Search

Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75–89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70–98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.

Failing a student is difficult for both educator and student, but administering a failing grade is critical for protecting and ensuring adequate learning for an unsafe student. The failure to fail clinical students has been commonly reported and explored among educators in the human health professions but has not been formally addressed in veterinary education. Forty-three participants attending the Veterinary Educators Collaborative symposium were surveyed concerning their attitudes and experiences failing clinical veterinary students. Results indicated that the failure to fail phenomenon exists among veterinary educators, as the majority of veterinary educators often felt reluctant and unprepared to fail a student on clinical rotations. The most common barriers to failing students were institutional culture and unsatisfactory assessor development or evaluation tools. Veterinary educators must face this fear of failure and explore strategies to overcome existing barriers that can ultimately transform student failure into success.

Understanding scientific concepts and processes is critical for veterinary education. This article outlines the impact of blended learning and the use of an analogy on student understanding of the hypothalamic-pituitary-target gland axis over a three-year period. The first-year veterinary physiology course at our institution was modified to incorporate a blended learning approach. An analogy centered around a fast-food restaurant was introduced via an animated video to explain key concepts using an online module. Students completed the module on their own time and class time was optional for asking questions or obtaining clarification as needed. Learning was assessed using the same set of multiple-choice exam questions (MCQs). As hypothesized, students using the online module performed equally well (significantly better for those in the lower quartile) on three summative MCQs to those who received the same information delivered by traditional lecture. Student feedback identified positive aspects regarding blended learning using the analogy, including dynamic visuals, ability to work at their own time and pace, and ease of repeating information. Students cited lack of discipline and poor time management as obstacles to completing the module. Changing the anatomy and physiology of the hypothalamus and pituitary gland from static images and text to an animated video significantly improved student’s preference for the blended learning approach. Blended learning and the analogy was preferred by 47% of students over the traditional lecture format (21% preferred traditional lecture and 32% were indifferent) and it was more effective in helping students master this important physiological concept.

Post-event debriefing has been described as an effective tool in improving learning achievements in simulator-based teaching. This article examines the effect of structured post-event debriefing sessions in simulator-based veterinary clinical skills training. Nineteen Namibian veterinary students took part in instructor-led practice, self-directed practice with structured post-event debriefing and self-directed practice without debriefing (control) at three different learning stations in a veterinary clinical skills laboratory. Students evaluated their practice experience using Likert-type scales, and learning achievements were assessed using an objective structured clinical examination (OSCE). The results show that the choice of practice model had no significant effect on learning achievements overall. However, at individual learning stations, different practice models showed significant differences regarding effect on learning achievements. Students generally preferred practice sessions with some form of instructor involvement but the importance of instructor guidance was rated differently at each individual learning station.

Aim: Quality parameters are determined with accreditation standards in higher education institutes. EAEVE carries out international accreditation practices in our country. In this study, the last statuses of Turkish veterinary faculties in accreditation processes are evaluated as of December 2020. Besides, evaluation of the current status of Ankara University Faculty of Veterinary Medicine (AUFVM) in accordance with European System of Evaluation of Veterinary Training (ESEVT) 2019 Standard Operating Procedures (SOP) criterion is aimed as an example from Turkey. Materials and Methods: In this study, the accreditation status of veterinary faculties in Turkey are evaluated. The data of AUFVM is evaluated following EAEVE’s current 2019 SOP criterion and found out that the faculty is insufficient for 7 out of 22 main indicators. Excel file provided by European System of Evaluation of Veterinary Training (ESEVT) is used to calculate of the last 3 years' data of the faculty. Results: As of December 20, there are 27 fully accredited veterinary schools out of 101 members of EAEVE. Accordingly, there are 3 approved faculties out of 13 member faculties of EAEVE in Turkey as of December 2020. AUFVM is identified as the first member and approved faculty of EAEVE. As an example of Turkey, AUFVM’s data is compared with foreign approved or fully accreditated veterinary schools and strengths and weaknesses are determined. Conclusion: This study has authentic value in terms of being the first study in Turkey according to the EAEVE's last criteria (2020) as a quality commitment of accreditation processes. Consequently, following the latest accreditation criterion for all veterinary faculties in Turkey besides with novel researches is thought to be important in achieving international standardization of veterinary education., Amaç: Yükseköğretim kurumlarında kalite parametreleri akreditasyon standartlarıyla belirlenmektedir. Ülkemizde uluslararası akreditasyon süreçleri EAEVE tarafından yürütülmektedir. Çalışmada Aralık 2020 itibariyle Türkiye’deki veteriner fakültelerinin güncel akreditasyon durumları değerlendirilmiştir. Ek olarak, Türkiye’den örnek olması açısından Ankara Üniversitesi Veteriner Fakültesinin (AÜVF) güncel akreditasyon durumu Avrupa Veteriner Hekimliği Eğitimi Değerlendirme Sistemi (ESEVT) ve 2019 Standart Operasyon Prosedürleri (SOP) bağlamında incelenmiştir. Gereç ve Yöntem: Araştırma kapsamında Türkiye’deki veteriner fakültelerinin akreditasyon durumları incelenmiştir. AÜVF’nin verileri EAEVE’nin güncel 2019 SOP kriterleri bağlamında değerlendirilmiş; fakülte 22 ana göstergenin yedisi açısından yetersiz bulunmuştur. AÜVF’nin son üç yılının verilerinin hesaplanmasında ESEVT tarafından sağlanan Excel dosyası kullanılmıştır. Bulgular: Aralık 2020 itibarıyla EAEVE üyesi 101 veteriner fakültesinden 27’si tam akredite durumdadır. Türkiye’de EAEVE üyesi 13 veteriner fakültesinden üçü onaylanmış (approval) statüdedir. AÜVF’nin EAEVE’ye ilk üye olan ve approval fakülte olduğu tespit edilmiştir. Türkiye’den bir örnek olarak AÜVF’nin güncel akreditasyon verileri dünyadaki tam akredite veteriner fakülteleri ile karşılaştırıldığında güçlü ve zayıf yönleri olduğu tespit edilmiştir. Öneri: Araştırma EAEVE’nin akreditasyon süreçlerinde güncel kalite taahhütleri bağlamında (2020) Türkiye’de yapılan ilk çalışma olma özelliğinden dolayı özgün niteliğe sahiptir. Sonuç olarak, Türkiye’deki tüm veteriner fakültelerinin veteriner hekimliği eğitim öğretiminde uluslararası standardizasyonun sağlanması için akreditasyon süreçlerini yakından takip etmelerinin ve değişen kriterlere göre yeni çalışmaların yapılmasının önemli olduğu düşünülmektedir.

To study changes in Journal of Veterinary Medical Education ( JVME) content, this article presents the results of an analysis of a purposeful sample ( n = 537) and demographic analysis of all 1,072 articles published from 2005 to 2019. The findings were compared to a prior analysis of articles from 1974 to 2004. Article length increased, as did the number of authors and institutions per article. Female first author numbers grew at a greater rate than the proportion of female faculty at AAVMC-accredited colleges. Close to 85% of articles were by authors in the US, UK, Canada and Australia, while 40 other countries contributed the remainder. The primary topics of papers published from 2005 to 2019 were student affairs (17.3%), professional skills (15.1%), courses and curricula (12.7%), specialty/disciplinary training (12.5%), and technology/information resources (11.5%). The prevalence of articles with an identified research methodology grew from 14.2% in 1974–2004, to 55.9% ( n = 300) in 2005–2019. Among research articles, 54.7% reported an intervention and 70.3% included a comparison. Random assignment to experimental or control conditions occurred in 32 articles (15.2%). Qualitative inquiry expanded, with 16.3% of research articles using this methodology alone. The most cited article was a review paper discussing the human-animal bond. Descriptions of courses and curricula constituted the majority of articles over the journal’s lifespan, while no pattern was discerned between major reports in veterinary education and subsequent publications on that topic. Over the last 45 years, JVME has transitioned from a newsletter to a scholarly publication, with ongoing evolution.

Abstract Veterinary education is becoming more and more complex, but the ultimate goal—providing an education that will prepare students for entry-level positions in the profession—remains the same. Often, hands-on work with living animals aimed at achieving core competencies is relegated to the final year of the veterinary curriculum. But, incorporating honeybees allows introduction of these important concepts during earlier years of veterinary student training. In addition, honeybees are under severe threat from a multitude of health problems, and this has dire implications for our own food supply. Veterinarians need to be actively involved in addressing this health crisis. Ever since the US FDA implemented its Veterinary Feed Directive rule, which dictates how certain antimicrobials can legally be administered in the feed or water of food-producing animals, and made changes to its policy on the use of medically necessary antimicrobials on bees, honeybees have fallen under the direct purview of veterinarians, highlighting the need for greater literacy in honeybee health. The present manuscript describes reasons why and ways how honeybees can play a larger role in the education of veterinarians in the United States.

Animal welfare science features interdisciplinary and collaborative working across fields, spanning behavioural ecology, psychology, veterinary sciences, economics and fundamental biology. However, education research is not yet prevalent within the animal welfare literature. In a Web of Science search there were 188 papers which specifically discussed or explored how to teach animal welfare from 1978 to 2017. Of these, only 34% (n = 61) specifically focussed on instructional design or pedagogical research, and these were predominantly within veterinary education (57%). Despite this, the literature is in broad agreement that animal welfare education is an important topic that should be done well. Within the UK, there were a possible 586 animal-related courses within Universities College Admissions Service database for potential students to choose from, highlighting the significance of robust and considered educational practice. The current gaps identified in the literature were discussion of hidden curriculums outside of veterinary degrees, animal-centred education, the blueprinting of assessment and authentic assessment. Therefore, this review proposes that animal welfare scientists interested in education consider discipline based educational research (DBER) practices, and engage more fully with the educational research literature. A key component of DBER is the recognition that specialist knowledge needs to be taught by specialists, and so it is important that animal welfare scientists begin to access educational research too.

Medical disputes in veterinary practices are widespread; yet, a limited amount of research has been conducted to investigate the factors contributing to medical disputes. This study examined veterinarians’ and clients’ perceptions regarding risk factors and possible solutions to medical disputes. A total of 245 respondents from Taiwan, including 125 veterinarians and 120 clients, completed an electronic self-administered, semi-structured questionnaire in 2022. The questionnaire covered six dimensions: medical skills, complaint management, the attitudes of stakeholders during interactions, medical expenses, clients’ perspectives, and communication modes. The results highlighted significant differences in the perceptions of risk factors for inducing medical disputes and possible solutions between clients and veterinarians in veterinary practice. First, young veterinarians and clients perceived medical skills as the highest risk factor for inducing medical disputes, while experienced veterinarians disagreed (p < 0.001). In addition, veterinarians with medical dispute experience identified stakeholders’ attitudes during interactions as the top contributing factor. Second, regarding possible solutions, all veterinarians preferred offering clients cost estimates and cultivating empathy and compassion towards them. On the other hand, clients underscored the importance of obtaining informed consent for treatments and expenses and suggested that veterinarians should supply comprehensive written information to facilitate this process. This study underlies the importance of understanding stakeholders’ perceptions to mitigate medical disputes and advocates for improved communication education and training for young veterinarians. These findings provide valuable insights for veterinarians and clients, contributing to preventing and managing medical disputes in veterinary practices.

The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.

U radu je prikazano osnivanje veterinarskog školstva od samog početka u Lyonu 1762. g. do 1919. kada je osnovan Veterinarski fakultet u Zagrebu, a spomenuti su i osnivači, odnosno ravnatelji nekih tadašnjih veterinarskih škola. Prikazan je i pregled civilne i vojne organizacije veterinarstva po pojedinim tadašnjim državama. Budući da su veterinari u Hrvatskoj bili većinom školovani u Beču, to ćemo razvoj školstva i veterinarstva u Beču obraditi u posebnom radu. U Francuskoj je 1880. g. uz 419 vojnih veterinara djelovalo i 3 015 civilnih veterinara, ili ukupno 3 434 veterinara. U talijanskoj vojsci ukupno je bilo 142 veterinara, a u španjolskoj vojsci je 1881. g. bilo ukupno 252 veterinara. U belgijskoj vojsci 1868. g. bilo je 34 vojnih dok je bilo i 392 civilnih veterinara, a u Austriji u civilnoj službi bio je 297 veterinara. U Saskoj 1874. g. djeluje više od 200 civilnih veterinara i oko 40 vojnih veterinara, koji od 1864. g. imaju zajedničko veterinarsko društvo. U Prusiji se iz Naredbe od 21. 5. 1875. g. veterinarstvo potpuno odvaja od lječništva, a uz vojne veterinare bilo je ukupno 1 700 civilnih veterinara, i to 39 oblasnih, 422 kotarska, 16 graničnih i oko 1 000 privatnih veterinara. U Badenu su djelovala 54 kotarska veterinara, 65 u slobodnoj praksi i 20 vojnih veterinara i veterinarskih referenata, a u Würtenbergu je bilo 268 civilnih veterinara i 31 veterinar uposlen u vojsci. Nastava je u 19. stoljeću u Francuskoj u Lyonu od 1813. g. trajala 2, odnosno 3 godine, a od 1825. g. trajala je 4 godine. U Španjolskoj je nastava trajala 4, odnosno 5 godina. U Mađarskoj je u Budimpešti nastava 1851. g. godine trajala 2 semestra, a od 1875. g. trajala je 3 godine da bi od 1899. g. bila produžena na 4 godine, potom od 1922. g. studij traje 9, a od 1951. g. 10 semestara. U Njemačkoj je u Hannoveru nastava do 1845. g. trajala 2 godine, a od 1851. produžava se na 3 godine. U Berlinu nastava od 1836. g. traje 6 ili 7 semestara, a od 1878. g. sva je nastava produžena na 7 semestara. U Njemačkoj je u Münchenu studij od 1790. g. trajao 3 godine., This paper presents the establishment of veterinary education from its beginnings Lyon in 1762, until 1919, when the Faculty of Veterinary Medicine was established at the University of Zagreb (Croatia). It also presents an overview of the civil and military organization of the veterinary practice in former states. Since the majority of veterinarians from Croatia were educated in Vienna, the development of veterinary education in Vienna will be considered elsewhere. In 1880, there was a total of 3,434 veterinarians in France, of whom 419 were military veterinarians and 3,015 were civilian veterinarians. The Italian army included 142 veterinarians, while the Spanish army included 252 veterinarians in 1881. In 1868, the Belgian army had 34 military veterinarians, and 392 civilian veterinarians. In Austria there were 297 veterinarians in the civil service. In Saskia province, more than 200 civilian veterinarians and about 40 military veterinarians were employed, and the veterinary society was established in 1864. According to an 1875 Regulation, the veterinary practice was completely separated from the medical practice in Prussia, where in addition to military veterinarians, the total of 1,700 veterinarian also included 39 regional, 422 community, 16 border and about 1,000 private veterinarians. Baden province had 54 community veterinarians, 65 practitioners and 20 military veterinarians and veterinary officers. In Würtenberg province, there were 268 civilian veterinarians and 31 military veterinarians. In the 19th century, veterinary education began in France (Lyon) in 1813 with a 2 or 3-year programme, but in 1825 was extended to 4 years. In Spain, the education lasted for 4 or 5 years. In Hungary, Budapest, the education began in 1851 and lasted 2 semesters, in 1875 it lasted 3 semesters, and finally in 1899 it was extended to 4 years. In 1922, the programme lasted for 9 semesters and from year 1951 for 10 semesters. In Germany, Hannover since 1845, education lasted for 2 years and in 1851 it was extended to 3 years. In Berlin, the education started in 1836 and lasted for 6 or 7 semesters, and from 1878 was extended to 7 semesters. In Germany, München, the study of veterinary medicine began in 1790 and lasted for 3 years.

Bovine pregnancy diagnosis (PD) by transrectal palpation (TRP) is an important skill for veterinary graduates. Factors influencing students’ PD accuracy were investigated to optimize bovine PD by TRP training without increasing live animal exposure. The objective was to determine whether arm length and strength, proprioception, and exposure to a 6-week exercise training program were significantly associated with students’ PD accuracy. Veterinary students ( n = 128) who had previously received formal theoretical and practical training in bovine TRP and PD (live cows and TRP simulators) were assessed for PD accuracy on live cows. Prior to assessment, arm muscle strength measurement, an exercise program, and additional TRP sessions on Breed’n Betsy® simulators and live cows were offered to the students. Seventy-eight students volunteered to participate in the arm length measurement, muscle strength, and proprioception testing. Of these, 35 randomly allocated students completed a 6-week exercise program, after which muscle strength was reassessed. Each student performed PDs on six cows of which the pregnancy status, ranging from 6 weeks to 9 months pregnant or not pregnant, was predetermined by an experienced veterinarian. PD accuracy was measured as sensitivity and specificity, being defined as the proportion of pregnant or nonpregnant cows, respectively, correctly identified by the student. It is concluded that hand grip strength and participation in an exercise program are significant predictors of veterinary students’ PD accuracy. Implementation of an exercise program aimed at improving grip strength in the veterinary curriculum is a novel approach to improve bovine TRP and PD training.

Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degrees such as veterinary medicine where students need the flexibility to undertake intra and extra-mural activities in order to develop the range of competencies required to achieve a professional qualification. Yet it is unclear how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial. This article evaluates blended learning through review of student feedback from a 4-week-clinical module in a veterinary degree programme. The module combined face-to-face sessions with online resources. Feedback was collected using a structured-online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from the student learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of the face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities whereas online resources were considered effective for facilitating module organisation and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills where students valued a combination of visual resources and practical activities. Although this study identified several limitations with online resources, which need to be addressed when constructing blended courses, blended learning shows potential in clinical courses to enhance student-led learning.

As an independent specialty, veterinary medicine was finally formed in Russia during the organization and implementation of the state policy and program of higher professional (veterinary) education in the country. The prerequisites for this were the social demands of society and the needs of the state, dictated by the economic, environmental, social and historical motives of an agrarian country of an entire continent.

RESUMEN La investigación tuvo como objetivo determinar el uso y efectividad de los entornos virtuales de aprendizaje (EVA) en el rendimiento académico de los estudiantes de Medicina Veterinaria de la Universidad Nacional Pedro Ruiz Gallo (UNPRG), Chiclayo, Perú. Se trabajó con 192 estudiantes del primero al décimo ciclo, matriculados en nueve asignaturas de formación genérica, específica y de especialidad. Se les aplicó un cuestionario de 39 preguntas con respuestas tipo Likert de cuatro valoraciones. El alfa de Cronbach fue de 0.937 para el nivel de uso y 0.912 para efectividad de los EVA (Entorno Virtual de Aprendizaje). La valoración del rendimiento académico se realizó a partir de las notas en acta en sistema vigesimal. La mayoría de los estudiantes estuvieron medianamente de acuerdo en todas las dimensiones del uso, menos en la intención de uso. Asimismo, los de 16 a 20 años ubicados en el I al IV ciclo tuvieron un nivel de uso bajo (p0.05) y X2=0.57 (p>0.05), respectivamente. Los indicadores de intención de uso, actividades a realizar, recursos empleados, didáctica y naturaleza de la carrera se constituyeron en factores críticos de la tarea educativa en un entorno virtual. ABSTRACT The aim of this study was to determine the use and effectiveness of virtual learning environments (EVA) in the academic performance of Veterinary Medicine students at the Pedro Ruiz Gallo National University (UNPRG), Chiclayo, Peru. The study included 192 students from the first to the tenth cycle, enrolled in nine generic, specific and specialty training subjects. A questionnaire of 39 questions with Likert-type responses of four ratings was applied to them. Cronbach's alpha was 0.937 for the level of use and 0.912 for the effectiveness of the VLEs (Virtual Learning Environment). The assessment of academic performance was carried out from the grades obtained under the vigesimal system. Most of the students were in moderate agreement in all the dimensions of use, except in the intention of use. Likewise, those from 16 to 20 years of age located in the I to IV cycle had a low level of use (p0.05) and X2=0.57 (p>0.05), respectively. The indicators of intention to use, activities to be carried out, resources used, didactics and nature of the degree program became critical factors of the educational task in a virtual environment.

The purpose of the article is to outline the role of Kharkiv in creation of the veterinary education system in the south of the Russian Empire, to highlight the achievements of Polish scientists in that process, and to popularize the knowledge of this aspect of the Polish-Ukrainian history as an example of fruitful collaboration between Poles and Ukrainians during the period of statelessness of both nations. At the beginning of the 19th century, Kharkiv became one of the first cities of the Russian Empire where foundations of veterinary education were laid. A special department was formed at the university: the Veterinary School, which later became the Veterinary College and the Veterinary Institute. During the 19th and early 20th centuries Polish scientists created a system of veterinary education in Eastern Ukraine. The most important role was played by Karol Wiśniewski, the pioneer of veterinary education in Ukraine as a whole, Napoleon Halicki, the first and long-standing head of the Veterinary College, and Jerzy Poluta, one of the authors of the plan for its conversion into the Veterinary Institute. Considering their great services, the Polish scientists deserve to be remembered. Their memory is preserved by the Kharkiv State Zooveterinary Academy, the main research and educational centre in Eastern Ukraine and heir to the scientific traditions initiated in the 19th century.

The importance of communication skills in veterinary medicine has been increasing for a long time. The aim of this article is to investigate how theoretical training, role-playing, and standardized/simulated client (SC) methods improve senior (fifth-year) veterinary students’ skills in breaking bad news. The study was carried out with 67 volunteer senior students. The research was designed from a pre-test and post-test control group pattern. All students encountered the SC. After pre-tests, theoretical training was given to Experimental Group A (EGA) and Experimental Group B (EGB). Then, only the students in EGA role-played together. Each student completed a checklist consisting of 10 basic items after pre-tests and post-tests. After post-tests, focus group interviews with open-ended questions were conducted. In the pairwise comparisons, EGA’s and EGB’s adjusted post-test mean scores were significantly higher than the control group’s ( p < .001). EGA’s and EGB’s post-test scores were found to be significantly higher than their pre-test scores. Women’s empathy and eye contact scores were found to be statistically higher than men’s scores. This study is the first of its kind in Turkey to use SCs and peer-to-peer learning with role-play simulations in training students about breaking bad news in veterinary medicine. These findings show that theoretical training and role-playing has an impact on senior veterinary students’ skills in breaking bad news.

The recent changes in curricula in veterinary medicine have changed the delivery and focus on veterinary pharmacology and therapeutics, resulting in a perceived lack of knowledge of pharmacology and therapeutic decision making in recent graduates. To aid veterinary pharmacologists and clinicians teaching clinical pharmacology, core competencies were drafted by a working group. Following this process, a Delphi study was performed to come to a consensus on day-1 competencies in veterinary pharmacology and therapeutics. The described competencies could be useful to a variety of stakeholders in veterinary pharmacology, including those teaching veterinary pharmacology worldwide. Secondly, they could form the basis of vertical alignment of the subject within schools and across the world, as well as serving to frame the integration of veterinary pharmacology and therapeutics into competency-based veterinary education.

Veterinary education establishments (VEEs) and veterinary statutory bodies (VSBs) play key roles in ensuring the effectiveness of veterinary professionals and delivery of competent national veterinary services (VS). Recognizing the need to address the quality of veterinary education and the role of VSBs for its member countries/territories (Members), the World Organisation for Animal Health (OIE) has organized conferences, workshops, and ad hoc groups leading to the development of recommendations and guidelines and the introduction of active programmers on veterinary education. In Asia and the Pacific region, veterinary education and practice as well as regulatory approach among Members vary considerably, and limited information is currently available publicly. In 2018, the OIE organized a workshop for VEEs and VSBs in Asia and the Pacific region, for which participants completed a questionnaire regarding each country’s situation relating to veterinary education, regulations, and professionals. The questionnaire results showed that most Members and Observers (Members/Observers) in Asia had at least one VEE and that the OIE guidelines for VEEs are widely used. Similarly, most Members/Observers in Asia had a VSB or equivalent authority that oversees the quality and competence of veterinarians. Some challenges were also revealed, including variations in the roles, responsibilities, and level of autonomy of VSBs and weak collaboration/coordination among the key in-country/territory stakeholders of veterinary education. The OIE offers Members recommendations and guidelines as well as several programs and activities aiming to strengthen the VS, VEEs, and VSBs, including the evaluation of veterinary services’ performance, the VEE and VSB twinning projects, and conferences and workshops.

Zusammenfassung Gegenstand und Ziel Die simulationsbasierte Lehre hat in der tiermedizinischen Ausbildung weltweit immer mehr Bedeutung und ist mittlerweile in Form von Skills Labs ein fester Bestandteil an allen deutschen tiermedizinischen Bildungsstätten. Studierende und Dozierende der Stiftung Tierärztliche Hochschule Hannover (TiHo) zeigten eine gute Akzeptanz für den Aufbau und die curriculare Nutzung eines Clinical Skills Lab (CSL). Weiterführend sollen nun die Perspektiven hochschulexterner Interessenvertreter untersucht werden, um die Akzeptanz einer solchen Einrichtung unter klinisch tätigen Tierärzten/-innen zu erfassen. Zusätzlich werden durch die Befragung von Experten/-innen deren Erfahrungen bei der Implementierung eines CSL in die tiermedizinische Lehre berücksichtigt. Material und Methoden Es wurden semistrukturierte Leitfadeninterviews mit Alumni der TiHo, mit leitenden Tierärzten/-innen verschiedener Kliniken und Praxen in Deutschland sowie mit leitenden Experten/-innen einiger der größten tiermedizinischen CSLs weltweit durchgeführt. Ergebnisse Die Interviews zeigten einen Bedarf bei leitenden Tierärzten/-innen und Alumni nach einer Verbesserung der klinisch-praktischen Ausbildung von Tiermedizinstudierenden und die Befragten konnten sich vorstellen, dass die Lehre im CSL hierbei eine tragende Rolle spielen könne. Insgesamt plädierten die Teilnehmenden für eine verpflichtende Implementierung simulationsbasierter Lehre im Curriculum. Schlussfolgerung Die Untersuchung legt nahe, dass die Ausbildung klinisch-praktischer Fertigkeiten von Studierenden der Tiermedizin laufend an die Anforderungen der klinischen tierärztlichen Berufstätigkeit angepasst werden sollte. Hochschulexterne Interessenvertreter scheinen den Einsatz eines CSL zur Verbesserung der entsprechenden Fertigkeiten zu unterstützen und eine weitergehende Implementierung in das Curriculum zu befürworten.

As part of an OIE Veterinary Education Twinning Project linking The University of Queensland, Australia and Nong Lam University, Vietnam, the limited access to animal and clinical resources was identified as an impediment to high quality veterinary education at Nong Lam University. However, student focused, simulated learning spaces, which have been widely adopted in veterinary training, are a cost-effective opportunity to provide initial clinical skills to students in countries where resourcing is constrained. In clinical skills training facilities, students use models and simulators to practice their clinical skills to develop the confidence, competence and muscle memory to enter the clinical phase of their training. While high-fidelity veterinary simulators and models are expensive, effective models for foundational clinical skills development can be built in-house for students to practice their skills authentically. This article outlines the cost effective establishment of a veterinary clinical skills training facility at Nong Lam University.

A growing interest in the use of digital game-based learning has been identified in veterinary education. Projects in the development of veterinary game-based environments and scenarios are mostly initiated by veterinary institutions, faculties, or instructors; however, the process of development is complex and often involves expertise from a variety of disciplines. In the collaboration between professionals, discussions often arise about content, and how specific elements should be implemented or edited. As discussions are based on the individual experts’ varied disciplines, it can be difficult to achieve a common language, and this leads to blockage and frustration in the development process. In 2012, the University of Copenhagen launched a project on digital game-based learning aimed at veterinary and agriculture students. The overall goal was to develop learning games for herd health management in pig production. The project was carried out in a collaboration between professional game developers, educational/didactic experts, and veterinarians. From early in the process, we identified a need to communicate across disciplines. Therefore, the framework of the Serious Game Development Triangle (SDT) was developed as a tool to facilitate a common language for solving complex issues. The SDT consists of three orientations: games, school, and professionalism. These three orientations are topics that are required considerations when developing a serious game that seeks to teach skills for a specific profession. The SDT contributed to improved understanding across disciplines and made the development process more progressive.

As central members of the veterinary education community, students are well placed to highlight current problems in veterinary education. Motivated by the lack of current formal student involvement, the largest global veterinary student association, the International Veterinary Students’ Association (IVSA), realized the necessity for students to express their opinions within the veterinary education field. Thus, two standing committees related to veterinary education were created: the Standing Committee on One Health in 2013 and the Standing Committee on Veterinary Education in 2014. For 7 years, veterinary students have been acting in a four-dimensional plane to involve students in (a) electronic educational resources and e-learning, (b) interdisciplinary collaboration and One Health, (c) curriculum involvement, and (d) vocational guidance. Through multiple projects, such as student and tutor interaction, idea exchanges, development of e-resources, and curriculum development campaigns, IVSA has managed to increase awareness to students and schools of the important role students play within veterinary education. This article highlights students’ ability to work together to help other students learn and succeed within their veterinary studies, as well as the necessity for student engagement in curricular renewal and development. Consequently, IVSA’s projects and achievements are described, highlighting a from students—to students approach to promote active student involvement in veterinary education and curricula globally.

Purpose: Integrating basic sciences with clinical disciplines while fostering clinical reasoning capabilities is difficult. We investigated the utilisation of diagnostic specimens and, a cooperative, case-based learning and teaching model to integrate principles of antimicrobial drug pharmacology and microbiology in the fifth year of a veterinary course. Methods: In small groups, students were assigned diagnostic specimens from which they isolated and identified clinically relevant microorganisms and then performed antimicrobial susceptibility tests based on a review of pharmacology, microbiology and pathophysiology. Results were recorded and analysed followed by a student-led integrative tutorial. Learning outcomes were assessed via individually written reports discussing the disease process, interpretation of diagnostic results and, recommendations and rationales for therapeutic interventions. Results: This approach yielded high quality student reports that conformed to antimicrobial prescription guidelines with consistently high summative assessment scores. Mean scores for the final report in this learning activity were: 82 ± 12%, 80 ± 12% and 80 ± 11% for 2015, 2016 and 2017 cohorts respectively; over the same time period, 98 ± 1% of students indicated that these learning activities facilitated the development of confidence, professional knowledge and skills. Discussion: This was a consistent approach for integrating principles of veterinary pharmacology and microbiology in clinical disciplines. These data illustrate the benefit of a systematic application of a cooperative, case-based learning and teaching model in integrating pre-clinical and clinical disciplines in a bachelor of veterinary science course.

The teaching of animal welfare in Indian veterinary education is limited. Current knowledge and attitudes to animal welfare and euthanasia, and the effect of a targeted educational intervention, were assessed in 84 Indian national and 49 non-Indian veterinarians attending a 2-week training course run by the Worldwide Veterinary Service in Tamil Nadu. A pre-intervention questionnaire, comprising knowledge and attitude questions on animal welfare and ethical issues, was completed. Fifteen students were then retained as a control group. The intervention group was exposed to a predesigned lecture and case studies (day 6). At the end of the course (day 12), another identical questionnaire was completed. Initially, there was no difference in knowledge of the control or intervention groups of Indian participants. Overall knowledge scores were lower in Indian participants compared with non-Indian participants ( p < 0.05). Both groups’ scores increased after the course ( p < 0.05), with the Indian participants improving the most. Indian participants’ attitudes were supportive of animal welfare and euthanasia prior to the intervention. Improvements in scores, with some reaching significance ( p < 0.05), were observed post-intervention. Non-Indian participants’ attitudes were more supportive of animal welfare and euthanasia with strongly agree/ strongly disagree chosen more frequently than Indian responses. Both groups’ self-assessment of their understanding of these topics improved post-intervention ( p < 0.01). No prominent differences were found in questionnaire responses in the control cohort. This study shows that a targeted educational intervention impacts on Indian veterinarians’ knowledge and attitudes toward animal welfare and euthanasia, and is relevant to organizations aiming to improve animal welfare standards in India.

Clinical reasoning is an important skill for veterinary students to develop before graduation. Simulation has been studied in medical education as a method for developing clinical reasoning in students, but evidence supporting it is limited. This study involved the creation of a contextualized, standardized client simulation session that aimed to improve the clinical reasoning ability and confidence of final-year veterinary students. Sixty-eight participants completed three simulated primary-care consultations, with the client played by an actor and the pet by a healthy animal. Survey data showed that all participants felt that the session improved their clinical decision-making ability. Quantitative clinical reasoning self-assessment, performed using a validated rubric, triangulated this finding, showing an improvement in students’ perception of several components of their clinical reasoning skill level from before the simulation to after it. Blinded researcher analysis of the consultation video recordings found that students showed a significant increase in ability on the history-taking and making-sense-of-data (including formation of a differential diagnosis) components of the assessment rubric. Thirty students took part in focus groups investigating their experience with the simulation. Two themes arose from thematic analysis of these data: variety of reasoning methods and “It’s a different way of thinking.” The latter highlights differences between the decision making students practice during their time in education and the decision making they will use once they are in practice. Our findings suggest that simulation can be used to develop clinical reasoning in veterinary students, and they demonstrate the need for further research in this area.

Empirical evidence demonstrates that student learning outcomes improve when animations are developed in alignment with the design principles of the cognitive theory of multimedia learning (CTML). The extent to which these principles are used in the design of veterinary instructional animations is unknown. In this study, we reviewed the veterinary education literature for articles that discussed specific veterinary medical animations as learning resources. The 30 referenced animations accessed through this search were analyzed to determine whether they used the CTML’s 11 major design principles. Analysis revealed that the animations most commonly adhered to only 4 principles: coherence, redundancy, modality, and spatial contiguity. The majority of the 11 CTML principles were used in fewer than 40% of the animations. We also examined the alignment between raters’ perceptions of the effectiveness and enjoyment of the animations and adherence to the design principles. Analyses revealed that the animations deemed by raters as most enjoyable and effective did not utilize more design principles than animations they viewed as least enjoyable and effective. The results of this study indicate many missed opportunities to increase learning by developing animated learning resources according to empirically based design principles. Decisions to include specific animations in instruction should be based on whether the resources include elements that have been shown to increase learning rather than subjective perceptions of effectiveness and enjoyment.

Antimicrobial resistance (AMR) is a profound threat to human and animal health. Antimicrobial prescribing behaviours are influenced by psychological factors such as knowledge, beliefs, and emotions. As future antimicrobial prescribers, it is important to understand beliefs about AMR and stewardship among veterinary (vet) students. This cross-sectional online survey assessed vet students’ self-reported behavior, knowledge, and beliefs in specific relation to antibiotic resistance (ABR) and antibiotic usage. Participants were early years (first- and second-year; n = 460) and later-years (third- and fourth-year; n = 113) undergraduate vet students from three UK universities. Self-reported antibiotic-related behaviors were responsible among most students. Knowledge about ABR and stewardship was moderate among early years students and good among later years students. Vet students typically believed that vets had less responsibility for both causing and preventing ABR than other groups (animal owners, human medics, and the public). This study offers evidence that vet students (along with other groups) tend to lay greater responsibility for ABR/AMR outside of their own profession, which may impact their future prescribing behaviors. It is vital that AMR and antimicrobial stewardship are embedded across veterinary curricula, and that the One Health nature of the challenge posed by AMR is emphasized to encourage shared responsibility across all stakeholder groups, thereby helping to reduce ‘other-blaming’ for AMR.

The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.

Given the move toward competency-based veterinary education and the subsequent reevaluation of veterinary curricula, there is a need for specialties to provide guidance to veterinary college administrators and educators on the core knowledge and skills pertaining to their specialty to ensure their inclusion in revised or redesigned curricula. The American Society for Veterinary Clinical Pathology (ASVCP) Education Committee sought to create a list of competencies specific to clinical pathology expected of graduating veterinarians. The stimulus for this project was the American Veterinary Medical Association Council on Education Standards of Accreditation for Colleges of Veterinary Medicine, further driven by the 2018 publication of the Association of American Veterinary Medical Colleges Competency-Based Veterinary Education Working Group framework. The recommendations made in this document are the culmination of the 2016 ASVCP Education Forum for Discussion, multiple remote subcommittee communications, and feedback obtained from ASVCP membership. The final framework includes 8 clinical pathology–focused domains of competence with 20 clinical pathology competencies and 61 clinical pathology illustrative sub-competencies. The clinical pathology–focused domains of competence are: the pre-analytical phase of testing, laboratory medicine and instrumentation, principles of test selection and interpretation, hematology and hemostasis, chemistry, endocrinology, urinalysis, and cytology. These are not intended to replace the nine established AAVMC domains of competence with supportive competencies and illustrative sub-competencies but to guide institutions for how clinical pathology aligns within the competency-based veterinary education (CBVE) framework for the practice-ready veterinary graduate. This clinical pathology competency framework may prove useful and empowering during discussions of curriculum revisions and redesigns.

Veterinarians play a critical role in providing nutrition consultation and supporting clients to adopt healthy dietary habits for their pets; thus applicable, informative nutrition education in veterinary schools is essential. The aim of this study was to explore incoming veterinary students’ perceived importance, emphasis, and confidence in the veterinary nutrition education they will receive. First-year veterinary students at all 5 Canadian and 5 randomly selected US veterinary schools were invited to complete a 31-item questionnaire. Response rate was 34.6% (n = 326). Descriptive statistics and multivariate logistic regression were performed. While most students (92%) considered nutrition education to be an important component of veterinary training, 64% felt it will not be a subject of great emphasis. Veterinary students at schools with a board-certified veterinary nutrition faculty were more likely to perceive higher emphasis on nutrition education (p

A study of the curriculum offered by veterinary colleges in the United States was performed on the topic of veterinary forensic science, the field of science utilizing the expertise of a veterinarian to gather and interpret evidence associated with animal crime (i.e. animal abuse and/or neglect). In this study, data was collected from 30 United States veterinary colleges in regard to curriculum accessible to veterinary students, specific to the field of veterinary forensic science. Each school provided any mention and characterization of the topic available to students throughout the four years of veterinary education, including lectures in core courses, lectures worked into elective courses, and/or separate elective courses. Completion of this study revealed the inconsistencies of training in veterinary forensic science found at the colleges surveyed. There are no current standards on this topic required for the education of veterinary professionals. Based on this study, 13 colleges (43.3%) provide some mention of the topic in their course work and seven colleges (23.3%) provide a specific elective course, while 10 colleges (33.3%) offer no training at all in veterinary forensic science. With mandated reporting in 18 of the 50 states, new graduates are expected to be competent at recognizing and reporting suspected cases of animal abuse/neglect; however, many veterinarians have never even been exposed to the topic of veterinary forensics during their education.

Learning objectives (LO) are the foundation of a competency-based curriculum, but no studies assess how students use LO for exam preparation and/or their general attitudes toward LO. Therefore, the objectives were to evaluate how much veterinary students use LO to study, assess student attitudes toward simple and expanded LO, and determine if LO type impacts grade performance. An alternative-treatment design with pre-test and nonrandom groups was used. Veterinary students in the Endocrine Systems course in the 2019 spring ( n = 89) and fall ( n = 86) semesters were invited to participate and provided with simple and expanded LO, respectively. After an examination, participants completed an online survey before and after receiving their grade. Overall, 114 students (65%) responded. The percentage of students using simple versus expanded LO was not statistically different (χ2 = 1.874, df = 1, p = .171). Fifty-five students did not use LO; the majority (76.4%) preferred other study methods. Independent samples t-tests found no significant differences in student perceptions of helpfulness ( t(30) = −1.118, p = .272), format ( t(29) = 0.813, p = .423), or relevance ( t(30) = 0.326, p = .747) between simple and expanded LO. Students agreed that LO were helpful ( M = 3.33) and well formatted ( M = 3.42) and that the provided information was relevant and detailed ( M = 3.36). An ANOVA tested whether exam grade differed between students using simple versus expanded LO and for students who did not use LO; no significant differences were found ( F(2,78) = .087, p = .917). In conclusion, students did not prefer more detailed LO and LO use did not impact grade performance.

A veterinary education is costly and time-consuming, so it is in the best interests of applicants and colleges alike that admissions processes be fair and select applicants who are likely to succeed. We employed a case-control study to explore whether any of 28 admissions variables used by a veterinary college located in the Midwest region of the United States predicted which students would encounter academic difficulty in the veterinary curriculum. Participants were selected from the veterinary classes admitted between 2008 and 2017. We defined academic difficulty cases ( n = 55) as any students dismissed from the program or placed on academic probation. Controls ( n = 220) were selected at random from the same classes, excluding the academic difficulty cases, students with honor code violations, or any who had exited the program early for any reason other than participation in a concurrent program. Admissions variables included gender, citizenship, underrepresented status, state of residence, age, interview scores, GPA (science), GRE scores, undergraduate credits, participation in honors courses, community college credits, repeats/withdrawals of required undergraduate courses, course load, and admissions committee review criteria including work experience, animal/vet experience, references, essays, leadership, personal development, special circumstances, and overall committee score. Zero-order correlations for academic difficulty were significant for underrepresented status, age, GPA (science), verbal and quantitative GRE scores, repeats/withdrawals, and references. When combined in logistic regression, only science GPA, verbal GRE, and references significantly and independently predicted struggler status.

“Open Science” encourages researchers to improve the reliability, repeatability and reproducibility of results. While stemming from the reproducibility crisis in psychology, open science is relevant for all fields. In education research these practices include pre-registering experimental designs, sharing analyses where appropriate, and pre-printing research reports. How can veterinary education implement these lessons? In this short opinion piece, following the ‘Open Science for VetEd’ workshop, hosted at the VetEd 2021 Annual Conference, I discuss what opportunities open science presents for veterinary education researchers, and why these approaches can benefit the field.

Background There has been increasing concern expressed about the welfare of exotic pets worldwide. For the purposes of this article, an exotic pet is considered to be a non-domesticated species, where there are knowledge gaps on good practice (minimum standards of care), veterinary diagnostics and treatments. The categories of exotic pets included in this study were: small mammals ( 20 kg), birds, reptiles, amphibians, fish and invertebrates. Dogs, cats, rabbits, hamsters, gerbils, guinea pigs, mice, rats, and ferrets were excluded from the study. An online survey of pet owning staff at University College Dublin was conducted between July and August 2020 to provide the first empirical data for Ireland. In this pilot study (the first in this thematic series) we aim to characterise exotic pet ownership, the challenges and benefits of keeping exotic pets, and access to veterinary services from the pet owner’s perspective. Results Using an online survey this pilot study gathered evidence from 83 domestic and 32 exotic pet owners within the staff (n = ~ 3600 FTE) at University College Dublin, the largest third level institution in Ireland. The prevalence of exotic pet ownership was determined to be 34.4 % of households with more than 10 % of pet owning households owning only exotic pets. Fish (n = 15), reptiles (n = 13) and birds (n = 8) were the most common types of exotic pets. Thirty-four per cent of exotic pet owners never sought veterinary services, the most common reasons were due to lack of local veterinary specialists (n = 10) and good owner knowledge (n = 8). However identifying appropriate guidance on the animals’ needs was a common challenge for exotic pet owners (n = 13). A reasonable monthly cost of caring for an exotic ranged from €20–180, depending on the species. Conclusions This pilot study contains important implications for veterinary education to support the veterinary community with providing services to the exotic pet owning community. Policy issues with exotic pet ownership also need to be considered and further research into the proposed strategies to support the health and welfare of exotic pets should be carried out such as the introduction of white lists and guidelines on responsible pet ownership.

Veterinary medicine and animal science (VMAS) students coexist in asocial, geographic, and economic context that influences personal and career decisions. The goal of this study was to analyze students' perceptions of Animal Welfare (AW) and World Organization for Animal Health (OIE) topics by gender, religion, and stage of study at the school of veterinary medicine in the northeastern Mexican border area. Survey response rate was 60% of VMAS student enrollment, which was divided in basic, intermediate, and advanced academic levels. Student respondents reported animal production followed by animals for companionship and wildlife appreciation as their job placement expectations after graduation. Students in the basic training stage rated AW in general practice to be more important compared with those in intermediate and advanced training (p0.005). Compared with intermediate and advanced level students, students at the basic level considered bioethics, sustainable food production, and OIE animal welfare topics more important (p0.05). Regarding gender differences, compared with male students, their female counterparts rated AW more important, depending on areas of work practice and OIE topics (p0.05).

The article provides a brief historical event series of the formation of the modern appearance of higher veterinary education in Russia - in the Russian Empire and Soviet Russia. Some institutional measures for the formation of a higher school of veterinary medicine, which served as the basis for the subsequent development of veterinary medicine as a scientific direction, are considered. Key words: veterinary

Zoological medicine is an expanding field with limited practical training opportunities for veterinary students. Those training programs that do exist require significant financial and resource investment by both veterinary schools and the zoological organizations involved. This article summarizes the findings of a retrospective survey of students carried out to ascertain the educational value of a compulsory 5-day-long zoo clinical placement for final-year veterinary students. We aimed to explore the placement’s potential impact on students’ knowledge and attitudes toward zoological medicine and the role of modern zoos and conservation. Data were collected by means of an end-of-placement questionnaire ( N = 200) and statistically analyzed for pre- versus post-placement changes and the effect of pre-placement interest and experience on student responses. Despite the placement’s short time frame and lack of opportunity for in-depth comprehensive training in zoological medicine, students reported that the placement had a positive educational impact. More than 90% of students stated that their understanding about modern zoos was good or excellent at the end of the placement (compared with 35.0% before the placement), and 43.0% reported that the placement had a positive impact on their attitudes toward zoos. Students self-reported an increased understanding of the work of zoo clinicians, and there was a highly significant positive change in the students’ reported opinions regarding wildlife conservation in general. We provide preliminary evidence to suggest that even short-duration but immersive zoo-based practical training has positive educational value for veterinary students.

Veterinarians routinely position themselves as the professionals who are most knowledgeable about non-human animals, and the public turns to them for guidance in matters of animal health and welfare. However, as research indicates, there is a considerable gap between what the public thinks veterinarians know and the actual veterinary curriculum. This study investigates the perspectives of veterinary students towards issues of animal welfare and animal rights, based on the results of a 2012 survey. Results indicate that veterinary students have limited and narrow understandings of both concepts, and that their knowledge is shaped by their professional socialization in veterinary education. Despite the enormous ethical complexity and diversity of philosophical perspectives that are inherent to both animal welfare and animal rights positions, veterinary students typically are not adequately prepared for a career that is located at the very center of these debates.

Background: It is reported that expectations from veterinary nurses and veterinarians on the clinical tasks veterinary nurses undertake in practice vary widely. Aims: To understand the difference in tasks and responsibilities reported by veterinary nurses in comparison to veterinarian expectations. Methods: Using an online survey, expectations regarding the capability of veterinary nurses undertaking clinical tasks in New Zealand veterinary clinics, were measured. Respondents were provided with a list of clinical tasks veterinary nurses are routinely trained to perform as part of formal veterinary nursing education, and two tasks veterinary nurses legally are currently not able to perform (cat neuters and dental extractions). Results: There were 288 responses from a veterinary nurse population of 1479 (19%), and 37 responses from a veterinarian population of 2425 (1.5%). Of respondents, 80% took blood samples, 78% placed intravenous (IV) catheters, 95% set-up of IV fluids, 72% carried out veterinary nurse consultations, 62% carried out clinical examinations, many carried out diagnostic testing (e.g. iDEXX/Vetscan (86%), urinalysis (88%), microscopy (51%), taking radiographs (81%)), 54% carried out dental scale and polish, 86% assisted with surgery, and 97% monitored anaesthetics. Veterinary nurses in New Zealand legally are currently not able to perform cat neuters and dental extractions — of these tasks, 25% and 26% of veterinary nurses reported having had training (either formal or informal) on performing cat neuters and dental extractions, with 12% and 16% of veterinary nurses reporting that they undertake this clinical procedure in practice. Conclusions: When looking at a selection of these tasks, comparing how many veterinarians report that veterinary nurses should be undertaking them, results show support for veterinary nurses undertaking these tasks. 100% of veterinarians support veterinary nurses placing IV catheters, with only 78% of veterinary nurses reporting completing this task, and 96% of veterinarians support veterinary nurses undertaking microscopy. In conclusion, veterinary nurses are trained in tasks they are not performing in clinical practice. The justification for this discrepancy is the subject of a future study with the aim of designing practical support for veterinary clinics to utilise the skills of veterinary nurses.

Veterinary practitioners are thought of as guardians of animal health and wellbeing, and are considered important in the development of policies on animals. Measuring veterinary students’ attitudes toward animals and animal use is needed when assessing the effectiveness of education programs focused on animal welfare and ethics. The present study examined Spanish veterinary students’ attitudes toward different types of animal use, their human-directed empathy, and the relationship between these and various personal variables. The sample comprised 200 students who completed an online questionnaire. Attitudes toward animal use varied significantly, depending on the type of use in question. There was also a relationship between attitudes toward animal use, one component of human-directed empathy, “Empathic Concern,” and a number of personal variables such as gender, career choice, and contact with animal welfare organizations. Concern about the use of animals for research and animal management was lower in students who were in the later years of their studies. Reasons for this and the role of veterinary education are discussed.

Peripheral catheter placement is a fundamental task performed within the veterinary nursing profession and is a part of training towards gaining their qualification. According to a recent survey by...

The nature of professionalism teaching is a current issue in veterinary education, with an individual’s identity as a professional having implications for one’s values and behaviors, as well as for his or her career satisfaction and psychological well-being. An appropriately formed professional identity imparts competence in making complex decisions—those that involve multiple perspectives and are complicated by contextual challenges. It enables an individual to act in a way that aligns with his or her professional values and priorities, and imparts resilience to situations in which one’s actions are dissonant to these personal beliefs. There are challenges in professionalism teaching that relate to student engagement and faculty confidence in this area. However, these cannot be addressed without first defining the veterinary professional identity—in effect, the aim of professionalism teaching. In this article, existing identity models from the wider literature have been analyzed through a veterinary lens. This analysis was then used to construct a model of veterinary professional identity that incorporates the self (personal morals and values), social development (learning from the workplace environment), and professional behaviors. Individuals who form what we have termed self–environment–behavior connections are proposed to be able to use workplace learning opportunities to inform their identity development, such that environmental complexity does not obstruct the link between values and behaviors. Those who fail to connect with the environment in this way may perceive that environmental influences (e.g., the client, financial limitations) are obstructive to enacting their desired identity, and they may struggle with decision making in complex scenarios.

Osmanlı Devleti’nde on sekizinci yüzyılda başlayan iyileştirme çalışmaları ile Avrupa’da ivme kazanan bilimselgelişmelerin takip edilmesine ve bu gelişmelerin devlet yapılarına uyarlanmasına çalışılmıştır. Bu kapsamda, Avrupa’dan örnekalınarak açılan okulların öğretim üyesi ihtiyacını karşılamak için önce yurt dışından uzmanlar getirtilmiş, daha sonra devamlı biröğretim kadrosu yetiştirmek amacıyla Türk öğrencilerin Avrupa’ya gönderilmesi uygulaması başlatılmıştır. Askeri, mesleki ve teknikalanlarda eğitim almak üzere Avrupa ülkelerine gönderilen bu öğrenciler arasında veteriner öğrenciler de bulunmaktadır. Veterinerhekimliği öğrenimi görmek amacıyla Sivil Tıp Okulundan mezun hekimlerin ve Askeri Veteriner Okulu öğrencilerinin Avrupa’yagönderilmesiyle başlayan bu uygulama, izleyen yıllarda veteriner hekimliğin çeşitli alanlarında uzmanlık eğitimi almak için veterinerhekimlerin gönderilmesiyle devam etmiştir. Öğrenimlerini başarıyla tamamlayan bu veteriner hekimler İstanbul’a döndüklerindeveteriner okullarının öğretim kadrosuna alınmış veya çeşitli devlet kademelerinde istihdam edilmiştir. Bu kişilerin büyük bir bölümüTürkiye’de veteriner hekimliği eğitim öğretimi ve örgütlenmesinde önemli hizmetlerde bulunmuşlar, veteriner hekimliğin akademikalanlarının gelişimine temel oluşturmuşlardır. Çalışmada Osmanlı Devleti’nde Avrupa’ya öğrenim görmek üzere gönderilen veterineröğrenciler hakkında saptanabilen yeni bilgileri gün ışığına çıkarmak ve konuyu veteriner hekimliği tarihi açısından değerlendirmekamaçlanmıştır., In the Ottoman State, with the initiation of the reformation movement in the eighteenth century, it was aimed toboth keep up with the scientific developments that had gained momentum in Europe at that time, and to apply these novelties to thestate institutions. Within this scope, in order to establish the teaching staff of the schools that had been newly founded in view of theEuropean model, firstly it was resorted to the tutorship of European experts. Thereafter, with an aim to establish permanent academicstaff for these schools, Turkish students were started to be sent to Europe to be trained. Veterinary students were also included amongthese students, who visited European countries for military, professional and technical training. The practice of sending doctors, whowere graduates of the Civil Medical School, and students of the Military Veterinary School to Europe for veterinary medical educationwas continued in the following years by sending veterinarians to European countries for specialisation training in various branches ofveterinary medicine. These veterinarians, who successfully completed their education, were either appointed as teaching staff at theveterinary schools or employed at various public institutions, upon their return to İstanbul. Many of these students made significantcontributions to veterinary education as well as to occupational organisations and established the basis of the development of theacademic fields of veterinary medicine in Turkey. This study both reveals new information gathered on veterinary students sent by theOttoman State to Europe for training and provides an assessment of the implications of this practice in view of the history of veterinarymedicine.

Adaptive learning activities can respond to a learner's needs in real time, facilitating the development of higher-level skills including bringing together knowledge from different disciplines to solve real-world problems. Here we discuss the use of online adaptive learning activities designed to help veterinary students apply their knowledge to work through parasite case studies.