Globally, veterinarians and professionals in animal-related industries are faced with growing public concern for the welfare of animals, particularly those in production. To prepare professionals, courses in animal welfare should be created to provide consistent education on a global scale in an efficient and cost-effective manner. However, a creative approach to welfare education is needed to reduce the disparity between supply and demand for instruction in animal welfare. Michigan State University (MSU) is piloting a graduate-level, online interactive course in animal welfare assessment to provide students with high-quality science-based education from renowned international animal welfare experts at numerous institutions. Innovative use of technology enables students to interact with material, each other and instructors. Students actively apply their accumulated skills to hypothetical scenarios, enhancing learning effectiveness. Student performance and opinion were examined to determine whether the course meets the stated objectives. Twenty-three students from four institutions enrolled in the pilot course. In the first month, the majority of students found the online course easy to use and material appropriate for a graduate-level course. The students agreed that scenarios helped them integrate lecture material. The MSU course will serve as a model for collaboration in content assembly and course delivery, using technology to leverage global expertise to create educational equity.

Major changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education, and faculty training in teaching methods. Teaching represents a major growth opportunity for Agricultural Economics, but it remains to be seen whether the discipline takes advantage of this opportunity.

Backgound and objective A postal survey was conducted in order to investigate current practice in airway management amongst Dutch anaesthetists and to investigate the role of recent training and the role of an ‘Access to the Airway’ airway management course.

Methods A questionnaire containing 27 questions was sent to all practising anaesthetists in The Netherlands. Questionnaires were returned anonymously and were analysed using the Pearson χ2-test (P < 0.05) with the SPSS® version 8.0 statistical software program.

Results The response rate was 42%. Of the respondents, 78% claim often or always to assess the expected degree of difficulty in tracheal intubation as part of routine preoperative assessment. The American Society of Anesthesiologist’s Difficult Airway Algorithm was used by 19% of respondents. A wide variety of airway management techniques is being used. In 36% of all general anaesthetics a laryngeal mask airway is used. In 1.1% of all general anaesthetics tracheal intubation is performed with the flexible fibrescope.

Conclusions Dutch anaesthetists, who commenced anaesthetic training after 1988, and those who attended the airway management course ‘Access to the Airway’ are significantly more likely to follow the American Society of Anesthesiologist’s Difficult Airway Algorithm and to use adjunctive techniques for airway management.

The trainee in difficulty is someone who is either marginal or at risk of failing in his or her clinical performance. Dealing effectively with these learners can pose problems even for seasoned medical educators. This article discusses some of the common mistakes made by educators in dealing with the trainee in difficulty and offers suggestions for a systematic approach. Further, the roles of faculty, including the program director and associate dean’s office, and some of the legal issues are described.

Asian nations differ from one another in population, cultural background, ethnic tradition and economic situation. The training of otorhinolaryngologistsin Asia is not in any way uniform. A questionnaire survey of 26 leading institutions in 12 countries/regions was carried out. The emphasis of investigation is towards the training programme for specialists in Otorhinolaryngology and continuous medical education (CME). The response rate of the survey was 100 per cent. The duration of training for otorhinolaryngologists ranges from three to seven years and an exit assessment is held in seven countries/regions. The training programmes are modifications of either the British or the American pattern depending on tradition. Documentation of CME is available in eight countries/regions while a defined cycle has been established in only three. Medical/health authorities or professional societies in each country contribute towards its monitoring. Better communication and sharing of experience will improve the training of otorhinolaryngologists in Asia.

The authors present the results of a postal questionnaire about possible advantages, disadvantages, and logistics of a single grade training scheme. Replies were received from 13 recently appointed consultants and 42 otolaryngologists in training. The majority (43) were in favour of a single grade training scheme, although it was felt that certain potential problems would need to be carefully addressed, particularly the potential for narrow clinical exposure and the difficulties inherent in early selection for higher surgical training. It was also felt that for such schemes to work, considerable extra consultant time would need to be set aside purely for teaching. The respondents' ideal training scheme is outlined.