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In his inaugural lecture, Prof. Dr. Harold Bok made a strong case for the introduction of a formal postgraduate training program for all young veterinarians. General practitioners in human medicine also receive such mandatory follow-up training after their undergraduate medical training. Veterinarians, however, are often made fully responsible for complex veterinary care immediately after graduation – and not just for one species, but for a whole range. That needs to change, according to Bok. The idea that one can train a ‘general practitioner veterinarian’ in six years must be reconsidered.

Harold Bok is Professor of Veterinary Education and Vice-Dean of Education at the Faculty of Veterinary Medicine. In his address, “Towards a New Veterinary Training Continuum,” he frequently drew on his own experiences as a young veterinarian. Just a few weeks after graduating, he was put in charge of a satellite clinic of a veterinary practice. “I felt more like a co-pilot than a captain,” said Bok, “but suddenly I was on my own. It was only thanks to the support of an experienced veterinary nurse that I did not crash.”

This personal anecdote illustrates the core of his message: the transition from education to practice is too abrupt and poses risks both for young veterinarians and for the animals in need of care.

Major Difference with Human Medicine

Where general practitioners in human medicine, after their six-year undergraduate training, continue for at least another three years under supervision, veterinarians start immediately as fully qualified colleagues in primary practice. “This leads to insecurity among graduates, varying quality of workplace supervision, and a worryingly high dropout rate,” Bok argued. Research shows that one in six veterinarians leaves the profession within the first five years after graduation – significantly more than among general practitioners (one in twenty). Investing heavily in a six-year veterinary education without providing proper follow-up is, according to Bok, penny wise, pound foolish, especially given the shortage of veterinarians.

A New Training Continuum

Bok therefore calls for a structured postgraduate program of up to three years. In this program, similar to the training for general practitioners, veterinarians-in-training would work in practice under the supervision of experienced colleagues and attend regular meetings at the veterinary school. These sessions would focus on reflection, peer consultation, and in-depth learning. “In this way, we create a network of young veterinarians who learn together and develop into resilient professionals,” Bok explained.

An important question, of course, is how such a program can be funded. Bok points to the existing structure within general practice, where doctors-in-training are employed by the Dutch Foundation for Training of General Practitioners (SBOH). A comparable model, he believes, could also work in veterinary medicine, with the government, veterinary school, and the veterinary sector sharing responsibility for funding and organization. “Especially in times of scarce public resources, it is essential to invest effectively and efficiently in training veterinarians. A well-designed post-academic program not only produces better veterinarians but also ensures more sustainable employability and higher societal returns,” Bok emphasized.

Culture of accountability

According to Bok, an additional advantage of a postgraduate training program is that it allows for a more balanced veterinary education continuum. The current six-year program is under pressure due to the enormous amount of knowledge and skills students must acquire in order to be immediately fully qualified. This results in overloaded curricula and a culture where testing and measurability – despite many improvements and good intentions – too often take center stage. Bok advocates for a culture of accountability that places greater emphasis on the personal and professional development of students. “Not everything needed to become a good veterinarian can be measured,” he stressed. Skills such as empathic communication with animal owners or teamwork are just as crucial, but difficult to capture in exams. A new training continuum, in which the first years of practice are formally included, would provide the much-needed space.

Political and Sectoral Cooperation Needed

To make the desired reforms possible, cooperation between government, university, and the veterinary sector is crucial. Bok wants to initiate this conversation and, among other things, is organizing the first international conference on post-academic veterinary education in London this November.