Undergraduate veterinary education

When planning a veterinary curriculum the following aspects must be considered: The changes and challenges in the profession? How long should it take to train a veterinarian? How much repetition or reinforcement should the curriculum contain? Is every component of the curriculum relevant and is the inclusion justified? Are students just being lectured to or are they being educated? Is the assessment relevant? Are graduates made to fit (all employment sectors and ideally possibly internationally)? Educators must critically evaluate their personal pedagogy. Do students see a module as another hurdle to conquer in an overloaded course to obtain the ticket to enter the profession or do they realise how relevant the module is?