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Research Areas: Anthropology ; Environmental Sciences & Ecology ; Sociology ; Veterinary Sciences Owning reptiles (e.g., chelonians, lizards, and snakes) poses a great deal of challenges in terms of welfare and care, as well as conservation and environmental concerns. However, despite the large scale of the reptile trade, little is known about the motives for acquiring and keeping these animals. This research provides the first empirical investigation on the motives for owning reptiles as pets in Portugal as well as on the nature of the human–reptile bond. Using a mixed-methods approach, an online survey was used to gather the views and opinions of 220 reptile owners. Respondents described their affection toward reptiles using terms that denote affective states of increasing intensity: “to like”, “to love,” “fascination,” and “passion.” Four main categories of motivations for the long-term keeping of pet reptiles were identified: convenience, entertainment, companionship, and duty of care. Respondents perceived their pets as family members (64%) and as sentient beings, including the ability to feel “stress or fear” (≥ 80%) and “pain or discomfort” (≥74%). Snakes differed from lizards and chelonians in the sense that they were less frequently considered a “family member” (χ2(2) = 7.14, p = 0.03) and were perceived as less able to communicate (χ2(2) = 9.91, p

The professionalization of veterinary medicine in Britain has been little studied by social scientists, although as a classic instance of an occupation that has achieved exclusionary social closure it merits examination from a neo-Weberian perspective. Therefore, this paper explores how it has attained this position through state action in an historical and contemporary context using neo-Weberianism as a theoretical lens. In charting the different stages and forms of professional regulation in veterinary medicine, group self-interest is identified as a central driver, following the neo-Weberian idiom. However, contrary to the position adopted by some neo-Weberians, the professionalization process is seen as being more complex than simply being interest-based, with the public interest being upheld. As such, through the case of veterinary medicine, it is claimed professional self-interests and the public interest can be co-terminous and mutually achieve a dynamic equilibrium. They do not have to form part of a zero-sum game.

For a constructively aligned curriculum in veterinary professionalism, there is a need for well-designed higher order learning outcomes to support students' professional identity formation. A lack of uniformly accepted definitions of veterinary professionalism necessitates the defining and refining of current concepts of professionalism to inform teaching and assessment. A potential method for achieving such learning outcomes is to generate these from simulated professionalism teaching scenarios. A workshop was designed in which veterinary educators used role play to resolve a professional dilemma. Following discussion of the appropriate management approach, participants were asked to reflect on the learning outcomes that were required to resolve the scenario and that students would achieve by going through the same classroom-based process. Workshop participants identified several professionalism learning outcomes that are not currently defined in the literature: realizing that there is not a single correct answer to a professional dilemma, making a decision despite this uncertainty, communicating differences of opinion, and understanding the effect of differences in professional identity. Although the process described runs counter to traditional curricular design, it may offer a valuable contribution to the discourse surrounding professionalism learning outcomes. Furthermore, it has generated higher level learning outcomes than have been obtained through other methods.

VetFinals has been developed as a novel online Twitter teaching event designed to support intercollegiate veterinary teaching using social media. Previous studies in other fields have suggested that Twitter use within universities may have benefits for undergraduate education. This “teaching tip” paper describes a project using Twitter to host online exam study sessions. The project has been a highly successful collaborative effort between the Royal Veterinary College and Nottingham Veterinary School in the UK. Over 4 years, the #VetFinals project has developed into a long-term, self-sustaining enterprise. This initiative provides a semi-structured means for student exam preparation with direct real-time input from a faculty member. It also creates a network of peers both horizontally across institutions and vertically throughout year groups. Based on similar initiatives in other disciplines, an anticipated outcome of this project was to contribute to student online professionalism. This could help address the veterinary community's recently highlighted problems with professional conduct and appropriate use of social media. Analysis of the success of this endeavor will be available in a future publication.

Establishing a unique body of knowledge to define veterinary nursing as a profession is a key role of nursing research, but how that research is undertaken in terms of professionalism, ethics, welfare and law will help shape nurses’ professional identity. Consideration and protection of those individuals who are the subjects of research is the fundamental part of research ethics. Although certain regulations and processes seem burdensome they need to be in place to protect the animal, client and the nursing profession as a whole. Research involving recognized acts of veterinary nursing will always prioritize animal welfare but there are many other aspects to consider too. Most importantly to research ethics is open discussion, there is potential room for further guidance from regulators and the formation of a centralized ethical review committee for general practice.

Background Current estimates of the UK dog population vary, contain potential sources of bias and are based on expensive, large scale, public surveys. Here, we evaluate the potential of a variety of sources for estimation and monitoring of the companion dog population in the UK and associated demographic information. The sources considered were: a public survey; veterinary practices; pet insurance companies; micro-chip records; Kennel Club registrations; and the Pet Travel Scheme. The public survey and subpopulation estimates from veterinary practices, pet insurance companies and Kennel Club registrations, were combined to generate distinct estimates of the UK owned dog population using a Bayesian approach. Results We estimated there are 9.4 (95% CI: 8.1-11.5) million companion dogs in the UK according to the public survey alone, which is similar to other recent estimates. The population was judged to be over-estimated by combining the public and veterinary surveys (16.4, 95% CI: 12.5-21.5 million) and under-estimated by combining the public survey and insured dog numbers (4.8, 95% CI: 3.6-6.9 million). An estimate based on combining the public survey and Kennel Club registered dogs was 7.1 (95% CI: 4.5-12.9) million. Based on Bayesian estimations, 77 (95% CI: 62-92)% of the UK dog population were registered at a veterinary practice; 42 (95% CI: 29-55)% of dogs were insured; and 29 (95% CI: 17-43)% of dogs were Kennel Club registered. Breed demographics suggested the Labrador was consistently the most popular breed registered in micro-chip records, with the Kennel Club and with J. Sainsbury's PLC pet insurance. A comparison of the demographics between these sources suggested that popular working breeds were under-represented and certain toy, utility and miniature breeds were over- represented in the Kennel Club registrations. Density maps were produced from micro-chip records based on the geographical distribution of dogs. Conclusions A list containing the breed of each insured dog was provided by J. Sainsbury's PLC pet insurance without any accompanying information about the dog or owner.

Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. "#VetFinals" revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question. Students on average tweeted 84 times, mostly in response to facilitators. They also asked novel questions and responded to fellow students. Focus groups and interviews with 11 students suggested that: sessions are useful for preparation/self-testing to succeed in exams; the facilitator and session style impact on learning; the sessions feel like personalized learning; there are elements of safety and exposure leading to some fear of tweeting; peer-learning promotes competition; a community of learners was formed; Twitter has become a part of normal professional life. Whilst not all students will take part in this type of social media use, many found it beneficial. The importance of the facilitator suggests the need for faculty development.