IVSA JVE #1

IVSA JOURNAL

OF VETERINARY EDUCATION

#1

LEARNING OUTSIDE THE LECTURE HALLS

Articles How to put a brick in the wall: Students as Partners” concept in veterinary education Is overseas extramural studies worth the money?

What they don’t teach veterinarians in class. and many more!

Artwork Poem: A Stray Dog’s Dream Cartoons Illustrations

Also featuring Winning articles from SCoVE Essay Contest SCoVE Quiz Winner Ambassadors’ Report

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Veterinary education encompasses the core teaching and learning in classrooms and all factors affecting it directly or indirectly such as quality and quantity of study materials available, curriculum pattern and so on.

The Standing Committee on Veterinary Education (SCoVE) has been established to improve the education of all veterinary students and professionals worldwide by providing varied educational resources, coming up with new and interesting ways of teaching and learning.

SCoVE aims at elevating the overall standard of veterinary education worldwide and to provide opportunities for veterinary students to undertake education in important areas outside traditional veterinary training.

Executive Editor’s Comment It is obviously becoming more and more difficult to satisfy the curiosity of students within the four corners of classrooms and lecture halls. The theme of this issue of the IVSA Journal of Veterinary Education was yielded by the thoughts of the expanding need for exposure (for students) in veterinary education and it follows that the key objective of this particular issue is to emphasize the benefits of out-of-class training. Although field training requires more resources, it is worth it in this modern era.

What gladdens me most about this issue is that all articles contained in it are absolutely in line with the theme LEARNING OUTSIDE THE LECTURE HALLS. The authors narrated direct experiences of field training and how it elevated their confidence in practice and overall skill-set and this portrays how beneficial it would be for veterinary schools to pay more attention, in all respects, to hands-on training and extracurricular veterinary activities that have positive impact on the educational experience of veterinary students.

Aside from surviving the extraordinarily voluminous curriculum, many veterinary students are able to express

Dauda Ayomide Onawola Executive Editor

amazing talents and this is something that you will appreciate in the artwork section of this journal. The drawings were not just drawings, the artist encouraged it as a means to aid Anatomy studies. The cartoons were all carrying a message (I was thrilled by the Khaleesivirus cartoon in particular). The poem was deep and the SWOT chart was fantastic. In a nutshell, the IVSA JVE #1 will make you crave for the #2 so badly!

I owe a huge debt of gratitude to every individual that had a hand in the success of this publication! I am deeply grateful, in fact, the ventricles of my heart are saying THANK YOU instead of pumping blood at the moment! I wish you all good fortune in your endeavors.

Editors’ Notes

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My name is Alexander Del Bianco and I am currently a part of the SCoVE Research Team. The IVSA Journal of Veterinary Education (JVE) allows students around the world to raise awareness about teaching and learning in veterinary medicine from their perspective. It also gives veterinary students a chance to showcase any artwork including poems, drawings, paintings, and much more. I find it amazing to see how veterinary students tackle certain ongoing problems around the world and I enjoy learning about how talented veterinary students are beyond veterinary medicine.

Alexander Del Bianco Associate Editor

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I am Camille De Pasquale, a final year student at USAMV Cluj Napoca in Romania and member of SCoVE Research Team since the beginning of this academic year.

I am thrilled to be part of the very first edition of the SCoVE JVE, thanks mainly to the keen and hard work of our Chair, Dauda. And of course we could not imagine an edition without the authors!

Reviewing the artwork I have been blown away by so much talent! I would like to thank you all, and discern my own little awards: Catarina for your immense creativity you are such an amazing artist, Irisz for your skillfully achieved artistic valorization of scientific illustration, Pema for your amazing poster, Suvha for giving us the chart to think on veterinary education in an original way and finally Umesh for the poetic words!

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Camille De Pasquale Associate Editor

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I am Suchana Ghimire, one of the two Online Managers at SCoVE for 2019/2020. The IVSA Standing Committee on Veterinary Education (SCoVE) aims to exert positive impact on veterinary education and veterinary students worldwide. With this target, IVSA Journal on Veterinary Education was established by SCoVE to provide a platform to publish written work of veterinary students and professionals on one hand, and to facilitate knowledge sharing among veterinary students globally on the other hand.

I would like to thank our chairperson, Mr. Dauda Onawola for believing in me and giving me the opportunity to work on the editorial team. I really hope our journal will be knowledgeable to all our readers.

Suchana Ghimire Associate Editor

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Creative Team

Andi Dewi Wulandari Graphics Manager of IVSA SCoVE IVSA Indonesia

Mehdi Amrani JVE’s Graphic Designer IVSA Morocco

Cahyani Fortunitawanli JVE’s Design Adviser IVSA Ex-Co

TABLE OF CONTENTS About SCoVE Page 1 Message from Chair of SCoVE Page 2 Editors’ Notes Page 3 Creative Team Page 4

ARTICLES How to put a brick in the wall: “Students as Partners” concept in veterinary education. - Theophanes Liatis, University of Glasgow, UK Page 5 Is overseas extramural studies worth the money? - Louise Curtis, RVC, London Page 7 What they don’t teach veterinarians in class. - Lisa Buren, IVSA Netherlands Page 10 How to keep the door open to lifelong adventures with your veterinary degree - Kat Duncan, Author from TheRunAwayVet.com Page 13 Learning outside the lecture halls: my experience Diana Tiexiera, IVSA Portugal Page 16

The role of externship, internship, and fieldtrips in veterinary education.

Muhammad Hasnain Haider, UCVAS, Pakistan Page 19 Rabies free Bangladesh by 2020 Easrat Jahan Esha, IVSA Bangladesh Page 21 Benefits of out of class learning in veterinary medicine.

Hamza Jawad, IVSA Pakistan Page 21 Trichinellosis - Subash Chhetri & Krishna Kaphle, IVSA Nepal Page 23 Fish skin in treatment of burns Tamima Adham et al, IVSA Mansoura Page 27

WINNING ESSAYS Eleanor White (IVSA UK & I) Page 29 Afolabi Victor (IVSA Nigeria) Page 31 Suwaibatul Annisa (IVSA Indonesia) Page 33

ARTWORKS Page 35 AMBASSADORS REPORTS Page 47 Our Social Media INQABA BIOTEC

HOW TO PUT A BRICK IN THE WALL: ‘STUDENTS AS PARTNERS’ CONCEPT IN VETERINARY EDUCATION Theophanes LIATIS; DVM, MRCVS. Clinician in Veterinary Neurology, Small Animal Hospital, University of Glasgow, UK; Practitioner Expert, EAEVE/FVE European System of Evaluation of Veterinary Training ; First Chairman, IVSA Standing Committee on Veterinary Education 2014/2015.

Former Board Member, IVSA Thessaloniki, Greece.

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tudents are an integral part of veterinary education, and they should therefore be considered in decision making and curricula design. Being the most direct and recent recipients of education in a daily basis within the veterinary school, they can pick up and highlight (unbelievably quickly and efficiently) defects or imperfections or addressing gaps of the curriculum from their perspective, which is of high significance.1 Therefore, student input can result in a higher quality learning within undergraduate school or in the production of an improved quality (theoretically and practically) generation of recent graduates. ‘Students as Partners’ scheme consists of a modern 21st century approach to ‘how a student should be involved in educational procedures (e.g. curriculum design)’ and is increasingly spreading throughout sciences globally.2 European Association of Establishments in Veterinary Education (EAEVE)3 is a great paradigm of implementing ‘Students as Partners’ in veterinary education.

Nowadays, students are increasingly engaged in areas in which traditionally, they have been excluded, such as curriculum and assessment design.2 Partnership with students in learning and teaching could be multidimensional: • Learning, teaching and assessment: To engage students as teachers and assessors in the learning process.

• Subject-based research and inquiry: To involve students in research projects or inquiry-based learning (e.g. prepare a presentation for their classmates) promoting autonomy and independence.

• Scholarship of teaching and learning: To conduct projects in partnership with students has been

in the field of good teaching and learning experience with intention of enhancing the quality of teaching and student learning.

• Curriculum design and pedagogic consultancy: To engage students in course evaluations, involve them in departmental staff-student committees, but also to go beyond the student voice and engage them as partners in designing the curriculum and giving pedagogic advice and consultancy.2 Where institutions have implemented such initiatives they have seen significant benefits for both students and staff.2 European Association of Establishments in Veterinary Education (EAEVE) along with the Federation of Veterinarians of Europe (FVE) through the European System of Evaluation of Veterinary Training (ESEVT) started implementing ‘Students as Partners’ scheme systematically since 2014, although students were participating in the ESEVT prior to 2014.1 ESEVT’s goal is to evaluate, promote, and further develop the quality and standard of veterinary medical establishments and their teaching. A team of experts from Europe are visiting veterinary schools (not only of Europe but also beyond) within the ESEVT in order to evaluate whether each school meets the standards of veterinary education.3 The evaluation team currently consists of teaching staff members representing each major discipline (e.g. basic sciences, companion animals, food producing animals, food hygiene, quality assurance) and a stu-

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dent member. The student member’s role includes assisting the team in assessing animal resources, teaching material of animal origin, learning resources, student admission, progression and welfare, and student assessment at the university. This is accomplished by fruitful discussions, idea exchanges, and brainstorming between the student expert and a representative group of students from the host establishment, where opinions, viewpoints, and areas of satisfactions or dissatisfactions are highlighted.

Since 2014, EAEVE and FVE adopted the ‘Students as Partners’ concept, by establishing a partnership with the International Veterinary Students’ Association (IVSA) and the newborn then Standing Committee on Veterinary Education (SCoVE). Within this partnership, the ‘student member’ of the evaluation committee was advertised by IVSA as a position for a student expert within the veterinary student community with a transparent, open, based on CV and European Residence selection criteria, procedure.

During the 2015–2019 period, 61.5% (24/39) of the student experts who participated in the ESEVT evaluation teams were selected via IVSA/EAEVE’s selection procedure, which is based on curriculum vitae and motivation letter. These students represented 11 different countries (Austria, Denmark, Finland, France, Germany, Greece, Italy, the Netherlands, Spain, Turkey, the UK), increasing the active contribution of multinational student participation into curriculum evaluation procedures.1

undergraduate students (e.g. curriculum) and the recent graduate (e.g. ‘Day-One Competencies’).

• ‘Put a brick in the wall’ for the veterinary profession.

These initiatives must be multiply and expand to other projects and give birth to new partnerships with multiple stakeholders, so as ‘Students as Partners’ to get established and help improve quality of teaching, learning, student-tutor interaction and the profession itself.

REFERENCES: 1. Liatis T, Patel B, Huang M, et al. Student involvement in global veterinary education and curricula: 7 years of progress (2013–2019). Journal of Veterinary Medical Education (in press - 2020). DOI: 10.3138/ jvme.2018-0021 2. Healey M, Flint A, Harrington K. Engagement through partnership:students as partners in learning and teaching in higher education. The Higher Education Academy. 2014. (online) [Accessed at 1 February 2020] 3. European Association of Establishments in Veterinary Education (EAEVE). https://www.eaeve. org/ (online). [Accessed at 1 February 2020]

This initiative of IVSA/SCOVE, EAEVE and FVE, became one of the pilot implementations of the ‘Students as Partners’ concept within the veterinary education. The importance of applying this concept into veterinary medicine, can be summed up below: • Improvement of teaching and student learning, through the student’s input on educational procedures and curriculum design, resulting in the production of an improved veterinary student/recent graduate model.

• Engagement of students into evaluation and assessment procedures resulting in self-improvement and gaining soft-skills (e.g. assessment/ evaluation, decision making, problem-solving and teamwork skills).

• Active participation in national/international discussion groups which aim to education improvement.

• Self-learning and personal experience.

• Promote the ‘student voice’ regards the

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IS OVERSEAS EMS WORTH THE MONEY? Louise Curtis, BVetMed, MRCVS (RVC London)

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hen I heard of an opportunity in 2015 to carry out some of my extra-mural studies (EMS) in Kenya with Vet Aid (www.vet-aid.org), it really caught my interest. Vet Aid is a local Kenyan non-profit organisation, which supports both EMS and CPD with a strong One Health focus. Having worked to take myself on a trip to Africa as an animal sanctuary volunteer before I started university, I already had a fascination with the continent. The idea of using EMS to further my overseas adventures in the veterinary field was very exciting.

Committing to the opportunity did take some consideration though. I had to think carefully about the implications of studying overseas, in particular the extra costs involved. From a low- income background, I was the first of my family to go to university. Just like many students, I had a limited budget and financing a big trip like this was going to be challenging. It was not just the cost of the trip itself to think about but flights, vaccinations, equipment, insurance and other little expenses along the way. I asked my university for information about grants and applied for all of them! I fundraised at car boot sales with donations of unwanted items from staff and students. I also got a job and worked at the same time as studying. My efforts paid off and I was able to get together the funds I needed for the trip.

Finally, everything came together, and I was off.

As I sat on the plane, I was both anxious and excited about what was to come but I needn’t have worried. A day or two after arriving, I had gotten over the initial culture shock and felt ready to get to work. I travelled into the Maasai Mara with just two Kenyan Vets, our driver and a whole lot of veterinary supplies. That drive alone was something I’ll

never forget; breath-taking, vast spans of bushland dotted with wildlife. We were even lucky enough to spot elephants that day. We would do this drive a few times over the next weeks, once in a storm where we had to overcome badly flooded roads. It really was an adventure.

We spent our days visiting rural Masaai bomas (livestock enclosures), handling sheep, goats and cows with the help of their Masaai owners to provide preventive treatments. At night we slept in established camps, me comparing differences with my Kenyan colleagues about our cultures and veterinary education. It was not your typical overseas EMS. It was hot, dirty work but there is a true feeling of community working alongside the Masaai families. I quickly learnt how tough the work of a livestock farmer is in this incredible but unforgiving environment. Most of all this time taught me the importance of a taking a holistic approach to veterinary care, demonstrating to me in real life why One Health is an imperative concept.

Taking this opportunity as a veterinary student inspired me so much that I have subsequently made

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8 an effort to volunteer at least once a year ever since.

The trips allow me to appreciate the opportunities of this great profession we’re part of, and working immersed in a different way of life does absolute wonders in curing compassion fatigue. Most importantly these trips inspired me to keep learning, a value that is so crucial to progress in this profession but is often seen as a chore.

The best tips I can give to student considering travelling abroad for EMS would be: • Go with an open mind – everyone takes away a different experience from any trip. The best times I had were when I was expecting nothing more than to work hard but ended up making friends for life, had amazing unexpected experiences and learned more than I could have hoped.

• Be flexible – do not expect everything to run smoothly. Often the programs run in working clinics, and things don’t always go to plan! That said, if you feel like you’re missing out on an opportunity to learn, speak up and from my experience the coordinators will try and accommodate your requests to try something as best they can.

• Personal safety comes first … and it’s your re-

sponsibility ! I know it is tempting to pretend everything is fine when you feel out of depth but you are doing more harm than good. If you are unsure how to do something, never be afraid to ask to be shown. If something doesn’t feel quite right or you’re worried you are in danger, step back.

• Be considerate – This tip refers to a few topics but essentially always ask yourself if what you are about to do or say is kind and respectful in your environment. Some cultures can seem otherworldly when you first experience them.

Being rude or thoughtless to your environment or to people will jeopardise your experience.

• Pack only what you and the placement really require – This takes practice but heavy, unnecessary baggage is a nuisance to move around, a waste of your money and often a burden on your hosts. Keep it basic, as my Dad always said – it’s not a fashion show!

So on reflection, how valuable was this overseas EMS placement? Was it worth all the extra effort of fundraising and planning? In short, yes.

EMS opportunities like those run by Vet Aid offer real adventure whilst learning far more than a thing or two along the way. I had the experience of a lifetime and learnt so much, it is impossible to describe it all here. From the prospective of EMS requirements, the experiences allowed me to develop my practical skills like animal restraint, injections, clinical examinations and many more.

Working so closely alongside people of a different culture helped develop my communication skills.

Having to adapt in such rural surroundings with basic equipment helped me to master problems solving. Suffice to say though, overseas EMS gives so much more than just meeting the official educational requirements.

9 I can say with absolute certainty that my EMS placement experiences helped shape me as a vet, my career, and crucially my first few years in practice. I grew in confidence in myself and my ability to do the job that I’d been studying for. Most of all I discovered the huge value of active learning.

If you have a passion or a particular interest, EMS is absolutely the opportunity to get inventive and get yourself experience in that field. Do your re-

search, don’t be afraid to apply for grants and bursaries and push yourself (safely) out of your comfort zone. Doing placements with friends is a great opportunity but also don’t be afraid to apply for something you really want to do alone.

You will likely make friends for life along the way.

I hope many more veterinary students will take advantage of opportunities for overseas EMS.

WHAT THEY DON’T TEACH VETERINARIANS IN CLASS Lisa Buren, IVSA The Netherlands

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eing in vet school is tough. No matter where in the world you’d ask, every single vet student will tell you the same: we make long hours each day, we run from classes to clinics and then go home to study some more. And yet somehow we find time to squeeze in more extra-curricular activities in our already tight schedule. These extra-curricular activities may take form in clubs and associations that either organise social activities, lectures or excursions. They all have the aim to offer vet students that little something extra in their studies - to learn more about a topic they are interested in, take a look at their profession from a different point of view or just to get some hard-earned rest and relaxation with their colleagues.

At Utrecht University, this process has been going on for decades (200 years in 2021!), leading up to our current situation in which we have seven official students’ associations. Each of them has

Picture 1 - Traditions build up over many years: when you don’t have money for horses during the annual ‘Peerdepieten’ celebration, you just got to make do.

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their own interests, activities and traditions (Picture 1). All of these have access to the buildings of our faculty to organise their activities and to promote them to the students. In addition to that, they all have a designated room to host their members during breaks and an office for their board. Every one of them organises lectures, excursions and symposia throughout the year. Most of them throw parties on regular occasions as well. Because of this, you will often find representatives of the various associations in the entrance hall selling tickets or giving talks (Picture 2). A lot of students are members of various associations, if not all of them, so they can attend whatever they feel like. To get an idea of how overwhelming it is to have so much student activity, let me briefly introduce each of them: • The largest and oldest one would be D.S.K., which roughly translates to ‘veterinary students association’. Nearly all vet students are

Picture 2 - Members of the student representation on the faculty board collect input in the entrance hall of the faculty. As you can see, professors join as well!

• a member. As an association bringing all different students together, they organise activities on different kinds of topics. Alongside this, they organise the books and material store for the school where students can buy their materials with a discount. They have a break room with a garden (Picture 3); when the Dutch weather is not completely awful, the garden is well-fit for another party (Picture 4).

• Interestingly, the MO of IVSA the Netherlands is a committee of DSK and as of such part of a larger collective rather than an association on its own!

• Catering to the interests of aspiring large animal veterinarians, V.V.F.C. de Uithof, better known as ‘Veefokkers’ (Farm animal breeders), breed their own animals! Kept at the faculty farm, each year a calf, piglets and lambs are bred by the association (Picture 5). Being the soft spot for most students, these animals tend to be a little spoiled.

• For the horse enthusiasts among us, V.S.R. de Solleysel is the place to be. In addition to being a student association, they are charged with the care for the faculty horses which are used in our education. Because of this, students are able to take horse riding classes at the association to ensure the horses get in enough exercise.

• Focusing on exotic animals, Archaeopteryx has ties to all things scaled and feathered. Teaching students about husbandry and care for all different kinds of exotic species, they often cover topics that are not included in the Utrecht curriculum.

Picture 3 - The breakroom of DSK, adorned with many gifts from other associations collected over the years.

• The youngest association is Hygieia, the One Health association. Looking at the interactions between human, animal and environment, nothing is really out of bounds for their activities. Because of this, they often collaborate with other association within and outside of vet school.

• Formerly known as the association for veterinary medicine in developing countries, our local chapter of Vétérinaires Sans Frontières is called DZG. Through organizing different fundraisers throughout the year, they gain money to fund their projects in which help develop veterinary aid in rural communities across the world.

Picture 4 - A larger party hosted in DSK’s garden called ‘Sensation Blue’. If you look closely, you might spot some familiar IVSA faces.

• On account of scientific development in equine medicine, Vhiver mainly organizes lectures but other activities from time to time as well.

Didn’t you just read about another horse club before? Correct, this is a sensitive discussion to which the only answer is ‘tradition’.

But why do we bother with all of this? Of course, the only reason why we do anything at all; we get rewarded! At the start of their study, each vet student receives a ‘Capita Selecta’ card (Picture 6) on which they collect points for attending extra-curricular activities of the student associations during their studies. An evening lecture will give you 1 or 2 points, but attending a conference can earn you up to 6 points!

If you collect 60 points by the end of your study, you will receive a special certificate from the faculty as a token of appreciation. And yet most of our students forget about the card. Every. Single. Time.

So, again, why bother? Apparently, we simply want

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to go and learn more side of class; through in our very precious everything you underfree time? What all take, you will learn these different assomore about yourself ciations have in comand your future profesmon is that they give sion. Boldly speaking, it shape to a communishapes you as a profesty. By connecting stusional ánd a person. I dents through comtruly believe that this is mon interests and what sets vet students Picture 5 - First-year students posing with the faculty cow. activities, it is very in Utrecht apart; they easy to get to know people in vet school. Due to each are unique in what they do and respect their this, there are hardly any students that feel left out peers doing the same, but differently. This makes which is astonishing if you think of how many stu- them highly volatile in their future careers. How dents there are. This helps to create an atmosphere good of a vet you become is not just about how where students look after one another and feel free well you study, it is also about who you become as to talk about what is bothering them. In regards to a professional. This personal development is somestudent welfare, this is a rather ideal situation. I am thing that can only be made under the right circumnot saying this is the case for every student, but it stances; the associations help create opportunities certainly is the case for many in Utrecht. This goes and circumstances for students to grow and learn. In to the extent that other, non-vet students, jokingly education, nothing is more important than that. speak of the vet students as a ‘sect’ in which everyone knows everyone, strange things happen and most of the members are proud of it.

Creating a sense of community is hard, especially when bringing people from all over a country together, but our associations actually manage to do this fairly well. Because of this, I believe that the value of student associations should never be underestimated. It is so much more than just learning out-

Are you interested in learning more about one of Utrecht’s student associations? Are you still confused about what “Peerdepieten” is or would you simply like to hear more outrageous vet student stories?

Feel free to contact me at l.y.buren@students.uu.nl !

Picture 6 - A typical Capita Selecta card

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HOW TO KEEP THE DOOR OPEN TO LIFELONG ADVENTURES WITH YOUR VETERINARY DEGREE Kat Duncan, Author, TheRunAwayVet.com

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t may not seem like it during your studies, but the years of being a veterinary student are truly magical times. Yes, students are under a lot of pressure. And vet students work harder than any others that I know. But vet students are also presented with a number of truly unique and irreplaceable opportunities through placements and externships, well worthy of the envy of our peers. Yes, these placements are geared toward obtaining a veterinary degree. But many of these experiences give benefits that are far beyond academic.

Take for example, student wildlife placements.

How many people would pay to go behind the scenes at their favourite zoos? Well, vet students are there on a daily basis, examining anaesthetised exotic species and getting the behind-the-scenes gossip from the staff. How many people would love to know what really goes on in intensive dairies, piggeries and broiler farms? Vet students are there getting first-hand experience, mucking-in and learning about the real animal welfare challenges. And how many of us would love to be supporting international charities, saving orphaned marsupials or street dogs? Vet students are welcomed in these places, which are often restricted to the public.

What we learn on these placements is far more valuable that what we scribble down in the exam room. We learn to interact with people from all walks of life and cultural backgrounds. We learn about the ethics of food-production and about the welfare concerns of our domestic animals. And we learn about ourselves- how we communicate, what’s important to us and what we should stand up for.

So how do we keep on experiencing these incredible, exclusive learning opportunities even after we graduate with a veterinary degree? The answer is deceptively simple. Volunteer.

There has never been a better time to become a veterinary volunteer.

Veterinary skills are sought after around the

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globe. And as a graduate, your degree will open many doors to you that would otherwise be restricted to public access- whether it be given free accommodation at a not-for-profit veterinary clinic in the Galapagos Islands, or accessing the exclusion zone of Chernobyl on a sterilisation campaign.

In the four short years since I graduated with a Doctor of Veterinary Medicine degree, I’ve seen more benefits that have come from volunteering than I could have imagined, including: • Learning to travel alone fearlessly to unique locations, from Ecuador to the Australian Outback.

• Improving language skills, to level of accurately describing dog vomit in Spanish.

• Being taught alternative surgical techniques, like how to spay a cat the Australian, the European, the American way.

• Learning the proper technique to bottle feed wombats, and sew pouches of orphaned joeys.

• Finding out why Sri Lankan vets don’t believe in euthanasia, through long discussions in a street-dog rescue centre.

• Understanding how having a furry companion can provide vital emotional support for mental illness during homelessness in Scotland.

• Experiencing the joy on the faces of disabled

children as they learn to ride horses.

• Building life-long friendships with veterinary professionals around the globe.

A veterinary degree is truly a passport to lifelong adventures and new experiences. And by volunteering, you’re not only gaining skills, friendships and life-experience, you’ll be giving back to the people and animals that need you most.

If that’s not the antidote to feeling under-appreciated in this tough industry, I don’t know what is.

So, how should youget started on your lifelong volunteering journey? It’s as easy as starting small.

Volunteer opportunities are all around us, and don’t need to involve a large financial, travel or time commitment. If you’re in full-time work or study, start to reach out to local and national groups that need volunteers. You may find a local pound or animal shelter that requires extra hands, or you could look for local branches of national charity groups, such as Dog’s Trust or the RSPCA. You can generally start visiting on weekends, or a couple of times a month, so don’t be put off by thinking you need to make a huge commitment.

If you have a little more scope to travel, you could start enquiring with international charities about their volunteer needs. Its important to do your research and find an organisation that is ethical, and

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and to ensure that their ethos will align with your own. If you’ll be travelling to volunteer, check if there are any program fees, and ask if they provide food or accommodation (if so, you may be surprised to find that volunteering can be cheaper than a regular international holiday).

But what if you’re not in a position to travel or volunteer in-person at a project or shelter? Thanks to the internet, there is still a lot you can to help wherever you are located. Reach out to your favourite charity to see if you can volunteer remotely, perhaps by answering emails, updating social media or fundraising. There’s so much you can do from home if you think outside the box.

So, hold on to that passion you have as a student!

Be kind, help others, fill your life with adventure and become a life-long volunteer.When you look back at the other end of your veterinary career, you’ll be so glad that you did.

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LEARNING OUTSIDE THE LECTURE HALLS: MY EXPERIENCE Diana Tiexiera, IVSA Portugal

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ome time ago I heard, “because no one can do a robot’s job better than a robot! We should not compete with artificial intelligence, but focus on developing an unique human intelligence. Drills are for the teeth, not for human mind, so these repetitive knowledge-based tasks should be left behind.

In the future you will find a lot of people graduating out of your class for the unemployment line.” Education is obviously outdated and a lot of changes need to be done. The world is evolving fast and education is staying behind. But what can we do?

However, while we are trying to make some changes in the future, we should not forget our present! If we feel that we are missing something inside the lecture halls, we should search for it outside of walls of classroom. You can do internships, go abroad, go to congresses, workshops, seminars, veterinary students meetings, volunteer, participate in your students association initiatives, debate, be critical, search for stuff and in the end you will even find some things you could have never found sitting in a chair and looking at the teacher!

Most of us already thought about changing something (making it right), but then the question that always pop up is “will the changes arrive in time for me?” Well, for me, certainly not! I’m in the fifth year of my university, it’s impossible for me to see some restructuring happen while I’m here, but it’s my duty, it’s your duty (yes, you, the person reading this!), it’s the duty of all the veterinary students of today to move for a brighter future for veterinary education. Maybe your ideas of change will never reach you, it’s true. But… can I ask you to take a minute and think about the frustration that you feel about your education until now? You certainly remembered some specific situation that you would like to change! Do you think someone will live it again? Probably yes! Can you make something to change it? Then why not! The students of tomorrow don’t have to pass through the same struggles that you hated to pass!

I can’t speak for other people, but when I’m doing internships I learn a lot more than in a whole year sitting in a classroom, there are lives in our hands! Still, don’t trick yourself, these lives also depend on what you learn in the classroom. Everything have it’s place and balance is priceless! On the other hand, after an internship, even if you are in your early years and you observe more than you do, it will be easier for you to connect subjects and information back in classes!

If you are worried about the time you will lose, well I can only tell you that it’s never a loss! Nowadays, companies care less and less about your grades and more about your soft skills, that you certainly don’t learn in the schools. Also, if you don’t care about people, what about when you will search for internships? Will you be chosen or will the place be to someone that they already know from events, volunteering, etc? Of course knowing things is im-

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portant, but as I said, keeping the balance is crucial, especially in this world where demands are growing and growing at a mind-blowing rate.

Until specialized learning will be a reality, learning outside of the classrooms is crucial for people who don’t want small animals. In the majority of the faculties of Veterinary Medicine, this is the focus of the learning process and if we want animal production, equine, exotic and wild animals, we need first to finish the course only to be called veterinarians and then get into proper formation, like the one we assume in small animals. But this will be a long term discussion as the universities argue that a vet should know a little bit of everything, without seeing with all of this division we end up knowing almost noth-

ing about anything. Life is not so long, I’m in the 5th year of vet med and I want horses, well, I’m just in the ending of the beginning!

In my 4th year I did an Erasmus exchange for 12 months and it was one of the best decisions that I made! My school have just one subject of Medicine and Surgery of Horses in all the 6 years and I ended up attending 6 subjects on horses in my receiving university plus an internship in the surgery department of the equine clinic.

As I wish to have the most of the horse knowledge I can take from the school, I’m also taking this subject again back in my school. But we shouldn’t need to go so far for this! It’s good to know how to deal with non-ideal situations and of course I don’t regret my ERASMUS+ year, my soft skills got a 1000% improvement in such a short time. But if specialization wasn’t a problem, students could live more while becoming progressively better professionals.

In my local veterinary students association I’m already whah they call “old furniture”, I’m there for 4 years now. During that time I also passed to the national and International veterinary students associations and the things that I learned through the three

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of them are just uncountable! For example I’m capable of doing a whole event of every kind, of work in a team, of using an accounting program, of doing flyers and posters, to manage a volunteering program, to use genial apps, to organize myself, to deal with different people and different cultures, to make the bureaucratic parts and to manage social media platforms. I also had the opportunity to participate in students meetings and make important decisions on our course curriculum restructuring.

And what about volunteering? Can you imagine a better way of learning than helping who needs you?

Plus, it’s awesome for your CV! Come on what are you waiting for?

In conclusion, I think you should give your best to keep learning in the best way possible in accordance with your own necessities. And remember, you are unique and the way you learn better is only yours to understand and analyze.

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ROLE OF EXTERNSHIPS, INTERNSHIPS AND FIELD TRIPS IN VETERINARY EDUCATION Muhammad Hasnain Haider, UCVAS, Pakistan

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n the modern world, the entire globe is serving as mother lap to new inventions and daily based modifications in previously invented products of science & technology. Likewise, the other sciences of nature, veterinary and animal sciences are serving people to fulfill their daily household requirements as well as their professional ethics and interests. Since

EXTERNSHIPS Learning among people of different countries is something amazing. When you go to a place where you have never been to, you actually start a new life. People of that hub are new to each other, they don’t know you, it’s like being born again and having a new period of learning from day one. This feeling

centuries ago, natural attachment of men with life, and especially with animals and pets make the latter more faithful to humans.

The discipline of the veterinary and animal sciences is a broad platform to learn on the different aspects of the life animals and their concerns.

is amazing. You feel you are not judged because of your past, or your family and anything regarding your learning so far. You get to present your country, your ways of animal welfare, their domestications, their housing and feeding standards. New ways of modern treatments, surgical interventions and methodologies are also discussed there.

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In case foreign of externships, people have a broad hub of learning in between the different types of countries and their natives. With this opportunity of learning abroad, students of veterinary education get a chance to learn about behaviors of different species and their domestication also.

People have different modern research perspectives with personal experiences and level of knowledge.

There are different resources and means abroad for foreign students. This chance can be availed through exchange programs, Fulbright scholarships, conferences etc. In addition to this, the media and resources are either present in the program you have gone on or you have to find ways for yourself.

There are resource centers such as international student offices etc. from which students can access and have their problems with accessing opportunities addressed. Furthermore, there are many avenues for volunteerism that help foreign students in different ways concerning the veterinary field they specialize in. Recent studies also show that, people having a zeal for animals or having involvements in pets or other domesticated animals also share their experiences with this creature. Farmers and breeders also discuss present situations occurring in their respective fields and activities. Modern ways of captivities and new methodologies of surgical interventions made externships more useful hub of learning as compared to anything else.

On foreign externships, you also get to meet people who are residents of foreign countries with different legal criteria and legislations concerning animal welfare and rescue.

In a nut shell, I would say internships help multiply learning experience. You get to engage with different people which makes your spectrum broader. Furthermore, you explore and have formal as well as informal education in veterinary and animal sciences education.

INTERNSHIPS Most of veterinary students prefer internships in their countries as first medium of learning by choice. The major factor that informs this decision is the fact that they tend to understand things better in their environment with their own language and culture prevailing. They have personal attachments with natives and good relations as well.

FIELD TRIPS Field trips provide access and exposure to practical oriented tasks. More reliable experiences are seen in field as compared to class works CONFERENCES Conferences are research-oriented with collaborations of studies involved in institutions as well. This medium of learning has a deep impact on learning in all fields. Different research papers, posters and presentations usually go up during conferences and they have deep effects on the participants.

CONCLUSION: In a nut shell, field training is very relevant in veterinary medicine and it is a reliable source of learning.

It is also very interesting as it is concerned with field trips and outside activities unlike compared in-class lectures.

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RABIES FREE BANGLADESH BY 2020 Easrat Jahan Esha, IVSA Bangladesh

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abies is still a deadly endemic disease in Bangladesh. Bangladesh is in 3rd place among all Asian countries with the rabies issue.

The government of Bangladesh is taking several steps to fight against rabies; they do mass vaccination programs and field-based awareness programs every year. But these seem not to be sufficient. Non-governmental organizations should come up to augment the efforts of the government in the fight against rabies.

IVSA Bangladesh has been fighting against rabies since 2016 with One Health Young Voice,Bangladesh. IVSA Bangladesh and OHYV partnered with Volunteer for Bangladesh in 2018 against rabies issue.

The annual incidence of rabies deaths in Bangladesh was estimated to be 1.40 ( 95% Cl 1.05-1.78)/100000 population. By exploring this,it is estimated that 2100 ( 95%Cl 1575-2670) people die annually rabies in Bangladesh. About

200000 to 300000 dog bites a year and under 15 children to be the worst victims. So IVSA Bangladesh does a regular school-based awareness program where the target population is the children.

Rabies is one of the neglected tropical disease that predominantly poor and vulnerable populations who live in remote rural locations. For this, IVSA Bangladesh did several slum based awareness program where we share information among people how they can be safe from rabies and what will be the first priority if anyone gets bitten by a rabid dog.

It’s good news for us that about 70% of students have good knowledge about rabies as Bangladeshi Government includes rabies at the primary level textbook.

There are several obstacles but Bangladesh is doing great against rabies. IVSA Bangladesh will continue it’s good to work about rabies issue in near future too. Hopefully the vision “ Rabies free Bangladesh by 2020” will be achieved successfully.

BENEFITS OF OUT OF CLASS LEARNING IN VETERINARY MEDICINE. Hamza Jawad, IVSA Pakistan

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n my article I will try to shed light on my experiences during my internship at “Aliyan Veterinary Clinic, Lahore”. At this clinic, from July 2019 to September 2019, I did this internship to learn skills on Pet and Wild Medicine and Surgery. I will explain in this article, what learning differences I felt by learning outside lecture halls.

At University, we are always limited to specific course contents and the teachers’ instructions. We lack public dealing and how to behave with different people. Also, there are usually more students at a time dealing with a single case. Clients treat us like students and the pressure from lecturers doesn’t allow one to learn much from cases. Then limited medicines and facilities keep us bound in practical learning at university clinics.

High pressure of work load in form of assignments, presentations, practical note books and some other

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activities keep students busy the whole time at the clinic. That’s why students in lecture halls can’t learn so much. I went to Dr. Furqan Arif ’s private clinic “ Aliyan Veterinary Clinic” during my summer vacations/semester break. My first day was a house visit with Dr Furqan, where we treated lions. Then for the

next 2 months, some pets were brought to the clinic and we also went for home visits to check patients.

Dr. Furqan Arif gave me some instructions at the start about how to handle and restrain pets, birds and wildlife. Then he allowed me to take TPR of cats, dogs, lions, birds etc at the clinic and during home visit also. He then trained me to do S/C and I/M injections. I became able to deal with all types of clients. I learnt about how to satisfy pet owners who are very sensitive about pets. Later during the last weeks of my internship, I felt happy always after treating my patients independently. I communicated well with clients and all clients were satisfied with my professional attitude. I worked stress free the whole time and learnt many practical things.

In conclusion, I will say that we can’t ignore the value and importance of learning inside the class rooms. But that is not sufficient for a veterinary student. To be a good veterinary doctor, who can run his clinic well in future, students have to do as many internships as they can during their 5 year degree.

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TRICHINELLOSIS: DOMESTIC - SYLVATIC - SYNANTHROPIC PARASITIC ZOONOSIS Subash Chhetri & Krishna Kaphle, IVSA Nepal

ABSTRACT

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richinellosis is one of the costliest parasitic zoonosis having cosmopolitan distribution. Caused by nematode Trichinella, it has wide range of host as well as both sylvatic and synanthropic infection cycle which makes it difficult to control. Trichinella has both larval and adult stage where it lives as an obligatory intracellular parasite. The disease has been occurring and recurring due to change in ecology of its variants or host or both.

The adult worm lives in mucosa of duodenum and jejunum, while larvae live in skeletal muscle. Humans acquire the disease by ingesting raw or semi cooked meat from pig, horse, bear, etc. Primary symptoms of this disease are pyrexia, periorbital edema, and myalgia which might get worsen by myocarditis, pleuritis and encephalitis.

Countries involved in consumption and trading of pork products are at major risk. The economic cost in swine production and health hazards in human are the major threats posed by this disease. After reviewing papers published in google scholar, NCBI, BlueCross, OIE, FAO, WHO, etc. this article is prepared to illuminate the concerns of animal production, food safety and trade regarding Trichinellosis and its prevention and control.

Keywords: parasite, Trichinellosis, zoonotic.

INTRODUCTION Trichinellosis is a food-borne parasitic zoonoses, caused by gut and tissue dwelling nematode Trichinella (Pozio and Zarlenga, 2013). Trichinella are found worldwide and cause one of the most serious helminthic zoonosis, confined to small farms with traditional pig rearing practices or grazing in wild areas. (Pozio, 2000). Trichinellosis is not only a public health hazard affecting human patients but also represents an economic problem in porcine animal production and food safety. In humans, infection occurs after the ingestion of encapsulated larval cyst in muscle of mainly pigs as well as game animals.

Independent sylvatic and synanthropic-zoonotic cycles of infection occur (Murrell & Pozio, 2000). Trichinella

have 4 major genotypes that has been found to cause disease; Trichinella spiralis in domestic form and human and Trichinella britovi, Trichinella nativa, and Trichinella pseudo spiralis are found in sylvatic form. (Britov & Boev, 1972) It has wide range of hosts like pigs, rats, wild boar, carnivores, bears but humans are the only host showing clinical signs. In domestic animals like pigs, it is found in muscles of respiratory system, tongue, and diaphragm and rarely in heart muscles. There is decrease in growth and vigor reducing the quantity as well as quality of pork making it unsuitable for consumption (Capo, 1996). In the final host which is human, it poses two forms enteric and muscular form, both of which have great health importance (Wright, 2006). This review explores the transmission cycle of this parasite along with its emerging and

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reemerging pattern.

ETIOLOGY

Trichinella spp. are meat-borne infectious parasites (nematode worms) transmissible from animals to man (zoonoses). Natural Trichinella infections in more than 100 species of mammals, seven avian species, and three reptile species have been reported (POZIO, 2005). The genus Trichinella includes species T. spiralis T1, T. nativa T2 (and related genotype Trichinella T6),T. britovi T3 (and related genotypes Trichinella T8, T9),T. pseudospiralis T4, T. nelsoni T7, T. murrelli T5, T.papuae T10 and T. zimbabwensis T11 (EFSA, 2004; BUNCIC and MIRILOVIC, 2011). All the species of the genus are known to infect mammals (mostly carnivores),rodents and omnivores including pigs, and occasionally also herbivores (e.g. horses), but T. pseudospiralis also can infect birds and both T. papuae and T. zimbabwensis also can infect reptiles (EFSA, 2004).In majority of the pig population in world, T. spiralis is of the highest concern; followed by T. britovi and T. pseudospiralis.

DOMESTIC CYCLE

The domestic cycle involves domestic pigs that can become infected through feeding on raw and undercooked swill, scraps and other organic wastes that contain pork, and/or improperly disposed carrion, and/or synanthropic animals such as rodents. It is considered (EFSA, 2005b) that Trichinella transmission via the domestic cycle is unlikely in industrial particularly indoor – farming systems.

The reason is because such systems involve application of efficient biosecurity measures and good hygienic practices preventing or greatly reducing the chances of Trichinella transmission to domestic pigs. However, where such control measures do not exist or are poorly implemented, e.g. on small farms with pigs raised outdoors or having access to the outdoors, the domestic cycle becomes a very important scenario for Trichinella transmission. Sylvatic species of Trichinella has been found in domestic habitats as a dead-end host as these parasites cannot be maintained in domestic habitat. (Pozio, 1998)

SYLVATIC CYCLE

The sylvatic cycle involves wildlife hosts i.e. a range of wild carnivorous and omnivorous animal species. Independently of the etiological agent and of the geographical region, the main sylvatic reservoirs of Trichinella are carnivores with cannibalistic and scavenging behavior (Campbell, 1988). Namely, Trichinella larvae can survive

in decaying muscles of dead animals for long time and be viable and infective at the moment of ingestion of the muscles by the next host. Epidemiological investigations have revealed that the source of pig infection had been the carcass of a game animal, or the infected pig had been bred outdoors in remote areas where sylvatic Trichinellosis was prevalent among carnivores.

SYNANTHROPIC CYCLE

According to Leiby et al. (1990), brown rats play the most important role in the transmission of T. spiralis from one focus to another and in its maintenance in the same focus. In the United States, Murrell et al. (1987) showed that rats, skunks, opossums, and raccoons living near a farm where domestic swine were infected with T. spiralis, harbored the same parasite species and these animals with their synanthropic behavior represented the link between the sylvatic and domestic cycle. Wild foxes ae well as dogs and cats are also supposedly found to be the carrier in China, thus an intermediate between wildlife, pigs and human nation.(Devleesschauwer et al., 2015). Yearly 10,000 cases of Trichinellosis are reported with 0.2% fatality rate.(Pozio, 2007) • 150 epidemics were registered in Europe with 3800 casualties and 281 deaths in between 1860 and 1877.

(Glazier 1881).

• In the USA, clinical Trichinellosis was recognized for the first time by Krombein in 1864 (Schantz and Dietz 2001.

• This disease has been reported in areas of India (with the wild boar as its source) (Schad and Chowdhury 1967) and with the polar bear as primary source in arctic region. (Moser 1974).

• The history of Trichinella and Trichinellosis in Japan has been reviewed extensively by Yamaguchi (1989).

• 16 isolates of the parasite have been recovered from the north, south and east of China (Liu et al., 1996) • Lithuania and Romania accounted for 71.3% of all cases of Trichinellosis in human in EU countries in 2010.

• 10000 porcine infections were reported by the Office International des Epizooties in 1998. The disease is particularly worrisome in the Balkans, Russia, the Baltic republics, in some parts of China and Argentina.(Devleesschauwer et al., 2015) • Report states that 394 cases of human infection were reported in 2010, of which 56.6% (223 cases) were confirmed in the laboratory. (European Food Safety Authority, 2010)

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• The cost of inspecting Trichinella in EU is worth 570 million dollars. Reportedly 1 billion US$ annually is spent for preventing and diagnosing Trichinellosis in the United States. The cost of inspecting Trichinellosis in China is 2.2 billion CYN annually. (Jen and Chen,2017) PUBLIC HEALTH SIGNIFICANCE Around 11 million people in world are reported to be infected with Trichinella (Dupouy-Camet, 2000). From 1986 to 2009, 66000 cases of human Trichinellosis has been reported by International Commission on Trichinellosis (ICT) (Murrell and Pozio, 2011). Food and Agriculture Organization (FAO) composed a list of parasitic diseases ranked Trichinellosis first in international trade (FAO/WHO, 2012). Generally, it passes away without any or mild symptoms in its wild and domestic host but clinical symptoms may be observed if 50 to 500 larvae of the most pathogenic species T. spiralis are ingested, while the ingestion of more than 1000 larvae could prove fatal to human life. It shows vagueness of clinical and pathological changes i.e. enteral and parenteral form (Capo, 1996).

Trichinellosis is a serious disease of humans. It is estimated that there are likely ten thousand human infections per year worldwide. Symptoms can range from none at all to very serious symptoms depending on the number of infectious worm present and stage of life cycle it is in.

The initial, enteric phase corresponds to the period of time when infective larvae parasitize the small bowel and molt into adult worms. This generally occurs within 1 to 2 weeks of infection and produces non-bloody diarrhea, constipation, or abdominal cramp.(Wright, 2006) After 5-6 weeks of infection newborn larvae are released via blood and lymphatics into muscles and tissue and under severe complication pneumonitis, pleuritis, encephalitis, meningitis, nephritis, deafness, and peritonitis may occur.

Muscular pain, breathing difficulties, swelling of masseter muscles, a weak pulse, and a low blood pressure results as sequalae to muscle cells penetration. The average case of trichinosis is not severe and produces no noticeable discomfort but marked eosinophilia.(Bruschi, Dupouy-Camet, Kociecka, Pozio, & Bolas-Fernandez, 2005).

EMERGING AND REEMERGING PATTERN The unprecedented impact of globalization, industrialization, restructuring of agricultural systems and consumerism among others has led to the emerging and reemerging pattern of this disease (OIE,2010). Contin-

ued diagnostic technique followed by isolation and culling of infected organisms along with strict quarantine and trade policy has eliminated disease to certain extent in past decade. But recent variations and new trends in host, habitat, ecology and infection pattern of preexisting strains as well as newly isolated strains in various hosts has been core for the recent outbreaks and emergence and reemergence of Trichinellosis. Recently sylvatic strains of Trichinella were found in domestic habitat which was previously unknown of. Similarly, domestic herbivores, birds and reptiles also harbored various strains of Trichinella.

This has complicated the control strategy adopted by OIE and ICT. CONTEXT OF NEPAL Trichinellosis in Nepal is of minimal concern as Epidemiological calculations carried out using Episcope 2.0 (EPIDECON) estimated a maximum probable prevalence of 0.052%.(Joshi, Moller, Maharjan, & Kapel, 2005). This zoonosis has never been reported from this region Joshi et al. (2001). Further, various sporadic cases of Trichinellosis has been suspected by hospitals in Nepal without any confirmation. Cases of both swine Trichinellosis and human Trichinellosis have not been reported despite the absence of biosecurity and intensive pig farming and unhealthy abattoir practices. This may be due to topographic features, lack of import or export of pork with other countries or due to minimum pork consumption.

Despite this fact, intensive surveillance should be carried and good husbandry and manufacturing procedure should be practiced. Properly processed and cooked pork should be consumed. Sylvatic infection should be regularly monitored and checked. This might in turn help achieve country’s goal of producing high quality pork that can be exported to China, India and Bhutan.(Gurung & Tuladhar, 2015).

PREVENTION AND CONTROL This disease has been closely monitored in country having maximum consumption of swine products like in Europe, America and China. The complex of events such as socio-economic shifts, changing food preferences and human influences on the ecology of sylvatic species, the failure to establish and rigorously maintain proven and safe animal husbandry and food safety are the major setbacks. Most of the approach developed should be a riskbased assessment, surveillance, and management system.

In humans, (i) educating the consumer about the risk of raw, under cooked and smoked meat (ii) farming of pigs

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under modern, industrialized, indoor pigsties under veterinary control (iii)control of susceptible animal. Reliable inactivation of Trichinella larvae in meat can be done through: cooking at 710C for 1 min or freezing 15 cm thick piece at -150c for not less than 3 weeks or irradiation at 0.3kGy. Backyard pigs often fed with food scraps or other forms of meat containing waste and have easy access to rodents and wildlife. The main control strategy are architectural and environmental barriers, proper feed and feed storage, rodent control, farm hygiene and proper disposal of carcasses.(Bruschi, Gómez-Morales, & Hill, 2019; Dupouy-Camet & Murrell, 2007) To put this in action we must issue certifications and maintain records along with periodic serology testing of pigs. This must be taken seriously as it poses great economic threat to farmers as well as health hazard to the consumers. Majority of hosts for Trichinella species are wild animal, which are catalyst to maintain sylvatic infection cycle. Infection is sometimes mediated by synanthropic animals. This can be addressed through biosecurity, proper disposal of deskinned carcass and awareness among hunter.(Pozio & Darwin Murrell, 2006). To achieve this there must be good interaction between public health sector, wildlife personnel and the corresponding veterinary sector.

CONCLUSION The emergence or re-emergence of a parasite like Trichinella results from a change in either the ecology of the host, the parasite, or both, because zoonotic parasite exists within a continuum among wild animals, domestic animals and human population. The economic cost of swine and human primarily for health regulatory activities to prevent infection which includes the utility costs to treat pork (freezing, heating, curing, etc.). This direct and indirect cost makes trichinella one of the costliest parasitic zoonoses. Considering the swine industry of Nepal and husbandry and quarantine practices followed, Nepal is at higher risk of Trichinellosis. So, it is likely that its economic and health hazards will cause serious blow to already underperforming industry.

ACKNOWLEDGEMENT The authors are thankful to the all the colleagues and friends who have helped in collection of articles and also to all the anonymous reviewers for their kind and unbiased opinions.

REFERENCES 1. Bruschi, F., Dupouy-Camet, J., Kociecka, W., Pozio, E., & Bolas-Fernandez, F. (2005). Opinion on the diagnosis and treatment of human Trichinellosis. Expert Opinion on Pharmacotherapy, 3(8), 1117 1130. https://doi.org/10.1517/14656566.3.8.1117 2. Bruschi, F., Gómez-Morales, M. A., & Hill, D. E. (2019). International Commission on Trichinellosis: Recommendations on the use of serological tests for the detection of Trichinella infection in animals and humans. Food and Waterborne Parasitology, 14, 393 408. https://doi.org/10.1016/j.fawpar.2018. e00032 3. Capo, V. (1996). Clinical Aspects of Infection with Trichinella spp . 9(1), 4754. Devleesschauwer, B., Praet, N., Speybroeck, N., Torgerson, P. R., Haagsma, J. A., De Smet, K., 4. Dorny, P. (2015). The low global burden of Trichinellosis: Evidence and implications.

5. International Journal for Parasitology, 45(23), 95 99. https://doi.org/10.1016/j.ijpara.2014.05.006 6. Dupouy-Camet, J., & Murrell, K. D. (2007). Food and Agriculture Organization of the United Nations (FAO) World Health Organization (WHO) World Organisation for Animal Health (OIE). Retrieved from http://www.oie.int 7. Gamble, H., Pozio, E., Bruschi, F., Nöckler, K., Kapel, C., & Gajadhar, A. (2004). International Commission on Trichinellosis: Recommendations on the Use of Serological Tests for the 8. Detection of. Parasite, 11(1), 39. Retrieved from http://www.Trichinellosis.org/uploads/ICT_Recommendations_on_Serology_English.pdf 9. Gamble, H. R. (1999). Factors affecting the efficiency of pooled sample digestion for the recovery of Trichinella spiralis from muscle tissue. International Journal of Food Microbiology, 48(1), 73 78. https://doi. org/10.1016/S0168-1605(99)00017-3 10. Gottstein, B., Pozio, E., & Nöckler, K. (2009). Epidemiology, diagnosis, treatment, and control of Trichinellosis. Clinical Microbiology Reviews, 22(1), 127– 145. https://doi.org/10.1128/CMR.00026-0.

11. Gurung, B. K., & Tuladhar, B. (2015). Bringing systemic change : Pig Breeding in Nepal. 1–4.

12. Joshi, D. D., Moller, L. N., Maharjan, M., & Kapel, C. M. O. (2005). Serological evidence of Trichinellosis in local pigs of Nepal. Veterinary Parasitology, 132(1-2 SPEC. ISS.), 155 157. https://doi.org/10.1016/j.vetpar.2005.05.046

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FISH SKIN IN TREATMENT OF BURNS Tarnima Adham, Aya Shalaby, Hajar Elgedawy, Yasmen Hussein (SCOVE, IVSA Mansoura)

ABSTRACT

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ccording to the WHO, an estimated 180,000 deaths every year are caused by burns – the vast majority occur in low and middle income countries – and because autologous skin availability becomes a problem, surgeons tend to rely on both Allografts - Cadaver skin and Xenografts - porcine grafts. Due to being an expensive and limited source, cadaver is not commonly used. Porcine grafts are also rarely used due to some religious rejections as for example this is prohibited in Islam. In addition to these reasons , there is a chance for rejection by immune system in both. There is also a risk for bacterial and viral transmission from cadaver or porcine grafts. Tilapia fish skin is considered a boon in developing countries especially Brazil which is exposed to a series of fires. As a result, tilapia fish skin is pushed for use as a cheap alternative in the treatment of 2nd and 3rd degree burns in both humans and animals in such countries as they lacks human skin, pig skin and artificial alternatives that are widely available in developed countries. Gauze and silver sulfadiazine cream were normally used there until tilapia fish skin was discovered. It is cheaper, contain high amounts of collagen type 1 and type 3 - even higher than that of humans – and this results in less healing time. It also shows no adverse reactions (zero incidence) beside being a durable and flexible type of xenograft.

INTRODUCTION

Away from using allografts, researchers in Brazil have experimented a new treatment for severe burns, including those of 2nd and 3rd degrees using Tilapia fish skin which is a non-conventional procedure that wasn’t used before. Tilapia is abundant in rivers of Brazil it does also exist plentifully in fish farms. Researchers in China have tested tilapia skin on rodents in order to study its healing properties but those in Brazil were the first to apply it on human being. They have turned waste products into a type of safe and effective medication. Atlantic cod skin is also used due to being enriched with omega 3 polyunsaturated fatty acids.

Commonly used species are tilapia followed by Atlantic cod.

WHY?

Tilapia skin is rich in collagen type 1 and type 3. When examined before the process of chemical sterilization, fish skin appeared to have normal, non- infectious microbiata. Fish skin is also rich in omega 3 polyunsaturated fatty acids, eicosapentaenoic acid and docosahexaenoic acid which are highly effective as antimicrobial agents and in modulating the inflammatory response of the acute wound healing stage. That is why fish skin especially those of tilapia are preferred and considered a safe efficient skin substitute which is free of risk of transmission of viral diseases and autoimmune reaction risk.

Fish skin is also highly porous which provides an extracellular matrix consisting of numerous proteins, glycosaminoglycans, fibronectin and growth factors allowing autologous cells to promote the prolifera-

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tion and epithelialization phases of burn healing stages.

As it is found that when tilapia skin is applied on superficial and deep partial thickness burns (2nd degree burns), re-epithelialization between 12 and 17 days of treatment occur. It is simply said that tilapia collagen induces the epithelial growth factors, fibroblast growth factor expression which can promote differentiation of fibroblasts which play a critical role in wound healing. Tilapia was chosen because it’s one of the most common freshwater, disease-resistant fish found in Brazil.

BENEFITS OF THIS TECHNIQUE The benefits of this alternative technique include reducing the trauma and pain suffered by patients because their dressing does not have to be changed daily. “With the traditional treatment, it does.” fish skin also minimises the loss of liquids, plasma and protein from the injured area and drastically cuts down the risk of infection. And it is far cheaper to work with.

STEPS TOWARDS PREPARING FISH SKIN Before the temporary fishy dressing is used, researchers put the skin through a rigorous curing, decontamination, cooling and preservation process that removes scales, muscle tissue, toxins and any possibility of transmitted diseases. It also gets rid of the fishy smell. The cured skin is stretched and laminated then stored in refrigerated banks based in Sao Paulo, in strips of 10cm by 20cm for up to two years. The aquatic dressing’s tensile strength is similar to human skin and remains flexible and easy to mould around a wound. The Tilapia stays in place, covered with external bandages, for between seven to 11 days before being removed

Authors’ Picture

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CONTEST ESSAY WINNER

COMPARATIVE MEDICINE: THE MOST EFFECTIVE SOLUTION TO ZOONOSIS IN MODERN WORLD

Eleanor White RVC, IVSA UK & Ireland

Now referred to as the father of compara-

tive medicine, Rudolph Virchow coined the term zoonosis in the late 19th century and quoted that “between animal and human medicine there are no dividing lines – nor should there be”. The historical background of One Health has laid the foundations for the potential of human, veterinary and environmental institutional collaboration. However, only in recent years has this concept started receiving significant recognition from scientific organisations.

Growing human populations and expansion into new geographic areas has resulted in more people living in close contact with both wild and domesticated animals. This close contact provides more opportunities for both disease spread and contraction. It is now estimated that 75% of all new or emerging infectious diseases in people are of animal origin. Disruptions in environmental conditions

habitats caused by changes in the Earth’s climate and land use have also contributed to this opportunistic increase in zoonoses. Spread of disease also occurs at a faster rate than ever before, as a consequence to international travel and trade.

To ultimately improve global health security, cross-sectoral collaboration is key. The communication between human medical and veterinary medical professionals is the basis of more effectively detecting, responding to and preventing zoonotic outbreaks. The two disciplines of human and veterinary medicine are undeniably connected and in essence this synergism epitomises the philosophy of comparative medicine. And yet as society’s need for scientists to work together grows, evidence suggests the next generation of these professions are still not collaborating with each other.

Human medical teaching often does not explore the role of animals in the transmission of zoonotic pathogens deeply enough, whilst on the other hand teaching in veterinary schools hardly touches on the clinical aspects of human disease. I can personally vouch for the latter part of that statement to be true, and control of zoonotic disease unarguably requires the knowledge of both parties.

Research suggests communication between the mirrored professions is largely absent and so enhancing such communication is vital in preventing the transmission of zoonotic diseases.

I believe the separation between the human medical and veterinary medical professions begins at our roots of education. As already mentioned, the syllabus throughout training largely fails to mention the effects of zoonotic disease on the counter species. However, there is also an absence of collaborated learning, when largely the two “subjects” in education are remarkably similar. On a broad

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scale, links between the two professions such as through combined training as well as continued education could allow the fostering of a broader consensus about zoonotic disease risk and prevention.

Many influences can impede development of the aspects required to ensure effective application of disease prevention and control programmes. A collaboration between agencies does not only require an increase in communication. But it also needs time, dedicated planning, organisation and coordination of actions. In the real world to achieve such a level of synergism is a daunting prospect. Low resources are already in dispute throughout both professions, not to mention differences in cultural and institutional priorities when looked at from a global perspective. It goes without saying that mechanisms for zoonoses prevention must also be practical, evidence based and cost effective.

And yet, one-sided attempts carried out by either human or animal medical sectors, although well intentioned, often is ineffective at actually preventing the spread of zoonotic infections. Research suggests successful disease prevention and control is significantly more likely to be achieved when multisectoral reporting is utilised. This multisectoral collaboration must be fostered among regional, national and ideally global levels for the most effective outcomes.

On a population scale, zoonotic threats should be assessed through surveillance systems including domestic, wild animal and human populations.

Of course these systems are already in place in their individual sectors, but the collaborative effort is what is missing. Identifying whether outbreaks involving animals or humans are related

or separate events is key to providing the information needed to identify the causative pathogen and ultimately develop effective control measures from there.

At an individual level, both doctors and vets could assess the potential for disease transmission between their prospective patients. By forging ties between these two lines of work, professional relationships could be established to facilitate the risk-benefit analysis of certain individual situations. Particularly for those who are at high risk, for example individuals who are immunocompromised or people who work with animals.

The need for doctors and vets to collaborate in order to combat zoonoses extends beyond these settings and must include research too. The public would benefit if more collaborations took place to carry out comparative medical research, such as research conducted in order to investigate agent and host interactions. These efforts would ultimately increase our understanding of how agents expand their host range and prevention and control strategies could then be altered as a result.

The end objective of achieving an effective and fully integrated program for the prevention and control of zoonotic diseases has many possible approaches, but collaborative medicine is the heart of achieving this goal.

References Giusti, M. D., Barbato, D., Lia L., Colamesta, V., Lombardi, A. M. and Cacchio, D. (2019). Collaboration between human and veterinary medicine as a tool to solve public health problems. The Lancet Planetary Health, 3(2), 64-65.

Kahn, L. H. (2006). Confronting zoonoses, linking human and veterinary medicine. Centers for Disease Control and Prevention, 12(4), 556-561.

Tsiodras, S., Kelesidis, T., Kelesidis, I., Bauchinger, U. and Falagas, M. E. (2008). Human infections associated with wild birds. Journal of Infection, 56(2), 83-98.

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CONTEST ESSAY WINNER

COMPARATIVE MEDICINE: THE MOST EFFECTIVE SOLUTION TO ZOONOSIS IN MODERN WORLD

Afolabi Victor University of Abuja Abuja, FCT, Nigeria IVSA UNIABUJA

According to Sally J. Cutler and her team in

2010, an estimated 60% of emerging human pathogens are zoonotic. These emerging infectious diseases have public health important aspects of concern to all sectors of disease control, government, and to the population at large, having great detrimental effects on individuals (including animals and humans). Zoonoses are the infectious diseases, bacteria, viruses, fungi and parasites that are transmitted between animals (usually vertebrates) and humans. According to the World Health Organization, zoonoses are those diseases and infections which are naturally transmitted between vertebrate animals and humans. These diseases have posed strains on the living standard of the population by increasing mortality and

morbidity in animals and humans, impeding foreign trade barrier and travels, diversifying and devastating economy funds focus, worsened unemployment and bioterrorism, amongst other things.

In tandem with established infections from animals to humans or vice versa, comparative medicine appears to be the best and most effective approach at curtailing their menace. Comparative medicine as a discipline in which the similarities and differences in biology among animals enhance the understanding of mechanisms of humans, perfectly exemplifies the “One Medicine� concept. Human and Veterinary medical communities working hand-in-hand under clinical, public health, and research settings to discover solutions to totally eradicate, or at least reduce, the incidence of zoonoses in the world.

In clinical settings, collaborative efforts from both animal and human medical experts would augment the assessment of the risk-benefit ratio of pet ownership, animal handlers, hunters, animal protein consumers or any other animal-related individuals on the exposure to zoonotic diseases. A scenario where a Veterinarian examines the pets, abattoir animals, and presented animals (domestic, aquatic or wild) for treatment and a Medical practitioner assesses pet owners, animal handlers, hunters, animal tourists, and the large population of patients presented for treatment of zoonoses in the community will promote rapid and easy detection and trace of zoonotic diseases and their occurrence; aiding to curtail spread and detrimental effects.

In addition, response of both animal and human medical professionals to an emerging and reemerging zoonotic disease, is a very crucial public health infrastructure for adequate preparedness and effective tackling of known and unexpected disease

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problems because zoonotic diseases either have animals as their vector, intermediate host, or direct transmitters; or are of human origin. Involvement of public health Veterinary and human medical practitioners in a multidisciplinary emerging zoonotic outbreak response, would ensure that these diseases are controlled at the source.

Human and animal disease surveillance and monitoring system is an important tool for tracking and controlling zoonoses. The involvement of a Veterinarian in the trace of animal origin zoonoses concomitantly with a human medical practitioner focusing on those of human origin, will create an effective means to apprehending the infectious agent or etiology. Comparative medicine will make zoonotic disease apprehension easy.

Furthermore, the combined public health skills of both professions will potentiate their knowledge and efficient application for the protection and improvement of public health of both animals and humans.

In the research settings, the combined effort of the veterinarian and the physician in comparative medicine would increase the understanding of zoonotic agent-host interaction which will culminate in the development of specific vaccines, drugs, biological products and other therapy for human and animal use to protect against zoonotic diseases. This will bring about cost effectiveness and protect animal health, thereby preventing transmission of zoonotic and other foodborne pathogen to the public. Collaborative researches between the Veterinary and Human medical professions through comparative medicine will bring about good policies and control guidelines which will potentiate the identification of zoonotic disease hotspots, modelling and prediction of locations and population at risk. Common zoonotic diseases controlled via specific vaccines and supportive therapy following strict biomedical researches in developed countries are rabies, brucellosis, tuberculosis, to name a few. More collaborative studies, researches and discoveries will further control these zoonoses, even in the

the developing or underdeveloped societies of the world.

Relating to my society in Nigeria, zoonotic diseases that require comparative medical practice include: rabies, anthrax, tuberculosis, brucellosis, cysticercosis, echinococcosis, trypanosomosis, leishmaniasis.

As far back as 1893, a Physician and Veterinarian research team, Drs.Theobald Smith and F. L. Kilbourne, respectively, discovered that the cause of cattle fever, Babesia bigemina, was transmitted by an arthopod vector (ticks). Their work helped set the stage for the discovery of the transmission of yellow fever by Walter Reed and his colleagues.

Drs. Rolf Zinkernagel a physician and Peter C. Doherty and veterinarian, discovered how the immune system distinguishes normal cells from virus-infected cells. They received the 1996 Nobel Prize in medical Physiology. Together, medicine and veterinary medicine can generate new scientific insights across species, which is exactly what is needed to meet today’s challenges of effectively tackling zoonoses.

In conclusion, the effective strategy to confront zoonotic diseases in this modern world through the tool/vehicle of comparative medicine cannot be overemphasized. It will serve as the ultimate strategy to eradicate zoonoses. In the 18th and 19th centuries, our predecessors believed in and embraced that fact that zoonotic pathogens infect both humans and animal; and, as a result, they encouraged their physician colleagues to work closely with their veterinary medical colleagues to achieve synergistic success of improving the health and lives of both animals and humans. School of medicine and veterinary medicine should embrace “One Health� concept and prepare their students to meet the challenges of the future.

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CONTEST ESSAY WINNER

COMPARATIVE MEDICINE, IS IT NECESSARY?

Suwaibatul Annisa University of Airlangga Surabaya, East Java, Indonesia IVSA Indonesia

Earth is a huge dynamic system. Change is

perhaps the only constant phenomenon in our planet’s history. Since the Earth’s beginning, natural climate and environmental conditions on our planet have been in constant flux. Furthermore, the human population is one of the main actors in these differences. The conversion of forests into cities was one of the pictures of how humans have the power to shape the Earth. Other than the environment, animals also receive the impacts of these changes. So, we can conclude the interaction between humans, animals, and environment is undeniable. Due to this interaction, there must be a consequence that we face, one of them is zoonoses. It is referred as diseases that are transmissible from animals to humans through direct con-

tact or through food, water, and the environment.

Approximately 60% of existing human infections are of animal origin, i.e. zoonotic. Over 75% of emerging infectious diseases of humans (including Ebola, HIV, and influenza) evolve from animals (World Health Organization, 2017). These complex interactions need a comprehensive solution.

One health is a worldwide strategy that is expected to be the answer to the global health problem. This strategy is by expanding interdisciplinary collaborations and communications in all aspects of healthcare for humans, animals, and the environment. Research is the key to collaborate to eradicate the zoonosis. Nowadays, comparative medicine has a big role in one health implementation and development.

The question is “How does comparative medicine become the solution to zoonosis?”

First, let us know what comparative medicine is. Comparative medicine is a distinct discipline of experimental medicine that uses animal models of human and animal disease in translational and biomedical research. This discipline opens the opportunity for veterinarians, physician and basic scientists to conduct multidiscipline research. Thus, the data, which are collected, are comprehensive and provide a comparison between species.

Then, what are the concrete impacts of comparative medicine?

Thomas M Yuill, manager for the One Health Initiative team’s website, said “Interdisciplinary efforts have historically been very good, with collaboration between veterinarians, physicians, entomologists, virologists, and biologists/ecologists. A major development has been the inclusion of molecular biologists, which has given tools for better understanding epidemiological relationships and mechanisms of pathogenesis in humans and other animals as well for developing more effective vaccines, such as one for Ebola.”

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Besides the thriving of vaccine development, comparative medicine also provides adequate data (such as whole-genome sequencing of resistant microbes in all of the surveillance systems) to examine the subject to overcome the Antimicrobial Resistance (AMR).

Moreover, more than two-thirds of emerging zoonosis involve wild animal hosts. The population dynamics of these wild animals (mainly birds and mammals) are usually poorly understood as to how these dynamics affect the transmission, maintenance and spread of these pathogens in Nature. To complete the role, information on domestic animals (animal-source food product and pet) can also be obtained by comparative medicine. By collecting the information with comparative medicine, the following challenge is to find the methods to analyze and synthesize the data to give the options for facing the global health problems.

To be remembered, comparative medicine and other one health disciplines are the long-term efforts so persistence and determination are needed by all the sectors. Finally, comparative medicine is the door of opportunity to eradicate zoonosis.

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ARTWORKS

Artwork(s) was submitted by Catarina Pereira

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ARTWORKS

Artwork(s) was submitted by Catarina Pereira

36

Artwork(s) was submitted by Catarina Pereira

ARTWORKS

37

Artwork(s) was submitted by Catarina Pereira

ARTWORKS

38

ARTWORKS

Artwork(s) was submitted by Catarina Pereira

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Artwork(s) was submitted by Catarina Pereira

ARTWORKS

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ARTWORKS

Artworks pg. 35 - 41 were submitted by : Catarina Pereira Estudou Medicina Veterinรกria na Universidade de Trรกs-os-montes e Alto Douro, Vila Real

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Artwork(s) was submitted by Irisz Koutis

ARTWORKS

Head and Neck of Foal

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ARTWORKS Head and Neck of Canine

Artworks pg. 42 - 43 were submitted by : Irisz Koutis Faculty of Veterinary Medicine, University of Zagreb IVSA Croatia

‘Learning outside the lecture halls’ As veterinary students we often revisit the daunting decision that lies ahead of us of what direction we actually want to pursue within our profession. There are countless possibilities and it is important that we inform ourselves before making the final decision.

One such often overlooked ‘side road’ is scientific illustration. As veterinarians we have an extensive knowledge of subjects that are out of reach to anyone finishing an art degree. Therefore, the combination of such skills and knowledge can help illustrate scientific articles, papers, books in a way to help create a clearer image for students and professionals alike.

The drawings that I have included

here were done in collaboration with Kim Korpes (Department of Anatomy, Histology and Embryology) for her paper on ‘Durable Anatomical Specimens as a Replacement for Formalin-Fixed Specimens in the Anatomy Courses Kim KORPES, Tajana TRBOJEVIĆ VUKIČEVIĆ, Lucija BASTIANČIĆ, Magdalena KOLENC, Irisz KOUTIS and Martina ĐURAS’. The aim was to present the new methods and materials and to begin creating illustrations which can be used as visual aid in teaching later on.

This is just one small example of how veterinary studies and art can be combined. It’s definitely something worth considering as in this too the possibilities are endless!

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ARTWORKS

Suvha Shree Sharma Institute of Agriculture and Animal Science (IAAS), Tribhuvan University, Nepal IVSA Paklihawa

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ARTWORKS “A Stray Dog’s Dreams...”

A little Pup, me Trying to write all the fears away And inscribe the strength of myself, I searched for the soul, The breeze, the dreams, the love, Facades of “It’ll be okay” And then, I found There was none.

I looked back to see Longed for an answer, And, I found There was none.

Momma said, Eight months of you How? What keeps you going?

Juggling between the painless daydreams And excruciating reality!

But I hold on, To omit the “None” for a day To replace with the “One” for a day To get a shower of love, The breeze of wellness, Compassions, patience, and his skills Moreover, His kindness as a lover, An animal lover, A pet lover.

Well, then I remembered, It’s easy to hope, Easier to shatter.

Poem was submitted by : Umesh Kumar Sah Rauniyar

But what if only, Anyway could replace the “None” with the “One”, The “One” who would walk? in my messy road, Listening to the silent screams, unspoken feels, Breakdowns and strings.

But what if only, Anyway could replace the “None” with the “One”.

Agriculture and Forestry, Bachelor of Veterinary Science and Animal Husbandry University Rampur, Chitwan IVSA Nepal

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ARTWORKS Human-Wildlife Interactions; From Conflict to Coexistence P. Sherpa1, B. V. Sc. And A.H., Third year, IVSA Paklihawa Institute of Agriculture and Animal Science, Paklihawa

Abstract

Human interactions with wildlife define human existence as it affects people’s livelihoods, attitudes and tolerance towards wildlife and wildlife reserves.

The expansion of human society and their encroachment on wildlife habitats has resulted in scarcity of resources, wildlife extinction, livestock depredation, human casualties, retaliation killing thus escalating human-wildlife conflict. All these possess serious threat to both humans and wildlife thus heightening the need to create a sustainable co-existence between humans and wildlife. So, preventive and mitigative measures should be conducted to minimize the issues of human wildlife conflicts.

Introduction

Human wildlife Conflict (HWC) is a pertinent issue around the globe that stands as a main threat to wildlife conservation. It occurs when either the need or behaviour of wildlife impact negatively on livelihoods or when the humans pursue goals that impact negatively on the needs of wildlife. Enhancing and sustaining Coexistence between people and wild animals is a must and main challenge that needs to be addressed.

Pema Sherpa Bachelors of Veterinary Science and Animal Husbandry IVSA Nepal

ANIMALS

HABITATS

PEOPLE Fig: Human - wildlife co-existence: a difficult equation Source: (Le et al.,2011)

Objective

Ø To address the issues concerning human wildlife conflict. Ø To better understand human wildlife interactions and use it accordingly for the benefit of both sides. Ø To explore and understand the changing nature of human-wildlife conflict.

Challenges

Ø Conflict over natural resources. Ø Land use transformation. Ø Species, habitat loss, degradation and fragmentation Ø Lack of detailed information on patterns of human wildlife conflict at national level Ø Increasing access of local communities to nature reserves.

Approach towards Co-existence

Preventive strategies: Ø Use of artificial and natural barriers to prevent spatial overlapping among wild animals and local communities.

Mentha farming in Khata corridor of Bardia has not only helped reduce HWC but has also been a major source income for farmers. Ø Guarding is an important approach for monitoring herds as livestock losses from leopards is a common issue in Nepal. Ø Practice of Species –specific conservation strategies Ø Study of Detailed information on the patterns of conflict at national level Mitigative strategies Ø Compensation systems aim to alleviate conflict by reimbursing people for their losses Ø Community based natural resource management schemes to encourage the local communities to protect wildlife outside protected areas and discourage poaching Ø Wildlife translocation Ø Environmental assessment for complex infrastructure development Ø Generating wildlife based economy

Conservation Strategies

Ø Zero poaching for the Rhino conservation since 2011 Ø Sustainable land management in Churia Range, Nepal in 2017 Ø Ministry of Forests and Soil Conservation formulated policy on Payment For Ecosystem Services (PES) Ø Ministry of Forests and Soil Conservation (MoFSC) Ø Implemented guidelines for relief payments for wildlife related losses in 2006 and amendment in 2015. Ø Terai Arc Landscape Project (TAL) by WWF Nepal for restoring the corridors in the protected areas.

The cases of human wildlife conflicts causing human injuries and fatalities in Nepal involved mainly mountain black bears and leopards in Chitwan Annapurna Landscape Area. Among which the mountain black bears ranked the highest (80%) with 4 cases of injury and 1 death followed by leopards (20%) with 1 injury and 0 death. The cases of livestock losses and crop raiding by wild elephants in the Jhapa district showed a substantial increase during the dry season (December) associated with the crop harvesting months.

Number of Contribution Attack in (%) 2017/2018

Mammals Mountain black bear Leopard

80

4(1)

20

1(0)

Source: Adhikari, Bhattarai, & Thapa, 2018 60

Crop damage by wild elephants

50 40 30 20 10 0

Paddy

Maize

Millet

wheat

others

Source:( Neupane, Budhathoki, & Khatiwoda, 2018 )

Discussions

Human wildlife conflict issues in Nepal resulting in the injuries and fatalities are more common than livestock losses and crop raiding. The species involved most commonly in the conflicts are elephants, leopards and rhinocerous. The frequency of attacks are found to be greater outside protected areas i.e in the humandominated landscapes that marks the issue of species habitat loss, degradation and fragmentation. The pattern of conflicts differ accordingly with the type of species related so species-specific conservation strategies are to be implemented. The same goes for livestock losses and crop raiding which reaches its peak in the dry season (December) during crop harvesting months. The patterns of conflicts and undermining causes within needs to be properly addressed.

Conclusion

Source: Himalayan times A leopard encountered in the residential house In Kathmandu

Methodology

Results

The data assessment on human fatalities and injuries were collected from the Panchase area of Chitwan Annapurna Landscape in the year 2018. Similarly , the data assessment on crop raiding was collected from Jalthal forest area of Jhapa district in the year 2017-2018. These data are represented in the tables and bar diagrams based on the no of events occurred.

Enhancing and sustaining co-existence is not possible unless the core issues of human wildlife conflicts are addressed. In Nepal, conflicts of human with elephant s and leopards are the major challenges. as the attacks made by these species are the most frequent and carry highest fatality rate . Earlier attempts like fencing, guarding , cultivating cash crops did reduce the conflict but did not contribute for sustainable conservation. So species- specific conservation strategies , strategic environmental assessment for complex infrastructure development and strong mitigative measures are to be made .

References: 1. Adhikari, J. N., Bhattarai, B. P., & Thapa, T. B. (2018). Human-Wild Mammal Conflict in a Human Dominated Midhill Landscape: a Case Study From Panchase Area in Chitwan Annapurna Landscape, Nepal. Journal of Institute of Science and Technology, 23(1), 30– 38. https://doi.org/10.3126/jist.v23i1.22158 2. Le, S., Murwira, A., Mukamuri, B., Czudek, R., Taylor, R., & La, M. (2011). Human Wildlife Conflicts in Southern Africa: Riding the Whirl Wind in Mozambique and in Zimbabwe.

The Importance of Biological Interactions in the Study of Biodiversity, (September). https://doi.org/10.5772/23682 3. Neupane, B., Budhathoki, S., & Khatiwoda, B. (2018). Human-Elephant Conflict and Mitigation Measures in Jhapa District, Nepal. Journal of Forest and Livelihood, 16(1), 103–112. https://doi.org/10.3126/jfl.v16i1.22885

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