agency with the participation of SVMS teachers
(**)
UNICAM in 2010.
Title
Hours
Matelica
Quantic therapy in veterinary medicine
4
18 Mar 2010
Montecassiano (MC) Competences of the veterinarian at slaughterhouse
5
27 May 2010
level (*)
(* )
Participants
89
50
Organised by the Unified Regional Health Agency with the participation of SVMS teachers
182
Table 11.1.4. Continuing Education events organised by the SVMS of the UNICAM and/or with
participation of teachers of the School in the period 2008-2010.
Title
Hours
Matelica,
31 Jan 2008
Diagnosis and therapy of shock
3
Matelica,
18 Feb 2008
Livestock registers with special reference to the equines: law in force
3
Matelica
28 Feb 2008
Updating on calf pathologies
3
Matelica
15 May 2008
The marketing in veterinary enterprises
3
Matelica
20 May 2008
Role of epidermal and dermal biology in the etiology and prevention
of economically important claw lameness in cattle.
3
Matelica
04 Jun 2008
Training of foal in respect of horse’s natural behaviour
4
Matelica
27 Oct 2008
Innovation and tradition in food industry: experiences in Spain
3
Verona
8 Nov 2008
Equine infectious diseases: an update
6
Pesaro
16 Nov 2008
Melanoma and mastocytoma: new therapies from scientific reseach
10
Ancona
21 Nov 2008
Veterinary dentistry: experiences to be compare
8
Matelica
26 Nov 2008
Veterinary memory: journey among anecdotes and experiences
reflecting the actual veterinary activity
3
Matelica,
15 Jan 2009
New diagnostic and therapeutic applications of ultrasound in
Veterinary Medicine
4
Matelica,
29 Jan 2009
Diagnosis and therapy of shock
4
Matelica,
27 Mar 2009
Human and veterinary doctor: synergistic control of zoonoses in food
4
Matelica,
19 May 2009
Updating in examination on exotic animals
10
Matelica,
28 May 2009
Centuries of gallop
3
Matelica,
11 June 2009
Diagnosis of pruriginous skin diseases of cat
4
183
Matelica
17 June 2009
Rome
19 June 2009
Matelica
20 June 2009
Let’s talk about cytology
Quantic therapy in veterinary medicine
3
3
3
Matelica
24 June 2009
3
Matelica
30 Jun 2009
Assessment and management of companion avian species
2
Matelica
7 Jul 2009
Aquarium fishes: clinical pathology and diagnostics of main disease
2
Matelica
14 Jul 2009
Surgery: is it a good choice?
2
Matelica
18 Dec 2009
A-H1N1 influence: origin and future
4
Matelica,
04 May 2010
Veterinary dentistry: an update
9
Matelica,
10 Jun 2010
Diagnostic procedures and therapeutic protocols of main diseases of
dog and cat
4
11.2 COMMENTS
Comment on the quality of the continuing education programmes
The SVMS offers CE focused on some fields of particular interest for the territory. Teachers are
qualified and infrastructures used are generally appropriate.
CE is tied up with postgraduate education so that the SVMS is able to offer, without overlaps,
different educational levels in the same area of interest, as reported in tables 11.1.5 and 11.1.6.
By creating this "crossed education" the School gives an appropiate answer to the needs of the
territory, despite its small size.
The SVMS gives great importance to updating events even open to the public. These represent, on
the whole, a platform upon which to establish good working relationships especially with
veterinarians. Moreover the School staff believes that such events are necessary tools to make the
stakeholders understand the meaning and importance of veterinary science and profession for public
health and the society on the whole.
184
Table 11.1.5. Different levels of education offered by the SVMS in equine field during the period
2006-2010.
(*)
Year
Continuing Education Courses
Postgraduate Courses (*)
2006
None
2007
None
Second-level Master in Equine Sport
Medicine
(Academic Year 2006/07)
2008
Theoretical-practical course
of equine ultrasonography
None
2009
Theoretical-practical course
of equine ultrasonography
None
2010
None
None
For specific information see Chapter 12.
Table 11.1.6. Different levels of education offered by the SVMS in small animal field during the
period 2006-2010.
(*)
Year
Continuing Education Courses
Postgraduate Courses (*)
2006
Courses of ultrasound in the dog
None
2007
None
2008
None
2009
2010
None
Second-level Master in Diagnostic Imaging
of the Dog and Cat
(Academic Year 2009/10)
For specific information see Chapter 12.
Comment the degree of participation of veterinarians in the continuing education programmes
The participation in the courses is satisfactory and many veterinarians come from outside the
Region. This points out that the SMVS is an important reference for the development of CE in
central Italy.
The participation of veterinarians, students, associations, as well as animal owners etc. to the CE
events is very good and in some cases excellent.
185
11.3 SUGGESTIONS
In the AY 2009/2010 a lower number of CEM courses was organized because the School was
mainly involved to the activation of the second-level Master in “Diagnostic Imaging of the Dog and
Cat” and the School of Specialization in “Animal Health, Breeding and Production” (see Chapter
12).
Despite the low number of staff (both teaching and administrative) available, the SMVS tries to
offer an adequate number of proposals for meeting the needs of Region.
An increase in the number of staff members would allow the School to do a much better job and
provide a better service to its stakeholders.
186
Chapter 12 – Postgraduate Education
Chapter 12
POSTGRADUATE EDUCATION
This Chapter covers all further training leading to a diploma – special postgraduate studies, Ph.D.
courses, research training programmes, and national of European College specialised
qualifications. Please provide details of all postgraduate training opportunities in tabular form
under “Factual Information”
The School of Veterinary Medical Sciences (SVMS) offers the following postgraduate courses:
- School of Specialization
- Masters
- PhD School
12.1.1 School of Specialization
The SVMS activated the School of Specialization in Animal Health, Breeding and Production
(AHBP) (Director Prof. Andrea Spaterna) in the Academic Year (AY) 2009/10. The 1st year of the
AHBP has been activated also in the AY 2010/11 thus, in the AY 2010/11 the AHBP has 20
students enrolled for the 1st year and 20 for 2nd year.It is a three-year course with access reserved to
veterinarians. The admission is regulated by entrancy test and only the first 20 classified are
admitted. It is an advanced post-degree course for graduates in Veterinary Medicine aiming to
deepen the following knowledge: recognition and laboratory diagnosis of viral, bacterial and
parasitic animal diseases; aetiology and pathogenesis of animal diseases; use of drugs; toxic
substances and their residues in food; techniques of animal rearing and feeding; clinical and
forensic medicine. In the three years of course the AHBP students must acquire a total of 180
University Learning Credits (ULC), divided in 60 per year. Each credit consists of 30% of
theoretical lessons and 70% of practical activity and stage. ULCs of each year are certified by an
exam. Practical activities and stage are developed under the supervision of a teacher of the AHBP
and are carried out at the SMVS and in external structures the School has an agreement with. Part
of practical activity performed at the SVMS is carried out in the Veterinary Teaching Hospital,
where the students of the 2nd year of the AHBP are involved in the 24-hr emergency service as
veterinarians (see Chapters 4 and 7). The final exam consists in the presentation of a written thesis
and its discussion.
12.1.2 Masters
In the AY 2009/10 the SVMS activated the following Masters:
- First-level master in Management of the Coastal Areas and the Aquatic Resources (MCAAR)
- Second-level master in Diagnostic Imaging of the Dog and Cat (DICG)
These Masters have been activated also in the AY 2010/11.
Only in the AY 2006/07 the SVMS has activated the:
- Second-level master in Equine Sport Medicine (ESM)
Masters have an annual duration and consist of oral lessons, practical activity and obligatory stage
(preferably to be performed in extra-university structures) for a total amount of 60 University
Learning Credits (ULC). The University regulation about Masters states the obligatory attendance
187
to at least 70% of lessons and practical activities, and examination tests. At the end of the Master
students have to present a short thesis on pratical work performed during the stage. Approximately
70% of the teachers does not belong to the SVMS. The external teachers involved are generally
well known at national and international level in their specific field, as in the case of the Master in
DICG
(http://www.unicam.it/laureati/formazione/master/Master_2009_2010/MASTER_diagnostica.pdf).
Master in Management of the Coastal Areas and the Aquatic Resources (MCAAR)
The Master in MCAAR (Director Prof. Paolo Melotti) has been held in San Benedetto del Tronto
(province of Ascoli Piceno, Marche Region) uninterruptedly since the AY 2006/07. The admission
is open to first level graduate and is not reserved to veterinarians. The minimum student number for
being activated is 6. The course is sponsored by local Institutions. It aims to prepare a professional
figure supporting the management of aquatic resources, particularly in the protected sea areas. The
graduate acquires the following specific knowledge: fishing techniques; management of coastal
areas and protected sea environments aimed to their sustainable development; biochemical and
toxicological aspects related to the presence of residues in sea environment and aquatic organisms;
utilization, hygiene, processing and storage of fishery products. The Master, currently at its 4th
edition, has already graduated 45 students.
Master in Equine Sport Medicine (ESM)
The Master in ESM (Director Prof. Beniamino Tesei) has been activated only in the AY 2006/07 in
Montegiorgio (province of Fermo, Marche Region), an important center at national level for equine
sporting competitions. The admission was reserved to a maximum of 10 veterinarians. The
objectives of the Master were: to form a professional figure with deep knowledge of techniques and
most advanced instrumental-diagnostic methodologies in the field of horse sport medicine; to
approach specific topics through a high level pratical activity; to offer an advanced degree of
interpretation of the result of instrumental and laboratory investigation useful to the diagnostic
process. The course was sponsored by regional and local Institutions. The number of diplomas
awarded in that edition was 10.
Master in Diagnostic Imaging of the Dog and Cat (DICG)
The Master in DICG (Director Prof. Paolo Scrollavezza) has been activated both in the AY 2009/10
and 2010/11. It is an advanced postgraduate course for veterinarians that aims to deepen their
knowledge in the specific field of diagnostic imaging in small animals. The Master is recognized as
curricular activity to get the Diploma of the European College of Veterinary Diagnostic Imaging
(ECVDI). The admission was reserved to 20 graduates in Veterinary Medicine in the AY 2009/10,
which have been increased to 24 in the AY 2010/11. The course is sponsored by the Italian
Association of Companion Animal Veterinarians (Associazione Italiana Veterinari Piccoli Animali
- AIVPA). The number of diplomas awarded in the AY 2009/10 is 20.
12.1.3 RESEARCH EDUCATION PROGRAMMES
Since 2005 the UNICAM instituted the International School of Advanced Studies (SAS) with the
objective of increasing the participation of foreign candidates in its PhD programs. Foreign
candidates receive preferential treatment in the awarding of PhD fellowships by SAS.
PhD courses consist in 3 years of study and research, with the oral presentation in English of a final
thesis also written in English. Teaching activities mainly involve seminars and topical short
courses. Research experience in laboratories outside the UNICAM is compulsory (3 months
minimum) and actively encouraged. Approximately, half of the students admitted to the PhD
programs are awarded with fully paid fellowships. The other students need to find external financial
188
support. The doctorate course in Veterinary Science (Coordinator Prof. Annarita Loschi) has been
active since 2004. Students access to the program through an exam based on the candidate’s
curriculum evaluation, the presentation of a written research project and an oral test.
Please indicate when and where and whether the students require a grant or salary.
In the last cycles, the UNICAM funded three-year grants covering 50% of posts; private industries
and state research laboratories provided other 50% grants linked to specific projects of their
interest.
The students of SAS are required to develop a research project under the supervision of a tutor.
They may spend a maximum of 18 months in a foreign institution to develop their project and
collaborate with it. Students are required to present an oral and written progress report of their
research every year, and give presentations at specific national and international conferences.
At the end of the three-year course students are required to write a dissertation thesis in English and
to present the results of their research in front of an official commission which evaluates the quality
of the student’s activity and dissertation.
The actual doctorate course in Veterinary Science focuses on the following research areas:
· Animal Biochemistry
· Animal Physiology
· Agricultural Economics
· Infectious Diseases
· Reproductive Pathology
· Pathology and Histopathology
· Clinical Sciences
· Food Hygiene and Technology
· Animal Biotechnology
Table 12.1. PhD students in Veterinary Science since 2004 and graduates in each cycle at the
SVMS of the UNICAM.
Cycles (years)
XIX
XXI
XXII
XXIII
XXIV
(2004-2007) (2006-2009) (2007-2010) (2008-2011) (2009-2012)
Total number of students
6
5
5
5
3
Students graduated in
6
5
5
5
3
Veterinary Medicine
Students with grant from
2
3
1
3
1
UNICAM
Student with grant from non1
0
3
2
1
UNICAM institutions
Students without grant
3
2
1
0
1
Students from non-EU
1
1
2
0
0
countries (with grant)
(1)
(1)
(2)
Still in
Still in
PhD degrees awarded
5
4
4
progress
progress
189
12.2 COMMENTS
Comment on the number of post-graduate titles awarded annually
The collaboration with institutions and associations allows to develop courses of real interest within
the working sectors they are involved in. This favours a high number of very motivated students.
The number of titles awarded annually is consistent especially in consideration of the specificity of
sectors the courses are focused on. Many students come from different Italian Regions showing the
importance of post-graduate courses offered by the SVMS at national level.
Comment on the percentage of veterinarian participating in postgraduate research training
programmes
Only graduated in Veterinary Medicine can access postgraduate research training program.
The PhD program in Veterinary Science generally sees the presence of a number of students
coming from non-EC countries, generally covered by UNICAM grant.
12.3 SUGGESTIONS
The progressive economic difficulties of Italian universities, and of the UNICAM too, have
progressively reduced the number of grants available for PhD programmes. This damages a
doctorate curricular program that is appreciated also abroad, as demonstrated by the presence of
extra-EC students enrolled in different cycles (table 12.1), but not in the AY 2009/10 and 2010/11.
190
Chapter 13 – Research
Chapter 13
RESEARCH
The details requested under this heading relate only to research experience offered to students
during their undergraduate training, for example through project work.
Indicate the involvement of undergraduate students in research, including the time spent,
percentage of students involved and outcome required.
The general principles of the UNICAM Statute (www.unicam.it/ateneo/organizzazione/statuto.asp)
establish that:
“1.1 The University of Camerino is a public institution of higher culture that takes part in the
construction of the european research space…..”
“1.2 Has as primary aim the promotion and the expansion of the research ….”
“1.3 Vouches the research freedom…”
In the light of these principles, all teachers of the School of Veterinary Medical Sciences (SVMS)
alternate teaching activity with research offering a different type of activity which allows
undergraduate students to be involved in research during the drawing up of their final dissertation
(or graduation thesis). The thesis work must start at least one year before the graduation by carrying
out experiments in the lab or writing an in-depth review paper. The presentation of the final
dissertation is obligatory and allows students to acquire the last 10 University Learning Credits
(ULC) necessary for the completion of their curriculum.
During this period of time (undergraduate training) students have the opportunity to elaborate
hypothesis and apply original ideas in a context of scientific research, to consult and comprehend
bibliography in different fields in order to use them in the result discussion and to be also involved
in the cultural activities of a research group. Actually, they have the opportunity to attend
conferences, seminars, round tables in specific fields of interest. After this period of undergraduate
training the student has experienced group working and should be able both to operate with defined
degrees of autonomy as well as to utilize the scientific English language in written and oral form.
Mobility initiatives already activated by the SVMS (Erasmus Project, stages and degree thesis to be
carried out in other countries, etc.) may help this process (see Chapter 9).
At the end of this period of time, a public oral presentation of a written thesis to an official
commission shows the student’s skills in formulating answers to concrete problems in a critical
way and in communicating the results obtained. The graduate should be able to develop
independent learning and updating skills to autonomously undertake any other further study,
including masters and refresher courses related to his/her field of interest. The final examination is a
written composition on a specific topic regarding one or more aspects of subjects studied during the
degree
course
(see
the
English
version
of
the
guide
for
students
at
www.unicam.it/studenti/didattica/guida_studente_09/Guida_Veterinaria_eng.pdf).
A thesis must be original, but it may also be a review of the state of the art of a determined matter,
outlining not yet defined issues. During the preparation of the final exam, the student is supported
by one or more tutors (teacher(s) belonging to the specific scientific area) to guarantee a scientific
and correct approach to the subject.
191
The SVMS has chemistry and biochemistry labs which are regularly used to carry out experimental
thesis. Within specialistic subjects there are morphology, general microbiology, food analysis,
virology and molecular biology laboratories. The Veterinary Teaching Hospital (VTH), equipped
with up-to-date medical and surgical instruments, consists of two separate structures for small
(SACD) and large (LACD) animals.
For full completion of the degree thesis training, there is a wide range of agreements with agrozootechnical farms and processing industries of local, national and even international importance,
where students can acquire full knowledge of the role of veterinarian in animal production.
As part of the Tirocinio (see Chapter 4), students can also take advantage of agreements with local,
regional and inter-regional public health authorities (the Unified Regional Health Agency, the
Zooprophylactic Experimental Institute, etc.).
Figure 13.1 summarizes the percentage of allocation of subjects of the thesis carried out in different
areas.
Students can choose the topic of research within a range of proposals offered by the tutor. Data
reported in figure 13.1 show preference for clinical subjects (38.4%). About 20% of students chose
Food Hygiene/Public Health as research topic, 16% prefer Animal Production and about 11% of
students dedicate their research activity to Pathology. These data show that there is a balanced
choice of research topics among undergraduate students.
Figure 13.1. Graduation theses at the SVMS of the UNICAM carried out in the period 2006-2009:
average percentage of allocation of subjects in different research areas.
As evinced from figure 13.2, most theses are focused on pet animals (48% dog/cat). Farm animals
(cattle, pig, poultry, ovine) represent 23%. The interest of students for horse as research subject
192
(12.6%) is also remarkable. It is interesting that 8% of students choose various aspects of fish
production, such as aquaculture and food quality and safety, as thesis subject.
Finally, data regarding other species (6.8 %), such as small rodents, companion rabbits or wild
animals, underline the increasing interest of students for these relatively new topics.
Figure 13.2. Graduation theses at the SVMS of the UNICAM carried out in the period 2006-2009:
average percentage of thesis divided by different species.
13.2 COMMENTS
Comment on the opportunities for students to participate in active research work.
Since a large part of the school staff is involved in ongoing research projects, there are several
opportunities of research activities for all undergraduate students of the SVMS. Furthermore, the
School organizes several seminars and special lecture series throughout the academic year, given by
invited speaker and experts for a specific topic. These initiatives give students the opportunity to
evaluate different research topics and to choose those that are closer to their interest.
13.3 SUGGESTIONS
Will students be given more opportunity to participate in research activities? If so, how will this be
done?
193
The natural enthusiasm of the students to participate in research activities may be cultivated by
giving them more information on research projects performed at the SVMS, so attracting their
interest. A suggestion could be to organize a “Research Day” at the SVMS, in which PhD students
of the School of Advances Studies and responsibles for different research groups have the
opportunity to show their research activity to undergraduate students.
This event should have three main aims:
- to show the quality of research across the SVMS;
- to enable staff and students to meet and learn about the research carried out at the School;
- to enable networking with invited guests from industry, funding bodies and other organizations.
Another way to arouse student's curiosity could be to better organize the non-teaching period, so to
obtain more time to spend in visits nearby research laboratories of Italian or foreign universities.
Actually there is a collaboration with the University of Liege and the University of Hannover
where both students and teachers can spend a period of research/educational activity. In the light of
this, it will be of strategic importance that the School strives to increase the number of scientific
collaborations with researchers of other Italian and foreign universities.
For this purpose another aspect to take into account is the young age of most members of the SVMS
(see Chapter 10, figure 10.3) which is very positive as they bring enthusiasm in teaching and
research activities. However, teaching staff has often heavy teaching-loads and everyday routine
that may preclude the possibility of improving the scientific experience in foreign universities for a
long period of time.
194
Annexes
ANNEXES
195
Annexes - Annex 1
Annex 1
Annex 1.a
Minimum ULC included in the DCVM for each Discipline, main Area and Subject (MD 270/2004).
Subjects
Basic
Characterizing
Tirocinio
Minimum
ULC/Subjects
58
130
Main Area
Discipline
CHIM/01
CHIM/03
Subjects applied to the veterinary
CHIM/06
medicine
FIS/01-08
MAT/01-09
AGR/07
AGR/17
Animals and plants biology and
BIO/01
genetics
BIO/03
BIO/05
BIO/10
Structure, function and metabolism of
BIO/11
molecules of biological interest
BIO/12
VET/01
Structure and function of animals
VET/02
AGR/17
AGR/18
Animal husbandry and nutrition
AGR/19
AGR/20
VET/05
Infectious and parasitic diseases
VET/06
Veterinary pathology and food
VET/03
inspection
VET/04
VET/07
VET/08
Veterinary clinical sciences
VET/09
VET/10
INF/01
INGInformatics and statistics
INF/05
SECS-S/02
Minimum
ULC/Area
6
6
12
30
20
20
30
55
5
30
196
Annexes - Annex 1
Annex 1.b
List of Disciplines which are be involved in the Degree Course in Veterinary Medicine (MD
270/2004)
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VET/01: Anatomy
VET/02: Physiology
VET/03: Pathology
VET/04: Food Inspection
VET/05: Microbiology and Infectious Diseases
VET/06: Parasitology and Parasitic Diseases
VET/07: Pharmacology
VET/08: Internal Medicine
VET/09: Surgery and Anesthesiology
VET/10: Obstetrics and Gynaecology
CHIM/01: Analytical chemistry
CHIM/03: General and inorganic chemistry
CHIM/06: Organic chemistry
MAT/01-09: Mathematics
FIS/01-08: Physics
BIO/01: Plant biology
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BIO/03: Environmental and applied botanic
BIO/05: Animal biology
BIO/10: Biochemistry
BIO/11: Molecular biology
BIO/12: Clinical biochemistry and molecular
biology
AGR/17: General Animal Husbandry and
Genetic Improvement
AGR/18: Animal Feeding and Nutrition
AGR/19: Special Animal Husbandry
AGR/20: Small Animal Production
INF/01: Informatics
ING-INF/05: Information elaboration
SECS-S/02: Experimental and technological
statistics
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Annex 2
Teaching courses of the new curriculum which will be progressively active since the AY 2010/11
(www.unicam.it). As already reported in the text (Chapter 4, paragraph 4.1) the acronym SSD
means Disciplines.
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Annexes – Annex 2
*
*
*
*
*
*
* The “Professional Training” has been called “Tirocinio” in the SER.
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Annexes - Annex 3
Annex 3
UNIVERSITY OF CAMERINO SCHOOL OF VETERINARY MEDICAL SCIENCE DEGREE COURSE IN VETERINARY MEDICINE PERSONAL LOG‐BOOK “DAY‐ONE SKILLS” SCHOOL OF VETERINARY MEDICAL SCIENCE DEGREE COURSE IN VETERINARY MEDICINE PERSONAL LOG‐BOOK “DAY‐ONE SKILLS” Student (family name and first name) .……………………………………………………………………………………..
Matriculation n° …………………………………………………………………………………………………………………………..……….…
Academic year of first enrolment ............…………………………………………………………..……..……………….………
Log‐book delivery date ……………….…………………………………………………………….………………………...………………
Log‐book return date …………………………………………………………………………………………………………..……………….
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Legend: Date : date in which the skill has been certified Course year : course year during which the skill has been acquired Teaching activity: SI (Intensive week) TR (Tirocinio) LP (Practical lesson) AR (Research activity/Degree thesis) Structures : SC (Clinical facilities) LB (Didactic laboratories) SE (External structures) AL (Other) Certifications : signature of the teacher who certificates the skill acquired * The acquisition of at least one of the listed options is sufficient to obtain the certification of the activity reported in the relevant square. Some procedures could be performed on corpses or organs if no other possibility is available. This booklet is a document where the acquisition of essential skills necessary for the introduction to the veterinary practice is certified. The certification of the skills reported is obligatory, according to the Decision of the Council of the School of Veterinary Medical Science no. 2 of th November 25 2009, for the achievement of the degree in Veterinary Medicine at the University of Camerino. These skills do not replace the theoretical‐practical education peculiar to the traditional degree course in Veterinary Medicine. They represent an additional support to check that the newly graduate is able to carry out in a prompt way the basic essential activities he/she has to face to in the working world, according to European standards. The Director, on behalf of the teaching staff of the School of Veterinary Medical Science, hopes that every student will strive hard to finish in a short time and in a profitable way the degree course and as for him he guarantees the greatest seriousness, dedication and responsibility of his colleagues in order to reach the highest level of education. of the School of Veterinary Medical Science The Director 202
Annexes - Annex 3
Activity 1 Restraint of small animals (SA) Date Course Year Area Structures Certification ………….….. …………………… ………….…… ………….………. …………………………  Correct approach  Introduction and removal from the box ……………… …………………… ………….……
………….………. …………………………  Application of muzzle or lace ………….….. …………………… ………….……
………….………. …………………………  Application of Elizabethan collar …..………. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… ………….….. …………………… ………….…… ………….………. ………………………… …………………………………………………………………………………… 2 Signalement, anamnesis and general examination in SA 3 Particular examination in SA  Integumentary apparatus ………….….. …………………… ………….…… ………….………. …………………………  Skeletal ‐ muscle apparatus ………….….. …………………… ………….……
………….………. …………………………  Digestive system ………….….. …………………… ………….……
………….………. …………………………  Respiratory system ………….….. …………………… ………….……
………….………. …………………………  Cardiovascular system ………….….. …………………… ………….……
………….………. …………………………  Nervous system ………….….. …………………… ………….……
………….………. …………………………  Urinary apparatus ………….….. …………………… ………….……
………….………. …………………………  Genital apparatus ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… Date Course Year Area Structures Certification …………………… ………………………… …………………………………………………………………………………… Activity 4 Taking samples in SA*  Venous blood ……………… …………………… ………………..  Arterial blood ………….….. …………………… ………….…… ………….………. …………………………  Bladder catheterization ……………… …………………… ………….……
………….………. …………………………  Insertion and fixing of venous catheter ………….….. …………………… ………….……
………….………. …………………………  …..………. …………………… ………….……
………….………. ………………………… …………………………………………………………………………………… 5 Drug administration in SA*  Oral way ………….….. …………………… ………….…… ………….………. …………………………  Intramuscular way …………….. …......……….….. ……………… ………….…… ………….……........….  Subcutaneous way ………….….. …………………… ………….…… ………….………. …………………………  Intravenous way ………….….. …………………… ………….……
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6 …………………………………………………………………………………………  ……………………………………………………………………………………
 ……………………………………………………………………………………
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Activity Date Course year Area Structures Certification 7 Instrumental diagnostics in SA*  Ultrasound examination ………….….. …………………… ………….…… ………….………. …………………………  Elettrocardiographic examination ………….….. …………………… ………….……
………….………. …………………………  Otoscopic examination ………….….. …………………… ………….……
………….………. …………………………  Ophthalmoscopic examination ………….….. …………………… ………….……
………….………. …………………………  Endoscopic examination ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… 8 Simulation and interpretation*  Xray examination in SA ………….….. …………………… ………….…… ………….………. …………………………  CT examination in SA ………….….. …………………… ………….……
………….………. …………………………  MRI examination in SA  ………………………………………………………………………………… …………………………………………………………………………………
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………….………. ………………………… Date Course Year Area Structures Certification 9 Vaccination plan in SA  …………………………………………………………………………………
10 ………………………………………………………………………………………  ………………………………………………………………………………… Activity 11 Restraint of large animals (LA)  Correct approach ………….….. …………………… ………… ………….………. ………………………  Halter application ………….….. …………………… …………
………….………. ………………………  Introduction and removal from box ………….….. …………………… …………
………….………. ………………………  Manual conduction of the horse ………….….. …………………… …………
………….………. ………………………  Management of hospitalized horse ………….….. …………………… …………
………….………. ………………………  Bovine restraint ………….….. …………………… …………
………….………. ……………………… ………….….. …………………… …………
………….………. ……………………… ………….….. …………………… ………… ………….………. ………………………  ………………………………………………………………………………… 12 Signalement, anamnesis and general examination in LA 13 Particular objective exam in LA  Integumentary apparatus ………….….. …………………… ………… ………….………. ………………………  Digestive system ………….….. …………………… …………
………….………. ………………………  Respiratory system ………….….. …………………… …………
………….………. ………………………  Cardiovascular system ………….….. …………………… …………
………….………. ………………………  Nervous system ………….….. …………………… …………
………….………. ………………………  Urinary apparatus ………….….. …………………… …………
………….………. ………………………  Genital apparatus ………….….. …………………… …………
………….………. ……………………… 204
Annexes - Annex 3
Activity Date Course Year Area Structures Certification 14 Taking samples in LA*  Venous blood ………….….. …………………… ………….…… ………….………. …………………………  Arterial blood .…….…..…… …………………… ………….……
………….………. …………………………  Bladder catheterization ………….….. …………………… ………….……
………….………. …………………………  Mammary secretion ………….….. …………………… ………….……
………….………. …………………………  Insertion and fixing of venous catheter ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… …………………………………………………………………………………… 15 Drugs administration in LA*  Tablets ………….….. …………………… ………….…… ………….………. …………………………  Dosed syringes ………….….. …………………… ………….……
………….………. …………………………  Intramuscular way ………….….. …………………… ………….……
………….………. …………………………  Subcutaneous way ……………… …………………… ………….……
………….………. …………………………  Endovenous way ……………… …………………… ………….……
………….………. ………………………… ………….….. …………………… ………….……
………….………. …………………………  16 ……………………………………………………………………………………
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 ……………………………………………………………………………………
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………….………. …………………………  …………………………………………………………………………………… ………….….. …………………… ………….……
………….………. ………………………… Date Course Year Area Structures Certification Activity 17 Instrumental diagnostics in LA*  Ultrasound examination ....................…… …………………… ………….…… ………….………. …………………………  Elettrocardiographic examination ………….….. …………………… ………….……
………….………. …………………………  Ophthalmoscopic examination ………….….. …………………… ………….……
………….………. …………………………  Endoscopic examination ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… ………….….. …………………… ………….…… ………….………. ………………………… …………………………………………………………………………………… 18 Simulation and interpretation of Xray examination in horse 19 Visit of lame horse  Physical examination  Dynamic examination  ……………………………………………………………………………………
20 Rectal examination*  Equine  Bovine 21 …………………………………………………………………………………………
 ……………………………………………………………………………………
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Annexes - Annex 3
Activity 22 Vaccination plan in LA  …………………………………………………………………………………… 23 Diagnostic procedures Date Course Year Area Structures Certification ………….….. …………………… ………….……
………….………. …………………………  Hemocrome ………….….. …………………… ………….…… ………….………. …………………………  Hematochemical ………….….. …………………… ………….……
………….………. …………………………  Hemogasanalysis* ………….….. …………………… ………….……
………….………. …………………………  Coagulation test ………….….. …………………… ………….……
………….………. …………………………  Bacteriology ………….….. …………………… ………….……
………….………. …………………………  Blood smear ………….….. …………………… ………….……
………….………. …………………………  Cytological sampling* ………….….. …………………… ………….……
………….………. …………………………  Bioptical sampling* ………….….. …………………… ………….……
………….………. …………………………  Coprological examination ………….….. …………………… ………….……
………….………. …………………………  Urine analysis ………….….. …………………… ………….……
………….………. …………………………  Skin scraping ………….….. …………………… ………….……
………….………. …………………………  Simulation of sending a sample to an external lab ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… Date Course Year Area Structures Certification ……………………………………………………………………………………
Activity 24 Management of hospitalized patient  Monitoring of hydratation state ………….…..…… …………………… ………….…… ………….………. …………………………  Control of main organic functions ………….….. …………………… ………….……
………….………. …………………………  Monitoring of life parameters ………….….. …………………… ………….……
………….………. …………………………  Diet management ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… ……………………………………………………………………………………
25 Surgical and anesthesiological procedures  Surgeon preparation ………….….. …………………… ………….……
………….………. …………………………  Instrument sterilization ………….….. …………………… ………….……
………….………. …………………………  Trichotomy and surgical scrub ………….….. …………………… ………….……
………….………. …………………………  Choice of anestesiological protocol* ………….….. …………………… ………….……
………….………. …………………………  Anestesiological monitoring* ………….….. …………………… ………….……
………….………. …………………………  Patient intubation* ………….….. …………………… ………….……
………….………. …………………………  Bandage application and removal ………….….. …………………… ………….……
………….………. …………………………  Tissue suture ………….….. …………………… ………….……
………….………. …………………………  Suture removal ………….….. …………………… ………….……
………….………. …………………………  ………….….. …………………… ………….……
………….………. ………………………… ……………………………………………………………………………………
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Activity 26 Ostetric procedures* Date Course Year Area Structures Certification  Ovariohysterectomy of SA ………….….. ………………… ………….……… ………….……… …………………………  Orchiectomy of SA ………….….. ………………… ………….………
………….……… …………………………  Simulation of artificial insemination ………….….. ………………… ………….………
………….……… …………………………  Ovaric monitoring ………….….. ………………… ………….………
………….……… …………………………  Pregnancy diagnosis ………….….. ………………… ………….………
………….……… …………………………  Attendance at birth ………….….. ………………… ………….………
………….……… …………………………  Colpocytology ………….….. ………………… ………….………
………….……… …………………………  Dosage of progesterone ………….….. ………………… ………….………
………….……… …………………………  Uterine swab ………….….. ………………… ………….………
………….……… …………………………  Uterine flushing ………….….. ………………… ………….………
………….……… …………………………  Uterine biopsy ………….….. ………………… ………….………
………….……… …………………………  Laparoscopy simulation ………….….. ………………… ………….………
………….……… ………………………… ………….….. ………………… ………….………
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………….……… ………………………… Structures Certification  27 ……………………………………………………………………………………
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 ……………………………………………………………………………………
Activity Date 28 Managment of emergencies* Course Year Area ………….…..…… …………………… ………….…… ………….……… …………………………  Drug management ………….….. …………………… ………….……
………….……… …………………………  Hemorrhage management ………….….. …………………… ………….……
………….……… …………………………  Poisoning management ………….….. …………………… ………….……
………….……… …………………………  Arrhythmia managment ………….….. …………………… ………….……
………….……… …………………………  Management of traumatized patient ………….….. …………………… ………….……
………….……… …………………………  Euthanasia ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
………….……… …………………………  Cardiopulmonary resuscitation ……………………………………………………………………………………
29 Clinical form management (first part)  Medical record filling and updating ………….….. …………………… ………….……
………….……… .................................  Clinical record storing ………….….. …………………… ………….……
………….……… .................................  Consultation of pharmaceutical formularies ………….….. …………………… ………….……
………….……… …………………………  Prescription simulation ………….….. …………………… ………….……
………….……… …………………………  Report drawing simulation ………….….. …………………… ………….……
………….……… …………………………  Signalling of notifiable disease ………….….. …………………… ………….……
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Annexes - Annex 3
Activity 30 Clinical form management (second part) Date Course Year Area Structures Certification ………….…..…… …………………… ………….……
………….……… …………………………  Proper carcass disposal  Proper disposal of expired drugs ………….….. …………………… ………….……
………….……… …………………………  Proper disposal of special waste ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
………….……… ………………………… 31 Organization of a HACCP plan ………….….. …………………… ………….……
………….……… ………………………… 32 Structural suitability of food establishments ………….….. …………………… ………….…… ………….……… ………………………… ………….….. …………………… ………….……
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 Slaughterhouse  ……………………………………………………………………………………
33 Document control of animals at slaughterhouse level  Identification ………….….. …………………… ………….……
………….……… …………………………  Information on food chain ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
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………….……… ………………………… Date Course Year Area Structures Certification ……………………………………………………………………………………
34 Ante mortem inspection  ……………………………………………………………………………………
Activity 35 Animal welfare at slaughterhouse Evaluation of indicators at different steps (discharging,  setting off for death, stunning) ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
………….……… ………………………… ……………………………………………………………………………………
36 Post mortem inspection  Traditional procedure ………….….. …………………… ………….……
………….……… …………………………  Simplified procedure ………….….. …………………… ………….……
………….……… …………………………  Inspection judgment and meat destination ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
………….……… …………………………  Sample recording, collection, storage and transportation ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
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37 Official food sampling 38 ……………………………………………………………………………………
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 ……………………………………………………………………………………
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………….……… …………………………  ……………………………………………………………………………………
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Activity Date 39 Audit Course Year Area Structures Certification  Setting and drawing up of an audit plan ………….….. …………………… ………….……
………….……… …………………………  Basic principles of audit implementation ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
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40 Carcass classification  Sex ………….….. …………………… ………….……
………….……… …………………………  Age ………….….. …………………… ………….……
………….……… …………………………  Category ………….….. …………………… ………….……
………….……… …………………………  ………….….. …………………… ………….……
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41 Animal production (first part)  Approach to the subject ………….….. …………………… ………….……
………….……… …………………………  Restraint of the subject ………….….. …………………… ………….……
………….……… …………………………  Animal management in the box ………….….. …………………… ………….……
………….……… …………………………  Feed evaluation ………….….. …………………… ………….……
………….……… …………………………  Fodder evaluation ………….….. …………………… ………….……
………….……… …………………………  Morphological evaluation of equine ………….….. …………………… ………….……
………….……… …………………………  Morphological evaluation of bovine ………….….. …………………… ………….……
………….……… ………………………… Date Course Year Structures Certification Activity 42 Animal production (second part)  Application of Body Condition Score (BCS)  Information data filing  ……………………………………………………………………………………
43 Evaluation of rearing techniques Area ………….…..… …………………… ………….………
………….……… ……………………… ………….….. …………………… ………….………
………….……… ……………………… ………….….. …………………… ………….………
………….……… ………………………  Dairy cattle ………….….. …………………… ………….………
………….……… ………………………  Beef cattle ………….….. …………………… ………….………
………….……… ………………………  Sheep ………….….. …………………… ………….………
………….……… ………………………  Swine ………….….. …………………… ………….………
………….……… ………………………  Horse ………….….. …………………… ………….………
………….……… ………………………  Poultry ………….….. …………………… ………….………
………….……… ………………………  Aquatic organisms ………….….. …………………… ………….………
………….……… ………………………  ………….….. …………………… ………….………
………….……… ……………………… 44 …………………………………………………………………………………………
 ……………………………………………………………………………………
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………….……… ………………………  ……………………………………………………………………………………
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Activity 45 Carrying out of a necropsy in LA Date Course Year Area Structures Certification  In the necropsy room ………….….. …………………… ………….………
………….……… ………………………  Organ sampling for pathological test ………….….. …………………… ………….………
………….……… ………………………  Organ sampling for toxicological test ………….….. …………………… ………….………
………….……… ………………………  ………….….. …………………… ………….………
………….……… ……………………… ……………………………………………………………………………………
46 Carrying out of a necropsy in SA (dog ‐ cat ‐ bird ‐ fish ‐ reptile)  Proper positioning and carrying out in the necropsy room ………….….. …………………… ………….………
………….……… ………………………  Organ sampling for pathological test ………….….. …………………… ………….………
………….……… ………………………  Organ sampling for toxicological test ………….….. …………………… ………….………
………….……… ………………………  ………….….. …………………… ………….………
………….……… ……………………… ………….….. …………………… ………….………
………….……… ……………………… Date Course Year Area Structures Certification ……………………………………………………………………………………
47 Drawing out of a necropsy report  ……………………………………………………………………………………
Activity 48 Viscera examination  Species recognition ………….….. …………………… ………….………
………….……… ………………………  Digestive system ………….….. …………………… ………….………
………….……… ………………………  Respiratory system ………….….. …………………… ………….………
………….……… ………………………  Cardiovascular system ………….….. …………………… ………….………
………….……… ………………………  Nervous system ………….….. …………………… ………….………
………….……… ………………………  Urinary apparatus ………….….. …………………… ………….………
………….……… ………………………  Genital apparatus ………….….. …………………… ………….………
………….……… ………………………  Docimasy test ……………… …………………… ………….………
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………….……… ………………………  ……………………………………………………………………………………
49 Evaluation of liquid gathering  Rivalta test  50 ……………………………………………………………………………………
…………………………………………………………………………………………  ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ………………………  ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ……………………… 210
Annexes - Annex 3
Activity 51 Preparation of cytological specimen Date Course Year Area Structures Certification  From pathological liquid gathering ………….….. …………………… ………….………
………….……… ………………………  By scarification ………….….. …………………… ………….………
………….……… ………………………  By apposition ………….….. …………………… ………….………
………….……… ………………………  By plugging ………….….. …………………… ………….………
………….……… ………………………  By needle aspiration ………….….. …………………… ………….………
………….……… ………………………  By needle fission ………….….. …………………… ………….………
………….……… ………………………  Section dyeing ………….….. …………………… ………….………
………….……… ………………………  ………….….. …………………… ………….………
………….……… ……………………… ………….….. …………………… ………….………
………….……… ……………………… ……………………………………………………………………………………
52 Interpretation of cytological specimen  ……………………………………………………………………………………
53 Drawing out of histological or cytopatological report  54 ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ……………………… ………….….. …………………… ………….………
………….……… ……………………… Date Course Year Area Structures Certification …………………………………………………………………………………………  ……………………………………………………………………………………
Activity 55 Reading and interpretation of histological or cytopatological report  56 ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ……………………… …………………………………………………………………………………………  ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ………………………  ……………………………………………………………………………………
………….….. …………………… ………….………
………….……… ……………………… All the activities reported in the present booklet are performed with full respect for the good veterinary practices and the laws concerning both animal welfare and conscientious objection. This log‐book must be filled out in every part and given to the student secretary office together with the application form for the admission to the final graduation exam. 211
Annexes - Annex 3
BY THE OFFICE I attest that the student has achieved a proper number of certifications of practical skills listed in the present log‐
book. Matelica, ................................................................... SIGNATURE The Director of the School OF THE SCHOOL ..............................................................................................................................
212
Annexes - Annex 4
Annex 4
Annex 4.a
AGREEMENT BETWEEN THE UNIVERSITY OF CAMERINO
- SCHOOL OF VETERINARY MEDICAL SCIENCES AND
___________________________________________________________________
The University of Camerino/School of Veterinay Medical Sciences, tax code 81001910439,
represented by the pro-tempore Director Professor Giacomo Renzoni, born in Pisa, on November
6th 1952, residing in Matelica, Via Circonvallazione, 93/95, as for his office, is authorized to sign
the following agreement in accordance with the decision of the Council of the School of Veterinary
Medical Sciences no. ______ of _______________, from here called School,
and
The Company
_______________________________________________________________________,
represented by the legal representative/owner Dr./Mr. _________________________, born in
_____________________________, the _______________, as for his office living in
____________________________________, Road ___________________________________ no.
_____, tax code ________________________________________, from here called Company,
Granted that:
 the School has the aim to foster a more practical education meeting the needs of the working
world;
 the School needs to put into effect collaborations with Public Bodies and private structures in
order to reach the educational targets required in the new study plan;
 the School represents a didactic, scientific and care support highly qualified in veterinary
activities within the Region;
 the Company has the interest to have a technical-scientific relationship in order to qualify its
activities;
 the Company agrees to allow the usage of its structures for practical stages or for other support
didactic activities;
213
Annexes - Annex 4
AGREE THE FOLLOWING
Art. 1 - Introduction
The introduction is part of the present agreement.
Art. 2 - Subject
The parties intend to define a collaboration in order to achieve the following targets:
1. use of abilities present in the School of Veterinary Medical Sciences in order to take together
scientific initiatives in the field of Veterinary Public Health and animal production;
2. research activities in fields related to the kind of animals farmed in the company;
3. usage of company’s structures for activities related to the obligatory tirocinio (professional
training) required to obtain the qualification in the three educational levels offered by the
School (first degree, degree and postgraduate course) within the areas fixed by the respective
teaching regulations.
Art. 3 - Coordinators
The activities described in the present agreement will be coordinated by:
 for the University, by the pro-tempore Director of the School of Veterinary Medical Sciences;
 for the Company, by Dr./Mr _____________________________
Art. 4 – Tax burden
This agreement does not imply any tax burdens for the parties. These could be provided for
single research or tirocinio projects under agreement of both scientific responsibles and signing
specific documents within the agreement.
Art. 5 – Usage of structures and involvement of staff
The use of structures belonging to both the parties together with the staff tasks will be
regulated by operating agreements between the proposed coordinators. The responsibility in each
single structure is of the legal representatives.
214
Annexes - Annex 4
Art. 6 – Insurance
Each party guarantees the insurance policy provided by law and against accidents of its staff
involved in the activities under agreement, including students, graduate students and contract
researchers as for the University.
.
Art. 7 - Duration
The present contract has effect for 1 year starting from the day when it is signed. It is
expected to be renewed year by year by tacit agreement unless a written cancellation is presented by
one of the parties. The written cancellation is to be conveyed two months before the deadline of the
contract.
Art. 8 - Confidentiality
The results achieved during the common projects can be spread only under agreement
between the parties.
Art. 9 - Privacy
The parties declare to be informed and to allow the personal details collected for the present
agreement to be treated for own filing and law fulfilments.
Art. 10 - Disputes
In case of disputes about the interpretation or the application of the present agreement (or
other additional documents) both parties commit themselves to try to solve the disputes through
administrative ways. Otherwise the Court having jurisdiction is that of Camerino.
Matelica, ……………………………………………………………………….
The Director of the School of Veterinary
Medical Sciences
(Prof. Giacomo Renzoni)
The legal representative/owner of the
Company
__________________________
(Dr./Mr ______________________)
……………………………………………………………………………………………………
……………………………………………………………………………………………………
215
Annexes - Annex 4
Annex 4.b
List of Farms and structures in agreements with the SVMS
Farm/Structure Address Animal species AGROALIMENTARE Petritoli F.LLI MONALDI Poultry (FM) (egg production) APA Ascoli Piceno Farm Ascoli Piceno (farmers association) animals CIRCOLO IPPICO FABRIANO Fabriano Horses (horse center) Area Purpose of (Animal Production, Responsible agreement Food Inspection, Teacher Clinic) Responsible Farm/Structure Tirocinio/ practice Animal Production Roncarati Mr. Giusti Leandro Tirocinio/ practice Mr. Fabio Lupi Tirocinio/ practice Clinic, Animal Production Tesei, Roncarati Mr. Simone Chiodi COMUNITA' MONTANA MONTI Dogs, San Ginesio AZZURRI domestic (MC) (kennel, ungulates slaughterhouse) Tirocinio/ practice Food Inspection, Clinic Loschi, Spaterna Dr. Giuseppe Fabbroni EREDI ROSSI SILVIO (fish farm) Fishes Tirocinio/ practice Animal Production, Food Inspection Roncarati, Stocchi Mr. Roberto Rossi Eggs and chicks Tirocinio/ practice Animal Production Roncarati Mr. Alessio Bruzzechesse Poultry Tirocinio/ practice Food Inspection Loschi Mr. Gelsomino Pacetti Sheep, poultry Tirocinio/ practice Clinic, Animal Production Catone, Roncarati, Mr. Paolo Giardina Cattle Tirocinio/ practice Food Inspection Stocchi Dr. Sergio Franciosini
I GIRASOLI DI Umbertide SANT'ANDREA (farm) (PG) Cattle Tirocinio/ practice Clinic Tesei, Spaterna Ms. Ursula Gritti Schindler ITA (Istituto Tecnico Agrario) G. Macerata GARIBALDI (agricultural school) Cattle Tirocinio/ practice Clinic, Animal Production Catone, Roncarati Prof. Aldo Rinaldi IZS LAZIO‐TOSCANA (Zooprophylactic Roma Experimental Capannelle Institute) Tirocinio/ practice Food Inspection Loschi Service’s Responsible Sefro ESINO INCUBAZIONI S.R.L. Matelica (egg hatching) FILENI (CARNJ SOCIETA' COOPERATIVA) Cingoli (slaughterhouse and processing plant) GIARDINA PAOLO Matelica (farm) (MC) GRUPPO GRIFO Perugia ‐ LATTE SOC. Ponte San AGRICOLA Giovanni COOPERATIVA (Fossato di (cheese factory) Vico) 216
Annexes - Annex 4
IZS UMBRIA‐MARCHE (Zooprophylactic Experimental Institute) Perugia LA CISTERNA Tolentino (farm) Laboratorio analisi cliniche BAIATA Trapani (clinical analysis lab) MERCATO ITTICO (fish market) Civitanova Marche NUOVA BACCARESCA Fossato di (farm) Vico (PG) HEALTH SERVICES OF REGIONE MARCHE (regional public health body) Ancona AZIENDA AGRICOLA ROCCA PRIORA del Prof. Remigio Falconara Baldoni & Altri (farm) SAIPA SpA (slaughterhouse, Tolentino processing plant) ZAFFERANATI ALIDA Camerino (farm) Pigs Planning in veterinary public health, Food Inspection education, tirocinio Tirocinio/ Clinic, practice Animal Production Loschi Dr. Silvano Severini Catone, Roncarati Mr. Stefano Vissani
Tirocinio/ practice Food Inspection (HACCP) Loschi Dr. Valentina Baiata
Fishery products Tirocinio/ practice Food Inspection Loschi Service’s Responsible
Cattle Tirocinio/ practice Clinic, Animal Production Spaterna, Roncarati Dr. Riziero Giovi Loschi Service’s Responsible
Research activity (animal health and food safety); Food Inspection, coordinated other needs professional education; education (tirocinio, stage) Cattle Tirocinio/ practice Animal Production Roncarati Dr. Guido Baldoni Pigs, poultry Tirocinio/ practice Food Inspection Loschi, Mr. Paolo Vissani Sheep Tirocinio/ practice Animal Production Roncarati Ms. Alida Zafferanati
217
Annexes - Annex 5
Annex 5
218
Annexes - Annex 5
219
Annexes - Annex 6
Annex 6
Annex 6.a
220
Annexes - Annex 6
Annex 6.b
221
Annexes - Annex 6
Annex 6.c
222
Annexes - Annex 7
Annex 7
Plan 1.a
223
Annexes - Annex 7
Plan 1.b
224
Annexes - Annex 7
Plan 1.c
225
Annexes - Annex 7
Plan 1.d
226
Annexes - Annex 7
Plan 1.e
227
Annexes - Annex 7
Plan 2.a
228
Annexes - Annex 7
Plan 2.b
229
Annexes - Annex 7
Plan 3
230
Annexes - Annex 7
Plan 4.a
231
Annexes - Annex 7
Plan 4.b.1
232
Annexes - Annex 7
Plan 4.b.2
233
Annexes - Annex 7
Plan 4.c
234
Annexes - Annex 7
Plan 5.a
Block 4 – Teaching Slaughterhouse (General location plan)
235
Annexes - Annex 7
Plan 5.b
236
Annexes - Annex 7
Plan 6
237
Annexes - Annex 8
Annex 8
TEACHING CONTRACT
FOR SUPPORT TEACHING OF PRACTICAL ACTIVITY,
ACADEMIC YEAR 2009/2010
Between
University of Camerino/School of Veterinary Medical Sciences, Taxpayer’s Code 81001910439,
VAT Account 00291660439, for the stipulation of the present contract represented by Professor
Giacomo Renzoni, pro tempore Director of the School of Veterinary Medical Sciences (from here
called “School”) and residing in Matelica (MC), Via Circonvallazione 93/95, postcode 62024, as
for his office
and
Mr. ………………………………………. born in…………………., in ……………………..,
residing in……………………………, taxpayer’s code …………………………….. (from here
called “Contract Teacher”).
Seeing





the M.D. of the 21st of May 1998 no. 242 with whom the Minister of University and Scientic
and Technological Research has published the “Regulations for contract teachers”
(“Regolamento recante norme per la disciplina dei professori a contratto”);
the “Regulations for the selection of contract teachers” (“Regolamento contenente disposizioni
per la selezione di professori a contratto”) published with R.D. no. 179 of the 20th of January
1998 and amended with R.D. no. 238 of the 18th of January 2002;
the Didactic Regulation of the University in force published with R.D. no.165 of the 23rd of
June 2008;
the guidelines written in the Directive 36/2005/CEE.
the guidelines given by the European Association of Establishments for Veterinary Education
(EAEVE) within the Standard Operating Procedures (SOP).
Considering that
a) within the education of a Veterinary Surgeon some practical skills are required and are to be
learnt by field practice and within its didactic programme and in order to face particular and
motivated didactic requirements to which a scientific and professional qualification is required,
the School has decided to grant the task of support teaching of practical activity in the subjects
of the fifth year of the Specialistic Degree in Veterinary Medicine within the clinical area for
the abilities of Clinical medicine, Clinical surgery and Obstetrics for the academic year …….;
b) the School itself on the basis of the acknowledged high abilities, has chosen by the Council
decision no. 7 of the 7th of April 2010, the appropriate person to whom give this task. The
person is Mr/Ms …………………….…. He/She has the appropriate abilities and the specific
knowledge to satisfy the requirements above. He/She is available to practise this role free of
charge;
238
Annexes - Annex 8
c) it is necessary for this reason to contract this teaching activity according to the M.D. 242/1998
and R.D. no.179/1998 and no.238/2002 for the development of this support teaching of practical
activity;
CONTRACT THE FOLLOWING
Article 1 – INTRODUCTION
The introduction is part of this contract.
Article 2 – SUBJECT OF ACTIVITY
The School gives the Contract Teacher who accepts the role of support teacher for practical activity
in the subjects of the fifth year of the Specialistic Degree in Veterinary Medicine within the clinical
area for the abilities of Clinical medicine, Clinical surgery and Obstetrics for the academic year
…………...;
The support teaching of practical activity includes:
 to visit with students some production livestock or single patients reporting on a daily book the
details of each livestock/animal, the reason for the visit, the findings, the diagnosis and the
therapy;
 to assist students during: filling up of documents for the correct administrative and health
management of animals; carrying out of clinical surveys; collection of biological samples;
application of vaccine plan (implementation, planning and location of a vaccine schedule
against main diseases); drug administration;
 to assist students during practical activities in delivery room together with the planning,
synchronisation and induction of birth; to practice assistance at the birth, nursing care
techniques (manual extraction in case of labor dystocia) and Caesarean birth surgery together
with students; artificial insemination (oestrus detection and artificial insemination).
It is required an engagement for this role, referred to the year…… , from April to October,
according to a calendar agreed with the School representative the Teacher will relate with also in
case of timescale amendments.
The Contract Teacher engages himself/herself to ensure that the student fills his activity register
with the subject developed, the related activities practised and also the species and the number of
animals examined. The activity register, that has the same worth of a certification for the activities
performed, needs to be signed in order to recognise and certify the attendance of the student. This
register has to be given periodically to the School Representative for the approval.
Article 3 – HOW TO PERFORME THE ROLE
The School offers the Contract Teacher all the information and tools necessary to perform his/her
role.
The Contract Teacher has to perform his/her role personally and he can’t appoint a substitute.
The Contract Teacher engages himself/herself to develop his/her activity independently and with
the right accuracy respecting the institutional duties of teaching and the general rules of the School.
The School reserves the right to control the correct performance of the role.
If the Teacher doesn’t perform carefully his/her role according to the article 2 and to the conditions
written in the present agreement the School has the possibility of withdrawing the contract and
receiving compensations for damages.
Article 4 – PRIVACY DUTIES
All the information and data the Teacher came into possession of during the contract and the
development of his/her role must be considered as confidential. So the Teacher commits
himself/herself to observe the confidentiality of these information.
239
Annexes - Annex 8
Article 5 – DURATION
The following contract has effect only for the academic year ………. The Teacher commits
himself/herself to perform his/her role of support teacher of practical activity for the subjects of the
fifth year, in the period from April …. to October…..
Article 6 – SALARY
Although the Contract Teacher has declared to be available to perform the role of support teacher
for practical activity free of charge, the School gives him/her a salary of Euros ……….…. (charges
paid by the institution included) as reimbursement of expenses. This salary will be received by the
Teacher at the end of the contract.
Article 7 – INSURANCE
During the engagement the insurance against accidents caused by civil liability is guaranteed by the
University policy.
Article 8 – PRIVACY
The Contract Teacher has been informed that undersigning this agreement the University is holder
of his/her personal details. These details could be given to other people working for the University.
The University will respect the confidentiality of these details and will use them for particular aims
linked to this agreement according to the L.ve D. of the 30th of June 2003 no. 196.
Article 9 – AMENDMENTS OR ADDITIONS TO THE CONTRACT
Any amendments or additions to the following agreement must be agreed and signed by both
parties.
Article 10 – POSTPONEMENT CLAUSE
All that is not foreseen in the present agreement will be remanded to the articles 2230 and following
of the C.C. and to the University Regulation published with R.D. no. 179 of the 20th of January
1998 and amended with the R.D. no. 238 of the 18th January 2002.
Article 11 – REGISTRATION
The present agreement is written on ordinary paper, in two copies with a unique effect. It will be
registered only when applied according to the R.P.D. no. 131/1986 with expenses paid by the
Contract Teacher.
Read, confirmed and signed.
Matelica, …………………
Contract Teacher
(Dr./Mr ………………..…………….)
The Director of the School of Veterinary Medical Sciences
(Professor Giacomo Renzoni)
240

Self Evaluation Report 2011

Transcription

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