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Animal welfare is part of the Mission Statement of the Faculty of Veterinary Science at the University of Sydney and is taught throughout the undergraduate curriculum. Two units of study have a particular focus on animal welfare: Professional Practice in years 1, 2, and 3 and Animal Behaviour and Animal Welfare Science in year 3. There is an emphasis on the refinement and development of alternatives to the use of animals in teaching. With a conscientious objection policy in place, these elements of our approach demonstrate the increasing importance of ethical teaching in the faculty. Undergraduate students have recently founded a vibrant special interest group called Veterinary Students for Animal Welfare. The faculty is advised on matters relating to animal welfare by its Animal Welfare Advisory Committee, chaired by the Sub-Dean for Animal Welfare. With the development of a Faculty Animal Welfare Policy, the faculty is progressing to a more proactive and public profile on animal welfare issues.

A major innovation in the delivery of the veterinary curriculum is being implemented at The University of Melbourne using the subject of systematic bacteriology and mycology as a pilot project. Students receive course information as interactive, multimedia databases. These consist of text and an associated library of catalogued digital images, movies and sounds. The databases employ a hypermedia information system to achieve efficient integration within and between subjects. The new delivery method encourages greater autonomy and more active learning roles for students than occurs in traditionally taught courses. Students will use their databases as the principal resource of information for undergraduate studies. A unique feature of this system for delivering the curriculum is that students will modify and expand their databases during the course. The ultimate aim is for students at graduation to receive, on disc, a copy of their own databases, adapted by themselves to their particular future professional needs. As graduate veterinarians they will continue to use their databases as a major resource for information and learning, thus providing continuity from undergraduate to continuing postgraduate education.

Veterinary educators all over the world are concerned about the explosion in knowledge and about the way veterinary science is taught at present. How can we produce veterinarians who will provide the sort of care that will be expected in the year 2000 and beyond? In the recent past many schools have increased the information presented in their courses without removing any material. Student stress has increased, and under-graduates do not retain what they are taught. The type of assessment that is currently used often requires regurgitation of 'facts' rather than the solution of problems. This paper considers some of the issues that are pertinent to the future of veterinary education and suggests ways in which the situation may be improved. There is a need for increased activity by the Australian Veterinary Association to convince government that present funding is inadequate and that increased funding is urgently needed if we are to produce veterinarians of the quality the country will need in the next century.