Our knowledge of veterinary medicine has expanded greatly over the past 50 years. To keep pace with these changes and produce competent professionals ready to meet evolving societal needs, instruction within veterinary medical curricula has undergone a parallel evolution. The curriculum of 1966 has given way, shifting away from lecture-laboratory model with few visual aids to a program of active learning, significant increases in case- or problem-based activities, and applications of technology, including computers, that were unimaginable 50 years ago. Curricula in veterinary colleges no longer keep all students in lockstep or limit clinical experiences to the fourth year, and instead have moved towards core electives with clinical activities provided from year 1. Provided here are examples of change within veterinary medical education that, in the view of the authors, had positive impacts on the evolution of instruction and curriculum. These improvements in both how and what we teach are now being made at a more rapid pace than at any other time in history and are based on the work of many faculty and administrators over the past 50 years.

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Histoplasmosis was diagnosed histopathologically in a female chinchilla. This animal had originated from a commercial chinchilla ranch in central Missouri. Seventeen of 130 animals in the colony had died within a month's period with a respiratory illness. This animal had a history of fur chewing, but this was not true of all the other animals that had died. Histoplasma capsulatum was cultured from timothy hay used for food.

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