How to Train a Veterinarian

Navigating the Academic Pathway to Veterinary Practice

Standing on the front steps of the Ontario Veterinary College (OVC), you can feel the history steeped in the building’s 19th century façade. In contrast, the modern additions to the left at the Lifetime Learning Centre (LLC) indicate that change and innovation build upon tradition and convention.

Doctor of Veterinary Medicine (DVM) students at OVC are trained over four one-year phases. Here, students have diverse opportunities for hands-on experiential learning and interdisciplinary training in on-site facilities for companion and large animals.

Luca Defilippis, Phase 1, Class of 2027

In his first year, Luca Defilippis and the rest of his cohort have been introduced to some of the core sciences required to solve problems, think critically, and evaluate information using anatomy, physiology, biochemistry, histology and pathology. At the same time, they begin to develop the professional skills that guide the ethics, morals and scientific principles that a veterinarian needs to work with animals and communicate with clients.

By the end of Phase 1, students have already developed some proficiency in core veterinary techniques used to evaluate small and large animal health. This includes identifying normal and abnormal tissue, safely conducting routine exams, working with clients to establish relevant medical history for patients, handling surgical instruments and basic suturing.

“I greatly appreciate the opportunities we get in Phase 1 to work directly with cows and horses in the barn and dogs through skills practice,” Defilippis explains. “Everything feels like it is starting to click and relate back to each other, and it is a great feeling being able to understand and think about things that directly apply content covered in lectures in a real-life setting.”

Tula Sifling, Phase 2, Class of 2026

As a Phase 2 student, Tula Sifling and her peers will learn how to use pharmaceuticals, order proper diagnostic testing, treatments and preventative medicine, make evidence-based decisions when interpreting test results and apply that information to a case, and develop treatment plans.

They are working to expand their professionalism and understand their legal and ethical responsibilities, while also learning about disease control and spread among domestic species.

“This year, we’re learning about a lot of the drugs and diseases that we will be faced with as veterinarians,” Sifling reflects. “Pathology is one of my special interests, so it’s been amazing to be provided with specimens on a regular basis where we get to practice identifying and describing lesions. I believe this is also a very valuable skill to have for thorough physical exams and necropsies as a clinician.”

In Phase 2, students are expanding their hands-on skills by becoming familiar with dermatology and neurology, learning and applying emergency management knowledge, understanding reproduction for common domestic animals and expanding their surgical skills to include draping, hand scrubbing, gowning and gloving.

One of Sifling’s favourite aspects of Phase 2 has been the training in anesthesiology.

“We learned and practiced the important nerve blocks on both large and small animal patients, which is an important part of making patients comfortable and safe during surgical procedures as a clinician, so I really appreciated the ability to practice these skills early on,” Sifling says.

Kiara Seow, Phase 3, Class of 2025

In Phase 3 Kiara Seow has found the program to offer a larger window to learn about and understand the work that goes into treating exotic animals.

“My favourite course this year has been comparative medicine,” Seow says. “Learning about reptile, avian, and small mammal species I wish to work with in the future as a veterinarian has been extremely exciting and intriguing.”

By the end of Phase 3, students will be able to identify and describe common diseases across a variety of species, know and select what tests are needed to make a diagnosis, provide treatment and prevent disease, understand the business concepts they require for their own veterinary practice and identify and evaluate welfare issues. Phase 3 also marks the first time students will apply their surgical theory skills on real-life patients, which they do in groups of three to perform spay and neuter operations on companion animals.

“The most exciting part of third year has been connecting the dots to come up with diagnoses based on everything we’ve learned this year and the foundation of knowledge we’ve built over the previous two years,” she says.

For Seow, the transition between Phase 2 and 3 was more challenging than expected. On top of demanding course loads, students are organizing some of the key clinical experiences they will have in Phase 4.

In the summer between the third and fourth phase, students complete an eight-week externship at a veterinary clinic, which is often their first opportunity to self-direct their learning and apply their skills in a large or small animal clinical setting before starting clinical rotations in Phase 4.

Lauren Bowers, Phase 4, Class of 2024

During Phase 4 of the program, students enter one of four areas of emphasis that they want to focus their practice on: small animal, rural community practice, equine or food animal. The courses they will take in their final year are primarily hands-on with core and elective rotations that help students gain experience and practice what they’ve learned.

Lauren Bowers’s experience in the DVM program was altered by the COVID-19 pandemic. From the beginning of Phase 1, all learning was moved fully online. That led her to appreciate the in-person, hands-on experiences of Phase 3 and 4 even more.

“My favourite part of this year is treating real patients each and every day, being in person surrounded by amazing mentors and my classmates, and being able to focus my learning on my passions, which include surgery, emergency medicine and treating working dogs,” she says.

It wasn’t until Bowers entered her fourth year and experienced an emergency

that she realized the cumulative effect of nearly eight years’ worth of schooling and practical placements.

“During an external elective, I had an extremely critical patient present to the emergency room, and I was quickly tested on what to do,” Bowers explains. “Without any time to think, I answered my mentor’s questions and jumped right in with the team to revive this animal. After the chaos subsided, I realized all the knowledge I needed was right there in front of me and all those hard years of training helped save a life. This moment was pivotal for realizing my potential as a future veterinarian and proved how crucial all the hands-on training is.”

When asked what pet owners should take away about how veterinarians are trained, Defilippis wants to reassure them that OVC’s education is rigorous, and constantly evolving, equipping students with the tools and knowledge to serve their patients effectively.

“From the very start of the program, we are fully immersed in the world of veterinary medicine. Whether that be hands-on training, client communication simulations, emotional intelligence training or comprehensive lectures. There is an understanding among veterinary students, as future practitioners, that we have a duty to keep our understanding of the field current and relevant. We are always learning what is new and developing in the world of veterinary medicine, in these walls and beyond.”