Latest / Roseman 360 / Episode 1: Building Nevada’s First College of Veterinary Medicine

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Episode 1: Building Nevada’s First College of Veterinary Medicine · Roseman 360

• 0:03
  SPEAKER_03: Welcome to the premier episode of Roseman 360, where curious minds meet bold ideas.
• 0:08
  SPEAKER_03: I'm Jason Roth, and it is my privilege to host our premier episode.
• 0:12
  SPEAKER_03: Roseman 360 is a new university-wide podcast that brings together healthcare, education, research, and innovation through conversations that matter.
• 0:21
  SPEAKER_03: In the months ahead, you'll hear from a team of hosts representing different perspectives across Roseman University, each exploring the people, ideas, and innovation shaping the future of Roseman University and healthcare in Nevada, Utah, and beyond.
• 0:35
  SPEAKER_03: Whether you're a prospective student, alumnus, healthcare professional, community partner, or simply curious about the future of healthcare education, we're glad you're here.
• 0:46
  SPEAKER_03: Today we're talking taking you behind the scenes of one of the most ambitious projects in Roseman University's history, building what is proposed to become Nevada's first College of Veterinary Medicine.
• 0:58
  SPEAKER_03: Creating a new veterinary school isn't simply about opening classrooms.
• 1:03
  SPEAKER_03: It takes years of planning, designing an innovative curriculum, building partnerships throughout the state, recruiting outstanding faculty, and successfully navigating a rigorous accreditation process, all with one goal in mind: preparing the next generation of veterinarians to serve our communities.
• 1:21
  SPEAKER_03: Today, we'll explore what it really takes to build the college from the ground up, why Nevada and the surrounding region urgently needs more veterinarians, and how Rosemond's vision could transform veterinary education, animal health, and public health throughout the Intermountain West.
• 1:36
  SPEAKER_03: Joining me are two of the leaders making that vision a reality.
• 1:41
  SPEAKER_03: My first guest is Dr.
• 1:42
  SPEAKER_03: Catherine Fogelberg, founding dean of the Roseman University College of Veterinary Medicine.
• 1:47
  SPEAKER_03: Dr.
• 1:48
  SPEAKER_03: Fogelberg has spent her career as a veterinarian, educator, researcher, and academic leader, and now leads effort in building Roseman's innovative veterinary program from the ground up.
• 2:00
  SPEAKER_03: Also joining us is Dr.
• 2:02
  SPEAKER_03: Tina Tran, Executive Associate Dean for the College of Veterinary Medicine.
• 2:08
  SPEAKER_03: Dean Tran brings extensive experience in veterinary education, curriculum development, accreditation, and academic leadership, helping guide the college through each major milestone towards welcoming its inaugural class.
• 2:21
  SPEAKER_03: Dr.
• 2:21
  SPEAKER_03: Fogelberg.
• 2:22
  SPEAKER_03: Dr.
• 2:23
  SPEAKER_03: Tran.
• 2:24
  SPEAKER_03: Welcome.
• 2:24
  SPEAKER_01: Thank you.
• 2:25
  SPEAKER_01: Yeah, thanks for having us.
• 2:26
  SPEAKER_01: Good to be here.
• 2:27
  SPEAKER_03: Yeah, so uh let's let's start off.
• 2:29
  SPEAKER_03: I want to um talk about why now, why Nevada.
• 2:35
  SPEAKER_03: And I'll start with you, Dr.
• 2:37
  SPEAKER_03: Fogelberg.
• 2:38
  SPEAKER_03: Uh why are we doing this now?
• 2:41
  SPEAKER_02: Uh because it was the right time.
• 2:43
  SPEAKER_02: You know, there's a lot of veterinary schools coming online.
• 2:46
  SPEAKER_02: Um, unfortunately, not many of them are in the West, and the West is a significant veterinary school desert, but also a veterinary desert in terms of the number of veterinarians that are available to provide services to individuals.
• 2:59
  SPEAKER_02: Um, whether you have small animals like cats and dogs, or you have large animals like horses, cows, and pigs, it's really difficult to get access to veterinary care in the West, and specifically in Nevada, because there is no veterinary school.
• 3:12
  SPEAKER_02: So the time is ripe for us to begin.
• 3:14
  SPEAKER_02: There are always more students interested in attending veterinary school than there are seats.
• 3:19
  SPEAKER_02: Um, so it's been a great opportunity to kind of add to Roseman's portfolio while making a significant potential impact on the surrounding communities in the state.
• 3:30
  SPEAKER_03: Yeah.
• 3:31
  SPEAKER_03: So uh Dr.
• 3:33
  SPEAKER_03: Tran, I'll I'll turn it over to you on this one.
• 3:36
  SPEAKER_03: Uh you you are talking with folks in the the community as we're we're building this.
• 3:42
  SPEAKER_03: Give me a sense of their feelings on the shortage and the potential for a new veterinary school in Nevada.
• 3:50
  SPEAKER_01: Yeah, so I'm closest to those that are cat and dog veterinarians, but I do talk to people that uh work with large animals as well.
• 3:59
  SPEAKER_01: But I will say across the board, they're feeling the need for more veterinarians.
• 4:04
  SPEAKER_01: They are having a very difficult time hiring and retaining people to serve uh in their practices.
• 4:10
  SPEAKER_01: And so um again, I think it's the fact that this state is hurting for veterinarians, um, especially on the large animal side.
• 4:19
  SPEAKER_01: There are lots of horses and not that many horse veterinarians.
• 4:23
  SPEAKER_01: You know, and even the cat and dog veterinarians are struggling to.
• 4:26
  SPEAKER_01: I mean, it's not unusual for somebody to say that they've got a job out, uh, a job description out that says we want a cat or dog veterinarian to come work here full time, and they'll post for over a year waiting for somebody to come and apply for the job.
• 4:43
  SPEAKER_01: So that's and that's a real struggle.
• 4:45
  SPEAKER_01: So yeah.
• 4:46
  SPEAKER_03: Yeah, it's interesting.
• 4:47
  SPEAKER_03: I know there's been uh a lot of news over the past year or so.
• 4:51
  SPEAKER_03: We have a number of uh horse ranches here in southern Nevada, and there's only maybe less than five veterinarians that actually do the inquine.
• 5:03
  SPEAKER_03: Is that correct?
• 5:04
  SPEAKER_02: So there's there's a one primary equine hospital, Desert Pines Equine, which uh Dr.
• 5:10
  SPEAKER_02: Tran has worked with, and they have, I think, nine or eleven veterinarians, but not all of them are full-time.
• 5:15
  SPEAKER_02: So some of them are interns in residents, so they're training to be specifically equine veterinarians in southern Nevada.
• 5:21
  SPEAKER_02: Uh but yeah, there are around 36,000 or 34,000 head of horses in in southern Nevada, and about 44,000, I want to say, wild horses and bros.
• 5:32
  SPEAKER_02: So yeah, I mean it, you know, if you think about 11 veterinarians who primarily do equine work and almost 100,000 animals, that's uh a little overwhelming.
• 5:42
  SPEAKER_01: Well, and I think the other sorry, Jason, but I think the other part that's unique to that is, you know, in in my conversations with Dr.
• 5:48
  SPEAKER_01: Schur at Desert Pines, is her practice serves uh as a primary uh veterinary care for all visiting horses when they come in for shows and races and those types of things.
• 6:01
  SPEAKER_01: And that's not a small number of horses that are coming through here on a regular basis.
• 6:06
  SPEAKER_01: And you know, and you think of things like the NFR rodeo, that comes here every December.
• 6:12
  SPEAKER_01: So somebody's got to be available for on-site care.
• 6:16
  SPEAKER_01: And so not only do we have the existing populations, but then there's these kind of transitory populations of horses that are coming through that also need care.
• 6:24
  SPEAKER_01: So the need is is deep, and I think there's some really unique opportunities for the student, the future DVM students at Rosemand to participate in some of that care.
• 6:34
  SPEAKER_03: Yeah, and we also have uh we live in Las Vegas, so everything entertainment-wise, we have a lot of uh wild animals.
• 6:42
  SPEAKER_03: Yes.
• 6:43
  SPEAKER_03: Um, from lions to giraffes to everything.
• 6:46
  SPEAKER_03: Um, so we do have an opportunity with our our students here to to work in that area as well.
• 6:53
  SPEAKER_02: Yeah, absolutely.
• 6:54
  SPEAKER_02: We have made contact with the folks at Mandalay Bay Aquarium.
• 6:57
  SPEAKER_02: We have some contacts there.
• 6:58
  SPEAKER_02: Um, we're still working to kind of get in connection with the lion habitat and ranch.
• 7:03
  SPEAKER_02: Uh, but certainly, you know, there's the wildlife veterinarian, the state veterinarian, there are plenty of opportunities here, even though we don't have a zoo in the area, which is, I think, a little bit understandable given the temperatures here.
• 7:13
  SPEAKER_02: Um, but yeah, there's there's plenty of opportunity not only in the state of Nevada, but in some of the neighboring states, to do that for our students.
• 7:21
  SPEAKER_03: Very good.
• 7:22
  SPEAKER_03: As we're talking about this, I wonder, um, we talked about the lack of veterinary schools in the West.
• 7:28
  SPEAKER_03: How did that happen?
• 7:30
  SPEAKER_03: How come everything is so concentrated in the east, yet west of the Mississippi, the number dwindles so much.
• 7:39
  SPEAKER_03: We have so many ranches and animals in the West.
• 7:42
  SPEAKER_03: Is there a question?
• 7:43
  SPEAKER_02: I actually don't know the answer to that question.
• 7:46
  SPEAKER_02: I I'm not sure that I've ever thought about it.
• 7:48
  SPEAKER_02: I don't I guess in my head, I sort of think that organically the United States started in the East and then just moved westward in terms of population centers and things like that.
• 7:58
  SPEAKER_02: And so the West tends to be a little less populated and a little bit less demand, and in some cases, maybe a little bit less attractive to certain types of practice because it's a lot more rural spaces, very, you know, spaced out, far apart.
• 8:13
  SPEAKER_02: Um, and unfortunately, right now, a lot of our veterinary students are going into more urban, suburban areas to practice.
• 8:19
  SPEAKER_02: So that would, I guess, be my theory, but I actually have no idea why that ended up happening.
• 8:26
  SPEAKER_01: Yeah, and I guess from my perspective, I I don't disagree with you.
• 8:29
  SPEAKER_01: I think, yeah, things start to the east in the United States and then move westward.
• 8:33
  SPEAKER_01: Um, I think another contributing factor is the fact that starting a veterinary school is not for the faint of heart and also is not cheap.
• 8:41
  SPEAKER_01: So I think the amount of funding that you need to support something like a new veterinary school is significant.
• 8:49
  SPEAKER_03: And perfect timing with that, because we're actually going to start talking about what does it take to start a veterinary school?
• 8:57
  SPEAKER_03: Um, we'll talk a little bit about funding, but the accreditation process is uh is is rigorous as well, as it is for many healthcare programs.
• 9:06
  SPEAKER_03: Um Tina, can you share a little bit, you know, we don't have to go in the weeds on this, but uh, you know, a high level of what that process looks like and how long it takes.
• 9:16
  SPEAKER_01: Yeah, so I mean I'll I'll preface it with the fact that the notion of a veterinary school at Rosemond started way before Dr.
• 9:24
  SPEAKER_01: Folgerberg and I were on board.
• 9:26
  SPEAKER_01: And like with a lot of programs.
• 9:28
  SPEAKER_01: And so in terms of accreditation within veterinary schools, uh it's it's a fairly long process.
• 9:35
  SPEAKER_01: Uh, but I also think that it there's a reason for that in terms of they want to make sure that they have the the needs of the future students in mind and the future faculty, so that they're making sure that the curriculum that's provided to them, the program that is created is one that is fairly, I don't want to say standard, but it meets some minimum levels uh in terms of what the 11 standards are that the Council on Education, the AVMA, American Veterinary Medical Association Council on Education is looking at in terms of are these programs that the type of education, the content of what the the veterinary students are learning and the ways that they are supported are fairly consistent.
• 10:17
  SPEAKER_01: And that's really kind of just the floor, and then where any one individual program goes from there is up to the leadership in terms of how creative can they be, how innovative can they be, how much can they start to address the needs of not only the current veterinary community but then and and the people that we and the pets that we serve, but then looking forward generations to say, are there things that we could be teaching our students so that they can be ready, they can have the right mindset, they can have the right skill set so that they can.
• 10:47
  SPEAKER_01: I don't pivot is like a post-COVID word, but so that they can flex to meet the needs of society.
• 10:53
  SPEAKER_01: And that honestly, and this is a conversation that Dr.
• 10:56
  SPEAKER_01: Fogelberg and I have had a lot, is that veterinary medicine oftentimes is pigeonholed as clinical practice.
• 11:02
  SPEAKER_01: So people obviously have pets and so they go to their veterinary practice for the care.
• 11:07
  SPEAKER_01: But there are so many other things that veterinarians can do, and and I think that's something worth thinking about too as we develop our program.
• 11:14
  SPEAKER_01: But accreditation is kind of like the starting point for all of that.
• 11:18
  SPEAKER_01: Um I don't know, Catherine, if you have any thoughts on the role that accreditation plays.
• 11:23
  SPEAKER_02: Yeah, I mean, I think from sort of like the very basic perspective, uh, as as Tina so astutely pointed out, you know, Roseman's been working on a College of Veterinary Medicine probably for three or to five years prior to even me and her coming on board.
• 11:36
  SPEAKER_02: Um, and then the process to actually pursue accreditation, once you start with that letter of intent saying that you're gonna start a veterinary college, it takes about seven to ten years for a program to be fully accredited.
• 11:48
  SPEAKER_02: And I think a lot of people don't understand that and they don't recognize the cost that is associated with that as well.
• 11:53
  SPEAKER_02: So yeah, I mean, you know, we're we could go into nauseating detail about what that looks like.
• 11:58
  SPEAKER_02: I don't imagine that's what your listeners want to hear.
• 12:00
  SPEAKER_02: But just know that it takes about seven to ten years from the time that you announce that you intend to build a program of veterinary medicine in the United States until the time that you receive what's called full accreditation, where the Council on Education says, yes, you're blessed, everything looks great, you've met all of our standards, and your students who graduate will be recognized as peers and colleagues.
• 12:22
  SPEAKER_03: Thank you for explaining that.
• 12:24
  SPEAKER_03: And where are we at in the process?
• 12:26
  SPEAKER_02: We are at year one.
• 12:29
  SPEAKER_02: So we are we're very excited to be hosting our first site visit at the end of January, which lasts about five days, and we'll have about a team of five people from the Council on Education.
• 12:39
  SPEAKER_02: And the preliminary site visit is essentially for them to come out.
• 12:43
  SPEAKER_02: We we submit a fairly long report to them that's very detailed.
• 12:47
  SPEAKER_02: Um, and it's basically for them to review that, come out, see our facilities, talk to the people who are involved, and say, hey, this is what you guys are doing really well.
• 12:55
  SPEAKER_02: We have no concerns about this, we're a little bit concerned about this area, we're a little bit concerned about this area, uh, so that we have time to figure out how we're gonna address their concerns so that the next step, that next visit, when they come out, they can say, Great, you've addressed all of our concerns.
• 13:10
  SPEAKER_02: We feel very confident that you can start taking students.
• 13:12
  SPEAKER_02: And so that's probably a year and a half to two years away.
• 13:16
  SPEAKER_02: Um, but the very first step is at the end of January, and we're pretty excited to have that approved for us.
• 13:21
  SPEAKER_03: Very good.
• 13:22
  SPEAKER_03: And you know, the College of Veterinary Medicine is going to be at the Henderson campus uh for Roseman.
• 13:28
  SPEAKER_03: Um tell me a little bit about some of the changes that will need to be made at campus in terms of facilities and technology clinical spaces for the college.
• 13:40
  SPEAKER_02: Sure.
• 13:40
  SPEAKER_02: And Tina, feel free to jump in at any time.
• 13:42
  SPEAKER_02: We actually just took a facilities tour again because we were trying to wrap our heads around the square footage and what that actually looked like.
• 13:48
  SPEAKER_02: Um so you know, one of the things I think a lot of people think about is um medical programs as sort of being equivalent to veterinary medical programs, and in some ways they are from the science perspective and sort of the the basic sciences and the clinical medicine on A species.
• 14:05
  SPEAKER_02: But in terms of what we have to do to train our students, it requires a little bit more than a than a medical program.
• 14:11
  SPEAKER_02: So uh we have decided to do a hybrid distributive model for our program, which means that we are going to have some on-campus rotations or areas where our students can get clinical experience.
• 14:21
  SPEAKER_02: So we are currently working on the build-out of about, well, it's about a 7,000 square foot space, but about 4,000 square feet will be initially built out as a small animal primary care clinic.
• 14:32
  SPEAKER_02: So it will be a client-facing hospital, serving the community not only of Roseman, but also the greater community of Henderson.
• 14:40
  SPEAKER_02: Um, and we're hoping to open that at the end of 2027 so that we can start building clientele in anticipation of having students so that when they come into the hospital, because it will be a teaching hospital, they have the opportunity to have clients already kind of coming in the door.
• 14:55
  SPEAKER_02: So we've got to build a small animal primary care clinic.
• 14:57
  SPEAKER_02: We've got to purchase two trucks that are gonna be fully outfitted to be able to go out into the field and handle any kind of equine emergencies, like basic emergencies as well as sort of uh general practice, and then the same thing for large animal production animals.
• 15:12
  SPEAKER_02: So sheep, goats, cows, that kind of thing.
• 15:15
  SPEAKER_02: We also have to build a surgical training suite because uh, as many of you may or may not know, veterinarians in general practice are surgeons and tentists and internists and all of the things.
• 15:27
  SPEAKER_02: And so we have to make sure that our students are capable to do surgery and dentistry prior to them going into their clerkship rotations.
• 15:33
  SPEAKER_02: And so we have to build a surgery training suite.
• 15:36
  SPEAKER_02: We have to build a clinical skills lab, which is going to be the opportunity for students to practice certain skills, um, not necessarily restraint, but things like placing an IV catheter or making sure that they can get samples from horses and cows from appropriate appropriate places.
• 15:52
  SPEAKER_02: Um, and they do that on low fidelity models, so static models that look and sort of feel like animals but aren't real animals.
• 15:58
  SPEAKER_02: And if you're a horse, won't kill you until you figure out exactly what you're doing to get blood from them.
• 16:04
  SPEAKER_02: So we have to build that.
• 16:05
  SPEAKER_02: Um, those are sort of the three main big areas.
• 16:09
  SPEAKER_02: Uh, we're very fortunate at Rosemou because they have such strong already infrastructure in place.
• 16:14
  SPEAKER_02: Um, Tina and I have been joking that for our site visit, when the site visitors come, we won't be showing them a beautiful plot of land and saying, hey, this is where we're planning to build our buildings.
• 16:24
  SPEAKER_02: We actually get to show them buildings and then say, this is what we're gonna renovate these buildings to look like.
• 16:29
  SPEAKER_03: So yeah, and that that that brings up cost because you know, I think uh with all new programs, um financing it is probably the biggest challenge, right?
• 16:42
  SPEAKER_03: So we do have a head start there in terms of some basic infrastructure.
• 16:47
  SPEAKER_03: So one of the challenges I imagine is probably gonna be some philanthropic fundraising.
• 16:53
  SPEAKER_03: Um, you know, the university is very good about starting new programs and putting money behind it, uh, but it can't all be done uh just with that.
• 17:04
  SPEAKER_03: So uh I I I anticipate uh there probably would be a lot of fundraising behind this.
• 17:10
  SPEAKER_02: Yes, and we're very lucky at Roseman to have an amazing philanthropy uh philanthropy team who really essentially does all of that work for us behind the scenes.
• 17:19
  SPEAKER_02: I mean, obviously Tina and I are pulled into building conversations, having, you know, having those conversations and trying to build those relationships.
• 17:25
  SPEAKER_02: But I have to say that the philanthropy team at Roseman is top-notch.
• 17:29
  SPEAKER_02: And so we're very lucky to not have to be the ones that have to sort of beat the bush to to get the money out.
• 17:35
  SPEAKER_02: But it's still, you know, it's always still a challenge because they they take care of the entire institution, not just the College of Veterinary Medicine.
• 17:41
  SPEAKER_03: So very good.
• 17:43
  SPEAKER_03: So as we create this College of Veterinary Medicine, I want to talk a little bit about the uh the education.
• 17:51
  SPEAKER_03: You did mention the distributive model.
• 17:53
  SPEAKER_03: Um Tina, could you share with me what exactly is that the hybrid?
• 17:58
  SPEAKER_01: Yeah, so the hybrid piece is what Catherine had mentioned in terms of uh we will have some rotations or required clinical experiences for all of the students that will happen essentially as part of the infrastructure within the vet school.
• 18:13
  SPEAKER_01: So when you think of the primary care clinic, you think of the two ambulatory trucks that are going out, all of the students at Roseman will participate in those clinical experiences, and the faculty from Roseman will be the ones to lead those rotations.
• 18:29
  SPEAKER_01: And then there's going to be a number of opportunities for all of the students to take part in off-campus experiences where the faculty are not necessarily the point of contact.
• 18:39
  SPEAKER_01: And so those are things from you know, general practice, shelter medicine, zoo and wildlife rescue, all of the things, research.
• 18:48
  SPEAKER_01: There's there's so many opportunities for our students to then partake in some of those off-campus uh opportunities.
• 18:54
  SPEAKER_01: And so they will be then mentored or and or supervised by whoever the you know the veterinarian is that is part of our network.
• 19:03
  SPEAKER_01: And in some cases, you know, some research opportunities are not necessarily veterinarians, but they're greater opportunities for the students to learn, and so they'll be guided by whoever is in charge of that lab to learn about research as well.
• 19:15
  SPEAKER_01: So that's kind of the hybrid piece is that we will have some opportunities that are on campus and then some that are off-campus for our students, which is kind of the model that a lot of the newer veterinary schools are moving towards.
• 19:27
  SPEAKER_01: Um, and it's interesting, like we can talk about this offline, but I because I have a fairly big pool of connections within the clinical space in veterinary medicine, I've been able to start to gather up some pretty unique and exciting opportunities for our students.
• 19:42
  SPEAKER_01: Um and and I I would gather I would gather that some of those experiences will largely be within the state of Nevada, because at the end of the day, we want a lot of the graduates from our program to stay in Nevada.
• 19:53
  SPEAKER_01: That's the whole idea of addressing the workforce shortage, but also recognizing that the Western region in general needs more veterinarians, and so there's likely going to be opportunities for the students to have some of those clinical experiences beyond Nevada.
• 20:10
  SPEAKER_03: Very nice.
• 20:11
  SPEAKER_03: Uh Roseman's six-point mastery learning model.
• 20:14
  SPEAKER_03: How is veterinary medicine gonna fit within that model somehow?
• 20:22
  SPEAKER_02: Always a challenge, right?
• 20:24
  SPEAKER_02: No, we I I I was one of the reasons that I was really excited to come to the institution, is because they had done quite a bit of homework into sort of the educational theories and philosophies that went into creating their six-point mastery learning model.
• 20:36
  SPEAKER_02: And as somebody who has a lot of additional training and education as a discipline, it was really exciting to come to a place where people who did not have that training had still done their homework and decided that they were gonna do an evidence-based approach to you know, creating curriculum.
• 20:51
  SPEAKER_02: So um, so how is it gonna fit?
• 20:53
  SPEAKER_02: Well, we have worked on a curriculum that is a block curriculum.
• 20:56
  SPEAKER_02: And so our students will be in class four to six hours per day studying a single, well, it's kind of it's sort of a modified integrated block system.
• 21:07
  SPEAKER_02: So, for example, the first class that they're actually gonna get in our program as our curriculum stands is what we're calling professional skills, right?
• 21:14
  SPEAKER_02: And I think there's uh there's always these transitions in life, right?
• 21:18
  SPEAKER_02: When you graduate from high school and you either go out into the workforce or you decide to go to undergraduate and undergraduate institutions, that's a huge transition.
• 21:25
  SPEAKER_02: There's just a lot of difference that happens.
• 21:27
  SPEAKER_02: And likewise, when you go from undergraduate, which is where the vast majority of our students come from, into a professional program, it's a significant transition and it can be really challenging.
• 21:35
  SPEAKER_02: And a lot of that has to do with the fact that these are really smart people.
• 21:39
  SPEAKER_02: And oftentimes, as undergrads, they didn't have to study very hard.
• 21:42
  SPEAKER_02: Or if they did study, they didn't necessarily have to use the same kind of study skills that somebody might have to to be successful in veterinary school because a professional program is just a whole kind of different level of thing.
• 21:53
  SPEAKER_02: So we're gonna have about a week long course where all they talk about is, you know, why it's so important to get.
• 22:00
  SPEAKER_02: Enough sleep to make sure that you maintain your physical and mental health, to make sure that you understand some study skills that might or might not work for you as a profession, you know, professional student versus an undergraduate student.
• 22:11
  SPEAKER_02: And then they're going to go into their primary content for the veterinary curriculum.
• 22:14
  SPEAKER_02: And that first course is what we're calling right now, it's not a very fancy name, but uh the normal animal in 2D and 3D, because students in veterinary medicine need to learn how to image things and understand what that image looks like, as well as what that looks like in real life, right?
• 22:30
  SPEAKER_02: When they're dealing with real patients.
• 22:31
  SPEAKER_02: So, for example, if they're studying the equine distal limb and anatomy in this particular course, they'll also be getting images of what a radiograph looks like, what an MRI looks like, what an ultrasound looks like, and what a CT of that same limb looks like so they can make that transition.
• 22:46
  SPEAKER_02: So that's going to be the first two blocks of courses.
• 22:49
  SPEAKER_02: Now, there are some things that our students can't learn all in a single block.
• 22:53
  SPEAKER_02: Things like clinical skills, things like clinical reasoning and problem solving.
• 22:56
  SPEAKER_02: So these are sort of shorter, smaller course, not shorter, but smaller courses that are interwoven throughout their entire first and second years in the program, so that they're getting that simultaneously with all of the information that they're acquiring.
• 23:09
  SPEAKER_02: So we're having to do a little bit of tweaking, and as anybody who's familiar with Roseman knows, every program follows the six-point mastery learning model, but they follow it a little bit differently depending on what they need.
• 23:20
  SPEAKER_02: And so we've had to do the same thing.
• 23:21
  SPEAKER_02: But I'm actually really excited about it.
• 23:23
  SPEAKER_02: I Tina, I don't know if you have thoughts on that.
• 23:25
  SPEAKER_01: But yeah, I mean, I think initially I had my reservations around the a block curriculum specifically, but as we've talked about it and as we've designed it, primarily you've designed it, is is it it's starting to come together in a way that that actually, you know, I think will be good for our students in terms of being able to, you know, focus a lot of their energy towards one subject matter and then still maintain some of those other things that actually need to thread throughout in terms of you know learning technical skills, learning, you know, client communication, learning how to think through cases.
• 24:00
  SPEAKER_01: I don't know that we want students to have like one class of that and then that's it.
• 24:05
  SPEAKER_01: I mean, those are things that really you need to practice those skills and they will they will develop more over time.
• 24:12
  SPEAKER_01: And so I thought about it and I think, yeah, that would be nice to not have to figure out which midterm do I study for this week versus like tomorrow.
• 24:23
  SPEAKER_01: Uh or whatever.
• 24:24
  SPEAKER_01: You know what I mean?
• 24:24
  SPEAKER_01: Like I think that part, I forget as somebody who went to vet school a long time ago, how challenging the curriculum can be to prepare yourself and especially with a population that, to your point, are high achieving, have you know, like are very much wanting to get you know good grades and to learn all of the material all the time, like that can be extremely overwhelming.
• 24:47
  SPEAKER_01: So yeah, the pr starting out with professional skills, I think is a great thing.
• 24:51
  SPEAKER_01: And I think also, you know, in that first week, uh introducing the students to the support systems that we have both within the vet school and then within the institution at large are really important because you know, part of it I think for me is recognizing that this is how much I know and this is how much I can do by myself or with my study group.
• 25:10
  SPEAKER_01: And then at some point I need help, right?
• 25:12
  SPEAKER_01: And so then how can we have those things in place already so that the students, you know, that we don't have to wait three weeks later to find out that somebody's really struggling, right?
• 25:22
  SPEAKER_01: So so I think those are really great opportunities within Roseman's program.
• 25:26
  SPEAKER_03: Yeah, that's one of the advantages of the six-point mastery learning model is creating systems where students don't fall behind.
• 25:33
  SPEAKER_03: They always have a way to gain support from their peers and their faculty.
• 25:38
  SPEAKER_03: Um, they're not waiting until a final to fail or pass.
• 25:42
  SPEAKER_03: Yes.
• 25:42
  SPEAKER_03: So um glad to hear that.
• 25:44
  SPEAKER_02: Uh I just they're also not competing with their parents in this program because it's a pass-fail program.
• 25:49
  SPEAKER_02: And even though the pass rate is set at a very high rate, they have multiple opportunities to achieve that.
• 25:53
  SPEAKER_02: And so it is a true pass-fail curriculum, which I I think is great because it really does.
• 25:58
  SPEAKER_02: I mean, I I talk to people all the time, and I'm like, the the thing about veterinary medicine, as with any kind of healthcare career, is it's a team sport ultimately when you get out into the world.
• 26:06
  SPEAKER_02: Um, and even though you have to be tested individually during vet school, we also need to teach them that it's a team sport.
• 26:12
  SPEAKER_02: And this kind of system allows us to start sort of inculcating that to them very early on.
• 26:17
  SPEAKER_03: Yeah, that's one thing I love about the six-point mastery learning model is that passfail, there's no bell curve, there's no, you know, competing for the A.
• 26:25
  SPEAKER_03: And it's recognizing that in healthcare, you don't want the person next to you that's helping you treat a patient to fail.
• 26:34
  SPEAKER_03: Right.
• 26:34
  SPEAKER_03: You're all supporting each other.
• 26:36
  SPEAKER_03: You're you're spreading your knowledge, you're you're helping each other succeed.
• 26:39
  SPEAKER_03: So glad to hear that.
• 26:41
  SPEAKER_03: You know, I find it interesting as we're talking.
• 26:43
  SPEAKER_03: You know, I think about like medicine and nursing and all of those, how they they specialize.
• 26:49
  SPEAKER_03: They go into a specialty, you know, residency and all that.
• 26:54
  SPEAKER_03: Veterinarians truly have to know everything.
• 26:57
  SPEAKER_03: They're doing dental and surgery and primary care and all these things on it, it seems like a lot.
• 27:05
  SPEAKER_02: It's it's it is a lot.
• 27:06
  SPEAKER_02: It is a lot.
• 27:07
  SPEAKER_02: I'm not gonna lie, yeah, it is a lot, you know, and I think um so yeah, I mean, veterinarians do have the opportunity to specialize.
• 27:15
  SPEAKER_02: We certainly, I think we have like 34 specialties under 22 colleges.
• 27:19
  SPEAKER_02: So we have veterinary cardiologists, veterinary dentists, very internists, and surgeons and things like that who are far advanced based, you know, on their skills and their knowledge.
• 27:28
  SPEAKER_02: Um, but 66% of our students traditionally go into general practice, which is as you indicated, you know, surgery, dentistry, internist, ophthalmologist, like all the things.
• 27:39
  SPEAKER_02: And Tina and I both have background in general practice.
• 27:43
  SPEAKER_02: Um so yeah, I think that's one of the main differences that people are shocked by.
• 27:47
  SPEAKER_02: So we have a comparative medicine curriculum, and we are required to teach eight species.
• 27:54
  SPEAKER_02: Uh, it's part of the accreditation process that there are eight base basic species that we have to teach.
• 27:59
  SPEAKER_02: And and then it's not just teaching about those eight species, but it's teaching about them at the micro, you know, micro level and the macro level.
• 28:08
  SPEAKER_02: So when you're learning about cats, dogs, pigs, horses, cows, and birds, you are also learning all about their histology, all about their pathophysiology, all about their pathology, all about their anatomy, all about their nutrition, all about the things.
• 28:22
  SPEAKER_02: And fortunately, most of them are very similar, but there are those things about each species that you have to know that are very specific, right?
• 28:30
  SPEAKER_02: Things like cats are not small dogs.
• 28:32
  SPEAKER_02: You can't treat them the same way, you can't give them the same medications, they have different behaviors, you know, those kinds of things.
• 28:38
  SPEAKER_02: So and it's still only a four-year program.
• 28:40
  SPEAKER_02: So we are doing a four-year program at Roseman, and it it's a lot.
• 28:44
  SPEAKER_02: I mean, we pack a lot into those three first three three years before they get out into the Yeah.
• 28:49
  SPEAKER_01: And I guess the other part I would add is that, you know, part of what we want to instill in our students is this concept of lifelong learning.
• 28:57
  SPEAKER_01: So while we will teach them the foundations, you know, we're at the end of the day in four years, we're not going to go through every scenario with every major species of what could happen.
• 29:07
  SPEAKER_01: Uh and so, but what we will do is teach them critical thinking and the ability to problem solve so that because this will happen probably in the first week that they, you know, that most of them go into clinical practice, they'll probably see something that quote unquote didn't read the book in terms of what the owner tells you and what's happening at home.
• 29:29
  SPEAKER_01: Uh you do your physical exam and not all the physical exam findings are matching up.
• 29:33
  SPEAKER_01: And maybe you're doing some testing, some diagnostic testing, and not all the tests are lining up perfectly, right?
• 29:38
  SPEAKER_01: And so that's where the problem solving and the critical thinking takes, you know, takes control to say, okay, so there's enough going on here that lines up with maybe one or two disease processes that I think it might be.
• 29:52
  SPEAKER_01: And so because I know what to do next, or I can ask somebody for help, we can keep going, right?
• 29:59
  SPEAKER_01: And so I think lifelong learning is an important part of veterinary medicine.
• 30:02
  SPEAKER_01: I mean, it's why we have continuing education.
• 30:05
  SPEAKER_01: I mean, we have Viticus Group in our backyard and we have very good relationships with them.
• 30:09
  SPEAKER_01: And I think there's again some opportunity there for not just the students, but for our faculty to also continue to learn and grow.
• 30:17
  SPEAKER_01: Um, I mean, I think one of the things that we can do in the admission side of thing is really look for those individuals that have that growth mindset, that ability to recognize, like, I know this much, but there's so much more I can learn, and I want to learn those things, right?
• 30:32
  SPEAKER_01: Um, so that's that's the other piece I think about is yes, we only have four years.
• 30:36
  SPEAKER_01: And while four years may seem like a long time for some people, when you think about veterinary education, it can go by real, really, really fast.
• 30:44
  SPEAKER_01: Um, but I think we can do some really good work in that space.
• 30:46
  SPEAKER_01: And then also instill in them that idea that this is just the beginning of your learning, that it will continue, and you'll, you know, you'll continue to gain confidence, competence, all of the things.
• 30:55
  SPEAKER_01: Yeah.
• 30:56
  SPEAKER_02: I mean, the other thing I want to point out is that as veterinarians, the day that we graduate and are licensed, we can autonomously practice, which is not the same for most healthcare professions.
• 31:06
  SPEAKER_03: Yeah, that that led me.
• 31:08
  SPEAKER_03: I was thinking, you know, uh, how do you specialize?
• 31:12
  SPEAKER_03: You don't have residency programs like medicine.
• 31:14
  SPEAKER_01: We do internships and residencies.
• 31:17
  SPEAKER_03: So that's how you become you know, a great example is um one of my friend's pets, a dog, uh, English bulldog, has cancer.
• 31:25
  SPEAKER_03: Yes.
• 31:26
  SPEAKER_03: Uh very hard to get into a oncology.
• 31:30
  SPEAKER_03: Yeah, veterinary oncology year.
• 31:31
  SPEAKER_03: Yeah.
• 31:32
  SPEAKER_03: Um and uh they're actually being they they got in, or it was like a six-month wait uh to get into one.
• 31:40
  SPEAKER_03: Uh so they ended up going to a different doctor who's just does a little bit of oncology on the side.
• 31:45
  SPEAKER_03: Um, dog's doing well.
• 31:47
  SPEAKER_00: Yeah.
• 31:47
  SPEAKER_03: Uh past what they told them was the prognosis by months.
• 31:52
  SPEAKER_03: Yeah, good.
• 31:53
  SPEAKER_03: Doing very well, doing very well on low-dose chemo pills.
• 31:55
  SPEAKER_03: Yeah, yeah.
• 31:56
  SPEAKER_03: Um but uh yeah, it made me think about the the specialties.
• 32:01
  SPEAKER_03: So you do have residency programs in those those different areas.
• 32:05
  SPEAKER_03: So it's it's kind of an option to specialize, but you don't have to do it like medicine to actually practice.
• 32:11
  SPEAKER_02: It is an option.
• 32:12
  SPEAKER_02: So about 12 to 15 percent of our veterinary students do opt to go into postgraduate uh studies.
• 32:19
  SPEAKER_02: Um, a lot of them go into internships with the intent to follow on with a residency.
• 32:23
  SPEAKER_02: Many of them do an internship because they feel like they just need a little additional support before they go out into practice.
• 32:28
  SPEAKER_02: Um, but yeah, it's uh the residencies are about three years, the internships are a year.
• 32:33
  SPEAKER_02: And I know people who have done multiple internships before they get their residencies.
• 32:38
  SPEAKER_02: Uh, I know people who've done multiple residencies.
• 32:40
  SPEAKER_02: So there are some people out there who are gluttons for punishment.
• 32:44
  SPEAKER_02: But we appreciate them very much.
• 32:46
  SPEAKER_03: Yeah, so that that actually, where do you do those?
• 32:49
  SPEAKER_03: Are those at other institutions, or do we plan on having residencies or internships in the future?
• 32:54
  SPEAKER_02: That's a great question.
• 32:55
  SPEAKER_02: So normally they do so the internships and residencies initially started only in academic institutions that were veterinary, veterinary schools that had veterinary teaching hospitals, which are those sort of what we call tertiary care, those specialty hospitals.
• 33:08
  SPEAKER_02: Um and then they've recently in the past decade or so expanded to where they're private practice internships and residencies.
• 33:14
  SPEAKER_02: So a student could potentially go, for example, I had a student go to um Angel Medical in Boston and did her internship there.
• 33:22
  SPEAKER_02: Um, and so yeah, there are there are a variety of different places that individuals can go to do an internship and residency, but it's a fairly competitive process.
• 33:30
  SPEAKER_02: They go through a match, um, they have the medical matching system because it's a requirement for human medicine.
• 33:36
  SPEAKER_02: We have the veterinary internship and residency matching system, which is the equivalent in our in our profession.
• 33:42
  SPEAKER_01: Yeah, and then I think the other thing I would add to that is that there are not a lot, but there are a small number that have kind of non-traditional residency programs where you don't have to be at an academic institution that has a teaching hospital.
• 33:56
  SPEAKER_01: You don't necessarily have to be full-time in a private practice with somebody to guide you.
• 34:00
  SPEAKER_01: You could be doing some things on your own under the guidance of a mentor who is boarded in that specialty.
• 34:08
  SPEAKER_01: And so that way you can move towards you know getting that level of expertise, but then maybe not leave your practice setting so that you know you find the balance of because usually going to internships and residencies, at least in veterinary medicine, is uh not necessarily like financially the best option for people because as compared to you know uh private practice salaries.
• 34:32
  SPEAKER_01: Um but I think long term, if you do become a specialist, you'll see the outcomes of that financially.
• 34:38
  SPEAKER_01: But I think it's those learning years that you're going through that can be a little bit of a financial struggle.
• 34:42
  SPEAKER_01: So sometimes that non-traditional path is is the way that some people will go because it means that they're still getting a fairly good income and then still working towards that that specialty.
• 34:52
  SPEAKER_01: Yes.
• 34:52
  SPEAKER_02: And Roseman is not currently planning on having internships and residencies because we're really focused on creating those general practitioners.
• 35:00
  SPEAKER_02: There are opportunities potentially in the future for us to to move into that space, but for right now, we're really focusing more on the general practitioner preparation.
• 35:09
  SPEAKER_03: Very good.
• 35:11
  SPEAKER_03: Well, I how do you you know we've talked a lot about the College of Veterinary Medicine?
• 35:17
  SPEAKER_03: Very exciting.
• 35:18
  SPEAKER_03: Um I know there's a lot of enthusiasm for it in the community.
• 35:21
  SPEAKER_03: I see it.
• 35:22
  SPEAKER_03: Um people ask about it all the time in my role.
• 35:26
  SPEAKER_03: Um how do you envision this college impacting Nevada and the region in the next decade once it comes to fruition?
• 35:34
  SPEAKER_03: What does that look like?
• 35:35
  SPEAKER_03: Like, what is your vision for that?
• 35:39
  SPEAKER_03: A lot of people.
• 35:41
  SPEAKER_02: So, you know, I think first of all, as Tina had discussed earlier, we'd really like to see a lot of our graduates stay in the state of Nevada because I don't think we mentioned this previously, but Nevada is 48th out of 50 states in terms of the number of veterinarians we have and per capita, right?
• 35:57
  SPEAKER_02: Which that's that's pretty bad.
• 35:59
  SPEAKER_02: Um, and so you can see why there are a lot of people who are struggling to get access to the care they need for their pets and and their animals.
• 36:05
  SPEAKER_02: Um so yeah, I mean, ideally, you know, the research indicates that students who attend uh a professional program in a state, about 50% of them stay in that state.
• 36:14
  SPEAKER_02: So if we could keep 50% or more of our students uh practicing in the state of Nevada, I think that would be fantastic.
• 36:21
  SPEAKER_02: Um and so I think in, you know, in the long-term sense, increasing the number of veterinarians would ideally increase the access to care, whether it's for farm animals or for, you know, our pets.
• 36:33
  SPEAKER_02: Um, but then also hopefully help out with things like public health and disease prevention and disease recognition and um disaster management and preparedness and all of the things that kind of are associated with being a veterinarian.
• 36:45
  SPEAKER_02: Um I also would just I would like to see because veterinarians are inherently curious people, they like to learn, they like to absorb new knowledge, they also like to create new knowledge.
• 36:55
  SPEAKER_02: And so even though Roseman is a primarily teaching institution, which is another thing that I love about it, we do also support research.
• 37:03
  SPEAKER_02: And there are a lot of veterinarians out there who want to do research and who are doing highly impactful research.
• 37:07
  SPEAKER_02: So having the opportunity to do things that not only impact animals, but always impact humans, because as veterinarians, we have to manage all species, even though we're only medically managing the species that are not humans.
• 37:21
  SPEAKER_02: Um, seeing things that are potentially have the opportunity to make positive impacts, you know, in the medical profession in general, including human medicine, because we do a lot of that research as well.
• 37:32
  SPEAKER_02: Um, and then sort of aligned with Roseman's vision of really sort of creating opportunities for community support.
• 37:40
  SPEAKER_02: So Tina and I are both really committed to shelter medicine.
• 37:44
  SPEAKER_02: We're also committed to providing opportunities for our future students to find ways to fill their cups that maybe aren't paid or aren't the things that require them to go into a clinic every day so they can pay their bills.
• 37:57
  SPEAKER_02: But things like providing care for unhoused pets or providing care for the Native American populations who are desperate to have that kind of care.
• 38:08
  SPEAKER_02: So, you know, I think it's a multifactorial sort of vague idea about what we can do by bringing a veterinary school beyond just helping students in the state of Nevada who want to be veterinarians, but hopefully having a much more significant impact beyond that.
• 38:23
  SPEAKER_02: Um Tina, do you wanna?
• 38:25
  SPEAKER_01: Yeah, I mean, basically you took all the words out of my mouth.
• 38:27
  SPEAKER_01: Sorry, no, no, no.
• 38:28
  SPEAKER_01: It's totally fine.
• 38:29
  SPEAKER_01: I think this is the thing, is sometimes we share one brain, which is great.
• 38:32
  SPEAKER_01: Um, but one of the things that I think would be I don't want to say easy, but it's kind of just like out there, and we've already had conversation across Roseman is the Genesis program.
• 38:42
  SPEAKER_01: And um being able to help people that are homebound.
• 38:46
  SPEAKER_01: So the Genesis, and you would know, you would both know more than I do, but right now we already have the Genesis program, which is serving those that are homebound on the human medical side of things, like their care.
• 38:57
  SPEAKER_01: But they've also been collecting some initial data around how many pets do they have.
• 39:02
  SPEAKER_01: And, you know, so I think that's an opportunity for our students and faculty to help that community of people.
• 39:09
  SPEAKER_01: Because I think one of the things that um we forget about veterinary medicine sometimes is the human-animal bond and the power of that, and the fact that while most people have their own health issues, they also are very concerned about what's going on with their pets because those pets are oftentimes family members.
• 39:28
  SPEAKER_01: They're not, you know, for you, you know, for work purposes necessarily, or you know, they don't necessarily those animals don't necessarily have a job all the time.
• 39:36
  SPEAKER_01: And so that human and animal bond, I think, is something that there's lots of opportunity for Roseman to lead the way in terms of research, in terms of student opportunities, in terms of which faculty we bring on board, um, how we collaborate.
• 39:50
  SPEAKER_01: Um, I also think geographically, and I know I told this to Catherine a long time ago, and I remind her of this every now and then, is um there's not a lot of veterinary schools that are in major metropolitan areas.
• 40:02
  SPEAKER_01: And so that not only the diversity of communities that we can serve, but also the opportunity to leverage the access to technology, innovation, entrepreneurship, um, there's a lot of interesting things that could happen for our students and our faculty and the vet school at large when we get there.
• 40:22
  SPEAKER_01: Yeah.
• 40:22
  SPEAKER_01: I think to some degree, Catherine's having to hold me back a little bit, but it's like so exciting to think of all the opportunities, right?
• 40:28
  SPEAKER_03: And I I do want to say I regarding the companionship that these pets have with people of all walks of life.
• 40:38
  SPEAKER_03: I've actually accompanied our medical school students with Shina Light to provide supplies to people that are unhoused, homeless, in the tunnels and on the railroad tracks.
• 40:49
  SPEAKER_03: The shocking number of them that have pets with them.
• 40:52
  SPEAKER_03: Yeah, we handed out so much dog food.
• 40:56
  SPEAKER_03: Um, so we're handing out sandwiches, we're giving flashlights and you know, hygiene supplies and all that.
• 41:02
  SPEAKER_03: But the other thing that we bring with us is pet food.
• 41:06
  SPEAKER_02: Yeah.
• 41:06
  SPEAKER_03: So many dogs out there.
• 41:08
  SPEAKER_03: Um but you can see how important those dogs are to those individuals that are living in the tents and tunnels.
• 41:15
  SPEAKER_03: So incredibly important.
• 41:16
  SPEAKER_03: So there's opportunity there from the mobile side.
• 41:21
  SPEAKER_03: Yeah.
• 41:21
  SPEAKER_03: And helping out those folks make sure they're caring for their pets.
• 41:24
  SPEAKER_02: Yeah.
• 41:25
  SPEAKER_02: And I also think there's opportunity for us as veterinarians to help educate the human healthcare professionals about the value we bring to that healthcare team.
• 41:32
  SPEAKER_02: Oftentimes we're forgotten about because, oh, they just deal with animals.
• 41:35
  SPEAKER_02: And there is a misperception about what a veterinarian does in their career.
• 41:39
  SPEAKER_02: A lot of times it's like, oh, you get to play with puppies and kittens every day.
• 41:42
  SPEAKER_02: I'm pretty sure that my family doesn't believe that I actually do the things that I'm supposed to do as a veterinarian because they have known me since I was a baby, right?
• 41:49
  SPEAKER_02: But they also are like, oh, we don't have to listen to you.
• 41:51
  SPEAKER_02: You're not a real doctor, like, you know.
• 41:54
  SPEAKER_02: Um, so yeah, I think there's also an opportunity for us to have that interprofessional uh collaboration and help people understand like what we bring to the table.
• 42:02
  SPEAKER_02: We bring comparative medicine, we bring comparative nutrition, we bring comparative behavior, we bring comparative, all of these things.
• 42:08
  SPEAKER_02: Um, and so helping them understand what we bring to the table so that there's a bridge between the veterinary side and the human healthcare side, which is that one health concept.
• 42:18
  SPEAKER_02: And I know Roseman is really building that, and we have a fantastic opportunity to really sort of do some amazing things with that one health concept so that they understand sort of the value we bring, we understand what they bring to the table, and we can work together to make people and pets healthier, right?
• 42:34
  SPEAKER_02: It's not just about people, it's not just about pets, it's not just about the environment, it's about all three of those things being healthy.
• 42:40
  SPEAKER_03: Yeah, and that's why the College of Veterinary Medicine is so exciting for us.
• 42:45
  SPEAKER_03: And you brought up One Health.
• 42:46
  SPEAKER_03: We're actually going to dedicate a future episode solely on One Health.
• 42:51
  unknown: Just one.
• 42:52
  SPEAKER_03: Well, I'd probably take multiple, right?
• 42:54
  SPEAKER_03: Okay, but there will be.
• 42:55
  SPEAKER_03: We can't talk about it now because we're actually running out of time.
• 42:58
  SPEAKER_03: Um, but we are going to focus quite a bit on One Health here in future episode or episodes.
• 43:05
  SPEAKER_03: Uh, there's a lot of opportunity and a lot to talk about regarding that subject.
• 43:10
  SPEAKER_03: But we are out of time on this episode.
• 43:12
  SPEAKER_03: I want to thank you both for joining us uh for this premier episode of Roseman 360.
• 43:18
  SPEAKER_03: Building a college takes vision, collaboration, years of dedicated work.
• 43:22
  SPEAKER_03: And we've heard today the proposed College of Veterinary Medicine represents more than a new academic program.
• 43:28
  SPEAKER_03: It represents an investment in our region's future in animal health and in the communities veterinarians serve every day.
• 43:37
  SPEAKER_03: Thank you for listening or watching our premier episode.
• 43:41
  SPEAKER_03: We hope you'll subscribe on YouTube, Apple Podcasts, Spotify, or wherever get you podcasts in the weeks and months ahead.
• 43:49
  SPEAKER_03: You'll hear from a variety of hosts, guests as we continue exploring the people, ideas, research, and innovations that are shaping healthcare and improving lives.
• 43:58
  SPEAKER_03: Thank you.