Veterinary Education and Training on Non-Traditional Companion Animals, Exotic, Zoo, and Wild Animals: Concepts Review and Challenging Perspective on Zoological Medicine

Abstract

The role of veterinarians is becoming more significant and necessary to support the welfare and health not only of non-traditional companion animals and wildlife animals, but also of humans and the environment. The importance of the One Health/One World concept and its social impact is increasing significantly, accompanied by the notoriety of new emerging and reemerging zoonoses. This paper aims to review and anchor the main concepts and professional applications of zoological medicine, which has been extensively discussed and adapted in recent decades. In addition, we analyse the main social demands, training, and educational needs and the perception of veterinary professionals relating to this specialised veterinary discipline. Our final goal is to reinforce the use of the term zoological medicine and contribute to highlight the need to foster and underpin specific educational policies and programs on this matter in the veterinary curricula. Zoological medicine should be the appropriate and agreed-upon term in the academic language concerning the veterinary medicine of pets, wild, or zoo species, excluding traditional domestic animals, and integrating the principles of ecology and conservation, applied to both natural and artificial environments. This discipline has suffered an intense evolution covering applications in private clinics, zoos, bioparks, and wildlife. All this implies current and future challenges for the veterinary profession that can only be addressed with greater and better attention from multiple perspectives, especially the education and training of professionals to improve and specialise in their professional scope of services.

Keywords: NTCAs; One Health; companion animals; education; exotic animals; veterinary; zoological medicine.

Figure 1

Graphical representation of One Health approach (licensed under the Creative Commons Attribution-Share Alike 4.0 International license (https://creativecommons.org/licenses/by-sa/4.0/deed.en, accessed on 26 April 2023)).

Figure 2

Spanish survey: percentage of veterinarians who attend NTCAs.

Figure 3

Spanish survey: type of attention applied to NTCAs.

Figure 4

Spanish survey: level of self-confidence attending different NTCAs.

Figure 5

Spanish survey: level of specialised education received at the veterinary college.

Figure 6

Spanish survey: suggested measures to improve NTAC specialised training. More than one option could be selected by respondents.