The Daphne Diaries: Reflecting on my Externship at the Abilene Zoo

 

 Macho the black rhino greets his adoring fans before undergoing routine venipuncture.

My experience as a first-year vet student in 2020 was largely shaped by the pandemic and the many limitations it imposed. When I first learned about the Abilene Zoo in April 2021, it was through a Cornell Zoo and Wildlife Society (ZAWS) lecture given by Dr. Stephanie Carle, the Abilene Zoo’s senior veterinarian, over Zoom. Spending my lunch hour puzzling through case-based questions with my classmates (albeit virtually) offered a glimpse into the many opportunities available to us as veterinary students—something I had lost sight of somewhat amid the organized chaos of first year. Dr. Carle concluded her talk by discussing the Abilene Zoo’s veterinary externship program. Immediately, I had my sights set on participating in the program.

 

I had my chance in June 2022 when, funded by a Student American Veterinary Medical Association (SAVMA) Veterinary Experience Grant, I traveled to Abilene, Texas for a three-week externship. It was an adventure over a year in the making, and despite how high I had allowed my expectations to climb in that time, the experience managed to exceed them.

 Daphne enjoys her morning feeding!

The Abilene Zoo is home to over 280 species. The first resident I met upon my arrival was also one of the zoo’s newer residents. Daphne is a giant anteater who was born at the zoo in March of 2022 and, upon my arrival, was living in the clinic to receive round the clock care from the zoo’s veterinary and animal care staff. Daphne is a twin, and her mother was unable to care for both Daphne and her twin brother Arnaud. With input from zoos across the country, the Abilene Zoo was able to craft a customized care plan for Daphne that allowed her to gain weight and overcome a myriad of complications so that by the time I met her, she was thriving.

During my time at the zoo, I had the opportunity to bottle feed Daphne and to accompany her on her excursions to see the zoo and interact with her anteater family members. As I told Daphne during one of her late-night bottle feedings, I am also a twin and, unlike my sister, I spent an extended period in the hospital as a baby. I thought Daphne might appreciate that we were kindred spirits. (Her expression remained pretty neutral, so it’s hard to say if the point hit home. Perhaps I saw the corner of her long snout pull up in a smile.)

 One of the zoo’s resident roadrunners undergoes a pre-shipment exam.

While I spent lots of time with Daphne, I also had opportunities to interact with many of the zoo’s species. Highlights of my experience included assisting with a pre-shipment exam for a roadrunner, helping to treat pododermatitis in one of the zoo’s resident flamingoes, participating in a neonatal exam of a steenbok, and medicating a capybara with conjunctivitis.

Other favorite opportunities included monitoring Jamie, a heavily pregnant giraffe in the zoo’s herd, and examining Rico, a fossa hospitalized after fracturing his humeral condyle. I was ultimately able to travel with a team from the zoo to Dallas Veterinary Surgical Center to observe Rico’s orthopedic surgery.

When I wasn’t seeing cases in the hospital with Dr. Carle and Dr. Mike Nance, the zoo’s second veterinarian, I was able to explore the zoo and gained a better understanding of the husbandry practices used by zoo staff to keep the collection animals healthy and happy. I was also able to participate in events hosted by the zoo, including Dreamnight, a cost-free event allowing children with special medical needs to enjoy the zoo with their families. This allowed me to feel at home in Abilene.

 Rico the fossa receives a physical exam after sustaining an orthopedic injury.

The Abilene Zoo is also home to a clinic exclusively for injured and orphaned native birds. While I worried that my bird experience was somewhat deficient when I arrived in Abilene, during my externship I was able to practice my diagnostic and clinical skills while also improving my native bird identification skills. I didn’t expect to enjoy my work in the rehabilitation center as much as I did. However, working towards returning wild birds to their habitats, thereby giving them a second chance and helping to support their ecosystems, was incredibly rewarding.

When I wasn’t at the zoo, I was grateful to be able to accompany Dr. Carle and Dr. Nance as they fulfilled their other professional obligations. During my three weeks, their enthusiasm for teaching and fielding questions never waned. I visited the Abilene Animal Services Adoption Center to complete evaluations of new small animal residents, and also joined Dr. Carle during her shifts at the local emergency clinic. There, I saw cases I likely wouldn’t have encountered in the northeast, including advanced heartworm disease and rattlesnake envenomation.

 A neonatal steenbok undergoes her first exam.

I gained a great deal of knowledge from participating in the journal group at the zoo and working through sample cases with the veterinary team. I was able to live at the zoo throughout my externship, so my down time was spent conducting research and preparing a presentation I gave at the close of the externship on nutritional care for zoo animals.

 

I am tremendously thankful for all of the people and animals I met and learned from while in Abilene. I left this externship armed with new knowledge and skills, photos to cherish, mentors to look up to, and a newfound appreciation for Texas cuisine.

 More bonding time with Daphne!


Colleen Sorge, Class of 2024, is a Cornell DVM student from Long Island, NY. She obtained her undergraduate degree in Animal Science from Cornell University in 2020. She has a wide range of interests within the veterinary field, including both small animal and wildlife medicine.

Conversations with Classmates: Carolina Baquerizo’s Summer with SEZARC

Q: Where was your internship this summer?!

A: In pursuit of a career in zoological medicine, my life has made twists and turns that I could have never imagined. As a Florida girl at heart, I knew I wanted to return to my home state for a summer internship involving wildlife medicine. With the help of my mentor, Dr. Osofsky, Director of the Cornell Wildlife Health Center, I became acquainted with a gem in Northeast Florida: the South-East Zoo Alliance for Reproduction and Conservation (SEZARC). Directed by Dr. Linda Penfold, SEZARC works on reproduction challenges in several US zoos and aquariums across the country. Some of their work involves fertility checks, assisted reproduction, and contraception in wildlife. 

Q: What work did you participate in at your internship?

A: The internship involved many hands-on opportunities. In the lab, I learned how to examine semen characteristics microscopically from stingrays, sharks, tigers, okapis, and many other species! I learned how to utilize ELISA to detect hormone concentrations in elephant stool samples. In the field, I learned how to collect and cryopreserve semen samples from tigers and cheetahs for genome banking purposes. I conducted literature searches on reproduction information for various zoo animals in the office.

In addition to interning at SEZARC, the organization’s connections with other conservation/zoological facilities in North Florida opened up some unexpected doors. I shadowed zoo veterinarians from White Oak Conservation and the Jacksonville Zoo! Under the supervision of White Oak vets, I vaccinated a rhino calf and attended an okapi echocardiogram. At the Jacksonville Zoo, I attended routine elephant health checks and shadowed roseate spoonbill pre-shipment exams. 

Q: What did you gain from this experience?

A: Before this internship, I lacked actual research experience. SEZARC allowed me to explore research with the ability to ask lots of questions! From literature searches, data collection and entry, lab work, and paper writing, I feel I left with a well-rounded understanding of the purpose of wildlife reproduction research for conservation. SEZARC combined my passions for zoological medicine and theriogenology in ways I could have never imagined. I hope to continue working in research as a veterinary student and a zoo veterinarian hopeful.


Carolina Baquerizo, Class of 2024, received her BS in Biological Science from Florida State University. She began volunteering at Zoo Miami when she was 15 and has held multiple zoological internships since then. She aspires to become a zoo veterinarian as a way to participate in ex situ conservation work.

Fishy Adventures – AQUAVET® Edition

I want to be an aquatic veterinarian when I grow up. And no, that doesn’t mean that I just want to work with fishes. Well, at least not entirely. Aquatic veterinary medicine is not so much a field within veterinary medicine, but a completely parallel entity. In other words, there is an aquatic veterinary job for every terrestrial veterinary job. And that means that there is more to aquatic animal medicine than “just fishes.” For example, production animal vets are akin to aquaculture vets, whereas zoo/wildlife vets are typically mirrored by aquarium veterinarians. And there are plenty of other examples, too! Isn’t that super cool?!

You may be wondering how the heck you’ve never heard of any of this. Truth be told, the lack of exposure to aquatic animal health is a real problem within veterinary curricula nationwide. Granted, it would be very hard to cram even more information into an already packed curriculum. Hope is not lost, however! There are various extracurricular courses that you can take advantage of if you feel like aquatic animal medicine is for you. MARVET, SeaVet, and AQUAVET are just some of these amazing opportunities. All three are very different in terms of length, cost, and location, but they will undoubtedly expose you to the amazing world of aquatics. I know that AQUAVET did so for me.

AQUAVET is a summer program that is open to veterinary students (and veterinarians) from all over the world. It consists of three courses, AQUAVET I – III, each of which is focused on a particular aspect of aquatic veterinary medicine. AQUAVET III is dedicated to clinical aspects of marine mammals, while AQUAVET II is focused on the histology and histopathology of various aquatic species. The course I was fortunate to take this past summer,  AQUAVET I, is a one-month crash course on all things aquatic. It provides information on the anatomy, pathology, husbandry, and clinical aspects of a plethora of aquatic animals. From invertebrates like jellyfish and corals to vertebrates like sea turtles and marine mammals, AQUAVET I does it all! In addition to learning about these animals, I also learned important diagnostic techniques, such as fin clips, venipuncture, necropsies, and gill endoscopies. To finish it all off, I got to perform supervised surgery on a fish!

As you might imagine, there is absolutely no way that all of this can occur in a one-month time frame and not be a tremendous amount of work. Believe me when I say it is! With ten-hour workdays, five days a week (and some work on Saturdays, too), it’s a LOT of work. Fortunately, AQUAVET I isn’t all work and no fun. In fact, it feels just like summer camp for fish nerds! I got to meet amazing people from veterinary schools all over

 

 the United States and beyond. When we weren’t studying, my AQUAVET cohort and I were playing volleyball on the sand courts, enjoying the breeze of the Rhode Island shores, or enjoying one of the many social activities that were part of AQUAVET. It was truly amazing to make connections with students who get as excited as I do when someone so much as mentions something remotely aquatic-related. AQUAVET truly made me feel like I finally found my people.

In addition to networking with students, I got the chance to meet many incredible lecturers. In fact, it’s common for there to be more lecturers than students during AQUAVET I. I received lectures from government officials, aquarium and aquaculture veterinarians, and veterinarians who have created their own jobs. The best thing about having so many lecturers come in, coupled with the fact that this field is so small, is that they all want to see you succeed. I even got a letter of recommendation from one of the professors at AQUAVET that allowed me to win a scholarship!

All in all, AQUAVET I was an amazing experience that I will cherish for years to come. It provides the opportunity to obtain aquatic animal resources and develop clinical skills related to all types of animals while building relationships with like-minded people. Without a doubt, AQUAVET has made me a more resilient veterinary student, one who is better prepared for a future as an aquatic veterinarian.


Hery Ríos-Guzmán, Class of 2024, obtained his Animal Science/Pre-Vet degree from the University of Puerto Rico – Mayagüez. The island environment in which he grew up influenced his professional interests and put him on the path to aquatic veterinary medicine. He has special interests in conservation medicine and hopes to use his knowledge to improve coral reef health around the world.

Change of Summer Plans: from Field Work to Virtual Teaching

Laci leading the Great Ape Team through their disaster preparedness scenario via Zoom

As an aspiring veterinarian interested in zoological medicine, I have tried my best to take advantage of all zoo and wildlife opportunities available to me. When I think about the kind of veterinary career I want to have, it is one where I can combine my interests in conservation, international travel and cultural immersion. For this reason, I am sure you can imagine my excitement when back in January, I was accepted to work at the Jane Goodall Institute (JGI) in Uganda for the summer of 2020. For eight weeks this summer, I would have been assisting the JGI team with disease monitoring in habituated chimpanzee populations, transmission analysis of infectious diseases between humans and chimpanzees, and community awareness. My proposed project aimed to reduce disease transmission risk for humans and wild-habituated chimpanzees in Kibale National Park to improve public health and conserve this endangered population of chimpanzees. I was particularly excited for this opportunity because it would have been my first veterinary experience that encompassed the topic of conservation with communities. Conservation with communities is an approach to conservation that includes the local people in an effort to make the conservation initiatives more sustainable. It is a concept that I am passionate about because I believe that involving the local community in conservation initiatives helps to better sustain these initiatives. 

Like many other students whose summer experiences were cancelled due to the coronavirus (COVID-19) pandemic, I was devastated. Not only would I no longer get to participate in this once in a lifetime experience, but also I did not have any other summer opportunities lined up. Having traveled back home once classes went virtual, I was no longer able to work my hospital job as a student technician at the Wildlife Health Center and many local practices were not accepting new hires for safety reasons. As a result, I spent my first couple of weeks back home scrambling for summer experiences. That is, until one of my professors reached out to me about an opportunity to become a teaching assistant for his three-week virtual summer course on conservation. The course was offered through Cornell University College of Veterinary Medicine for credit and geared towards high school students. This would be the first time that the course would be virtual. Something I really enjoyed throughout my undergraduate career was teaching so I happily accepted the position.In undergrad, I gained teaching experience mainly through planning and leading educational activities through the student run organizations I was a part of, but this would be different. 

As a teaching assistant I had a lot of responsibilities. I was responsible for managing and organizing the course website, securing guest lecturers, managing discussion boards, creating and grading quizzes, developing course feedback surveys and providing feedback on and grading final projects among many other responsibilities. I was even responsible for creating and leading my own lectures and labs. Some of the topics I gave lectures on were the role of veterinarians in zoos, zoonotic diseases of companion animals, disease transmission at the wildlife-livestock interface and illegal wildlife trade. I was even able to integrate the concept of conservation with communities into some of my lectures! 

Laci presenting her lecture on African Penguin Conservation via Panopto

One of the activities I enjoyed leading the most was on disaster preparedness in a zoo setting. I worked closely with Dr. Abou-Madi to put this activity together which tasked students with acting as a cohesive team to build the different parts of a disaster prevention plan. Following a presentation on disaster preparedness and prevention, students were divided into teams each with a different animal grouping and their job was to look at all the different aspects that are necessary to best prepare and act quickly in the midst of a tropical storm to protect the animals in their grouping. The teams were also tasked with addressing the basic medical needs of the animals they were assigned to as part of their plan. For example, one student group had Komodo dragons as their animal grouping and some of the Komodo dragons had spinal lesions caused by salmonella while others were intermittent shedders of salmonella. In order to come up with an effective disaster prevention plan, students were encouraged to consider how they would secure and care for the animals during and after the storm hits, decide where to best locate the animals, and how to distribute the animals in the selected shelter among many other considerations. 

I did not quite know what I signed up for when I agreed to be a teaching assistant for the course, but I am so glad I did! Throughout my time as a teaching assistant, I gained organizational skills such as carrying out administrative tasks, and strategic planning and decision making. I also further developed my communication skills through teaching, interacting with students and through collaborating with the rest of the core course planning team. I was also able to develop critical thinking skills through coming up with creative ways to make virtual lectures and labs interactive and troubleshooting technical difficulties. Becoming a teaching assistant was a really great way to develop my soft skills and is an experience I highly recommend to other veterinary students. 


ABOUT THE AUTHOR

Laci Taylor, class of 2022, is a DVM student at Cornell University College of Veterinary Medicine. She is interested in wildlife and aquatic medicine and hopes to make a global impact as a wildlife veterinarian. Laci hopes to promote biodiversity through rehabilitation and conservation – fields that serve as pathways for understanding many pertinent issues today from the transmission of zoonotic diseases which affect public health, to restoring endangered species.

International Experiences Application Deadline: January 20, 2017

The deadline for applying to International Experiences program is January 20, 2017.

“Thanks to the generosity of the Mario Einaudi Center for International Studies at Cornell, we are pleased to announce that we have funds available to support 3-4 veterinary students who are interested in international experiential opportunities in any geographic region of the world. Experiences are not restricted to developing countries. Experience may be pursued anytime between summer 2017- spring 2018.”

Download the PDF call for proposals here: International Experiences- call for proposals 2017