Benefits in Curriculum
Assessment of the Educational Benefits of a Feral Cat
Management Program in the Professional Veterinary Curriculum
Dawn M. Fradkin and Margaret R. Slater, DVM, PhD
Departments of Veterinary Anatomy and Public Health and Small
Animal Medicine and Surgery
Texas A&M University, College Station, Texas 77843-4458
Abstract Presentation
Merck Research Fellowship Conference
University of California, Davis
Saturday, August 12, 2000
The issues of pet overpopulation should be of utmost importance
in the veterinary profession. Estimates of the number of stray and
feral cats in the United States range from 10 million to over 50
million, with 5 to 7 million cats euthanized in animal shelters
annually. As veterinarians, we must educate our clients on matters
of responsible pet ownership, and facilitate humane animal
population control. A thorough knowledge of feral cat behavior,
control, and management is essential if we are to counsel our
clients on matters of pet overpopulation control and
management.
Since August of 1998, the College of Veterinary Medicine at
Texas A&M University and the Aggie Feral Cat Alliance of Texas
(AFCAT) have humanely trapped and neutered feral cats on campus.
This TNR (trap/neuter/return) program identifies and adopts out
socialized adult cats and kittens, and unadoptable/unsocialized
adult cats are returned to their trap site after neutering and
released. Returned cats are maintained in managed colonies where
they are fed and supervised by caregivers on a regular basis. AFCAT
volunteers trap and oversee management of cats on University
property, and, with the assistance of private funding, the College
of Veterinary Medicine subsidizes feral cat gonadectomies and
routine healthcare as part of the 4th year educational experience.
Our study was designed to evaluate the educational benefits of the
inclusion of the feral cat management program into the 4th year
curriculum by examining the attitudes and practices of individuals
related to feral cat management and pet overpopulation following
graduation.
A survey with 36 questions, 118 possible responses, and a
comment section was sent to graduates from the TAMU Veterinary
class of 1999. An identical survey was sent to the Veterinary class
of 1999 at the University of Tennessee, which is located in a
similar climate, but has no feral cat management in the curriculum
or on the campus. The overall response rate was 71%, with a 73%
response from TAMU (90/124) and a 68% response from UTN (38/56). No
statistically significant differences in response rate, age,
gender, practice type or location were found between the two
classes. One Canadian territory and 28 U.S. states were
represented.
Approximately 90% of respondents work in practices where feral
cats may be treated, 68% in small animal practice and 22% in
small/large animal mixed practice. Nearly two-thirds of respondents
(64%) report that they see feral cats in practice. Experience with
feral cats as described by 77% of respondents includes client-owned
(31%), AFCAT program (19%), other TNR participation (23%), animal
shelter/control (8%), other (7%). Given the high potential and
actual demand for veterinary treatment of feral cats, it is evident
that veterinary students require training in this area.
Summary statistics were analyzed by frequency distribution,
continuous data was analyzed using Wilcoxon rank-sum tests and
categorical data was analyzed using Chi Square association tests
for heterogeneity or independence. Statistically significant
differences [p < 0.05] are indicated by asterix (*).
| Question |
Stat. Significance |
TAMU |
UTN |
| Have heard of TNR before |
* |
96% |
74% |
| Have experience w/ feral cats |
* |
83% |
63% |
| Aware of feral colonies in area |
|
39% |
35% |
| Aware of TNR program in area |
|
24% |
22% |
| See feral cats in practice |
|
64% |
64% |
| Would participate in TNR program |
|
76% |
71% |
| Would promote TNR program |
|
47% |
34% |
| Would offer discounted feral cat services |
|
45% |
45% |
| Would offer volunteer feral cat services |
|
40% |
45% |
| Would donate supplies to treat feral cats |
|
15% |
13% |
| Do not support TNR management programs |
|
7% |
13% |
| Not willing to treat ferals at all |
|
7% |
8% |
| Not willing to participate in community TNR |
|
16% |
16% |
| Reservations about TNR due to risk to owned pets |
|
23% |
37% |
| Reservations about TNR due to liability |
* |
18% |
40% |
| Reservations about TNR due to risk of self injury |
* |
37% |
63% |
| Lack equipment to promote/participate in TNR |
* |
4% |
21% |
| Lack training to promote/participate in TNR |
* |
4% |
29% |
| Participated in feral cat lab before graduation |
* |
50% |
3% |
| # of surgeries performed before graduation was adequate |
* |
59% |
34% |
The mean number of student surgeries performed at each school
was not statistically different; however, descriptive evaluation
indicated a large disparity in the range of surgeries per student
at UTN (1-400 vs. 7-125 at TAMU). Further investigation revealed
that this disparity was due to variable participation in Remote
Area Medical field trips offered at UTN. Additional surgeries
created by a TNR program at UTN could enhance the student surgical
experience. Currently only 34% of UTN graduates feel that the
number of surgeries they performed prior to graduation was
adequate, compared to 59% at Texas A&M.
Interestingly, a similar percentage of UTN graduates see feral
cats in practice compared to Texas graduates, further indicating
that inclusion of a feral cat management program in the UTN
veterinary curriculum could be beneficial. Texas A&M students
who participated in (or were exposed to) feral cat TNR were less
likely to have reservations about TNR, had better awareness of
feral cat management practices, had more experience with feral
cats, and were more comfortable with the amount of surgical
training they received.
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