Biosecurity Competencies and Educational Needs Among Veterinary Professionals: A Multinational Cross-Sectional Survey.

Authors

Claude Saegerman, Véronique Renault, Constance Wielick, Blerta Mehmedi, Jorge Ron-Román, Amel Adel, Bachir Souley-Kouato, A K M Anisur Rahman, Marie-France Humblet, Marion Allano

Published in

Transboundary and emerging diseases. Volume 2026. Issue 1. Pages e7275694.

Abstract

The importance of animal biosecurity is growing, and it has been incorporated into the veterinary medicine curriculum, as well as into the European Animal Health Law and the World Organization for Animal Health (WOAH) Terrestrial Animal Health Code. However, few studies have been conducted to date on the self-perceived competencies acquired and the educational needs of veterinary students and practitioners in animal biosecurity. To address this, an online survey involving 651 participants from 66 countries across 5 continents was conducted (with predominance of Europe). The three sections of the survey were participant profiles, perceptions of their competencies, and additional training needs. The survey participants work in veterinary clinics, ambulatory practices, and academic environments. Main animal species managed were ruminants, companion animals, equids, poultry, and pigs. The level of agreement regarding the competencies acquired in relation to the managed species was consistent, except for the biosecurity audits. Competencies increased markedly between graduation and the tenth year of practice, followed by a slower progression. A total of 276 participants expressed a strong demand for training in biosecurity but a lower need for cleaning and disinfection protocols. No significant intercontinental differences (Africa, America, and Europe) were found for competencies in risk analysis and biosecurity audits. However, Africa showed a significantly lower median priority score for competencies related to cleaning/disinfection, animal isolation, and information sourcing. Identifying priority competencies and training gaps will enable better-targeted educational interventions, thereby contributing to Sustainable Development Goals 3 (good health and well-being) and 10 (reduced inequalities).

PMID:
42741879
Bibliographic data and abstract were imported from PubMed on 15 Sep 2026.

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