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Simple Summary: The resistance to antimicrobial drugs is a growing concern in both human and veterinary medicine. Adequate and responsible use of antimicrobial drugs is crucial in combating this threat. Identifying the gaps in knowledge and attitudes, and ensuring the appropriate education of future doctors of veterinary medicine on this matter, are prerequisites for ensuring the efficacy of these drugs in future. This study evaluated the impact of an additional educational program in the form of a symposium on the knowledge and attitudes of veterinary students in Serbia regarding the responsible use of antimicrobial drugs. When compared with their baseline knowledge and attitudes, attending the educational program improved the knowledge and attitudes of Serbian veterinary students which shows the benefits and importance of integrating targeted educational programs into veterinary curricula. Effective antimicrobial stewardship (AMS) is crucial for combating the rise of antimicrobial resistance (AMR), particularly in veterinary medicine. Educational programs targeting veterinary students can play a significant role in shaping their knowledge and attitudes toward antimicrobial use and stewardship. This study aimed to evaluate the impact of educational programs on the knowledge and attitudes regarding AMS among veterinary students in Serbia. A structured educational program on AMS was implemented for veterinary students at the Faculty of Agriculture, University of Novi Sad. Pre- and post-symposium assessments were conducted to measure changes in students' knowledge and attitudes. The study employed a mixed-methods approach, including surveys and focus groups, to gather quantitative and qualitative data. The study resulted in significant short-term improvements in students' knowledge of AMS principles and their attitudes toward responsible antimicrobial use. Participants demonstrated a better understanding of the mechanisms of resistance and the importance of adhering to stewardship guidelines. Qualitative feedback indicated increased awareness of the consequences of inappropriate antimicrobial use and a stronger commitment to applying stewardship practices in their future careers. The educational programs effectively enhanced immediate veterinary students' knowledge and attitudes regarding AMS. These findings underscore the importance of integrating targeted educational programs into veterinary curricula to promote responsible antimicrobial use and combat resistance in veterinary practice. [ABSTRACT FROM AUTHOR]

Importance: Developing clinical skills is an essential element of veterinary education to ensure the competency of veterinary graduates. Although the Korean Veterinary Education Graduation Competencies were established in 2016, reflecting domestic needs and international trends in competency-based veterinary education, they have yet to be implemented in Korean veterinary education. Objective: This study aimed to establish the basic veterinary clinical skills required to ensure graduates of Korean veterinary universities have the day-one competency to independently perform their professional duties. Methods: The Education Committee of the Korean Association of Veterinary Medical Colleges, composed of veterinary school professors and an experienced veterinarian in the clinic, reviewed domestic and international veterinary education-related materials to define basic clinical skills. Results: The Korean Veterinarian Entrustable Professional Activities (KVEPA) was introduced, followed by the subsequent development of 54 essential clinical skills based on the KVEPA. Conclusions and Relevance: The veterinary basic clinical skills established through this study can be used as a specific guide for clinical education in Korean veterinary school, and is expected to play an important role in meeting the needs of the educational sector of the veterinary education accreditation standards. [ABSTRACT FROM AUTHOR]

Simple Summary: This paper presents an initial exploration of the strategy and direction of small-class teaching within veterinary medicine undergraduate programs in China. The aim is to summarize the characteristics, advantages, and existing challenges of this approach as implemented in China, with the goal of fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. It also aims to identify effective strategies for expanding the implementation of small-class teaching in order to cultivate top innovative talents. As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China's veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis. [ABSTRACT FROM AUTHOR]

Simple Summary: 3D models are increasingly popular in veterinary teaching. However, students struggle with transferring 2D textbook images to 3D anatomical structures. Therefore, this study aimed to compare the learning outcome of 3D scans and 2D images of horse and pig skulls. Furthermore, the relationship between spatial ability and learning outcome was analyzed when using the different learning materials. Second-year veterinary medicine students participated in a practical anatomy course using 3D scans or 2D images as learning material and performed a test to determine their spatial ability. Independently of the learning material, all groups displayed high learning outcomes with no significant differences between the groups. In addition, it could not be stated that 3D scans support students with lower spatial ability. Nevertheless, students preferred 3D scans, finding them more motivating, although they did not necessarily improve learning outcomes. Students often struggle with interpreting traditional textbook images and translating them to anatomical structures. This study aimed to compare the impact of 3D scans versus 2D images on students' learning outcomes when learning anatomical structures on skulls from horses and pigs. Furthermore, the correlation between spatial ability and learning outcomes using 3D scans or 2D images was examined. Second-year veterinary medicine students either used 3D scans or 2D images, annotated with arrows or numbers as learning material. Students' anatomical knowledge was tested before and after the learning session, and spatial ability was assessed using the mental rotation test. All groups improved significantly in the post-test. However, the differences between groups were not significant, suggesting that 3D scans do not necessarily lead to higher learning outcomes. The analysis of the correlation between spatial ability and learning outcomes did not prove that students with weaker spatial ability benefit from 3D scans. Students preferred 3D scans over 2D images despite similar outcomes, suggesting they are valuable for learning. However, results show that the introduction of novel learning materials likely amplified the impact of reduced learning time on the 3D group, as these materials necessitated additional time for effective comprehension and integration. [ABSTRACT FROM AUTHOR]

Simple Summary: Allowing cats outdoor access can impact cat health, owner health, and wildlife. However, veterinarian and cat owner discussions about outdoor access can be challenging. This study explored the frequency that veterinarians discussed indoor–outdoor cat topics with clients and the perceived importance of the topics. The most often discussed topics were cat health issues (infectious diseases and trauma) and cat population control. Topics such as zoonoses and impact on wildlife were discussed less often. Cat health issues (diseases and trauma) were also selected by over half of the responding veterinarians as the most import topic when addressing indoor–outdoor cats with clients. The One Health topics "human–animal bond impacts", "environmental and wildlife impacts", and "benefits for the cat" were selected as the least important to the veterinarian and client when addressing indoor–outdoor cats. The majority of respondents indicated that they were familiar with One Health. However, only 13% indicated they were extremely comfortable discussing One Health with clients, which might explain the reason for not leveraging One Health topics when addressing indoor–outdoor cats with clients. Not including more One Health topics in discussions is a potentially missed opportunity to educate clients and enable informed decisions. Veterinarian and client discussions about indoor–outdoor cats, although challenging, can impact decisions made regarding cat care and outdoor access. An online survey, exploring topics discussed with clients regarding indoor–outdoor cats and One Health, was made available to veterinarians practicing in the U.S. in 2022. The importance of topics by practice location and to the veterinarian versus what the veterinarian perceived as important to the client were analyzed. Of 280 responding veterinarians, 95% discussed indoor–outdoor cat activities with clients. Cat-associated disease (81%), cat population control (64%), and cat-associated trauma (53%) were discussed most often. With the exception of population control, rural, suburban, and urban veterinarians did not significantly differ in the frequency of topics discussed. Danger to the cat (e.g., trauma and diseases) was the most important topic when addressing indoor–outdoor cats with clients; 57% of veterinarians considered it important to themselves and 61% considered it important to the client. Only 13% of the veterinarians were extremely comfortable discussing One Health with clients and several One Health-related topics (zoonoses and wildlife impacts) were discussed least often. Less focus on One Health topics is potentially a missed opportunity to educate clients, enable more informed client decisions, and improve overall the care of cats. [ABSTRACT FROM AUTHOR]

The present paper approaches, using a Google survey, the main aspects of the usage of the e-learning platform over the period of 2 years (2022-2023) as perceived by students of the Faculty of Veterinary Medicine Cluj-Napoca, Romania. Several aspects related to the way they use it, the perceived advantages of the usage of Moodle platform as well as some drawbacks are highlighted. Nowadays there is a relatively low degree of usage of the facilities, due to a limited understanding of the capabilities of such an application. Students are good indicators and might be promoters, along with the willingness of the management of the faculty for a better settling of the alternative and new didactical means imposed by the permanent and rapid development of the new learning environment imposed by e-sources.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted. [ABSTRACT FROM AUTHOR]

Epidural anesthesia in dogs is a locoregional anesthesia technique used in veterinary medicine, becoming an important integrated application in the anesthetic protocol to provide safer and more effective analgesia to patients. For this, professionals must adhere to rigorous guidelines and possess technical skills. In this context, in veterinary education, the development of practical clinical skills represents a crucial aspect in the training of these professionals. However, traditional teaching methods have proven insufficient to ensure a consistent level of competence among recent graduates. The introduction of non-animal alternatives for educational purposes has contributed to the development of simulation-based teaching, an innovative and accessible field capable of enhancing pre-clinical proficiency in students and reducing the use of live animals and cadavers. Despite its application in various areas of veterinary education, there are no conclusive results regarding the development of accessible simulators capable of effectively enhancing training in epidural anesthesia in dogs. Therefore, this article represents a pioneering study aimed at sharing a method for creating SimuVet, a realistic simulator for training epidural anesthesia in dogs. The simulator was fully developed by veterinary researchers with limited experience in 3D printing and, after preliminary analysis, demonstrated excellent performance and ultrasonographic anatomy. Future work will focus on the formal validation of this simulator with the aim of improving the teaching and learning process for students and experts in performing epidural anesthesia in companion animals. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years. Methods: Data from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters. Results: The analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters "difficulty" and "discrimination index" towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer. Conclusion: The findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students' exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating. [ABSTRACT FROM AUTHOR]

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL. NEW & NOTEWORTHY: We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy. [ABSTRACT FROM AUTHOR]

The present paper approaches, using a Google survey, the main aspects of the usage of the e-learning platform over the period of 2 years (2022-2023) as perceived by students of the Faculty of Veterinary Medicine Cluj-Napoca, Romania. Several aspects related to the way they use it, the perceived advantages of the usage of Moodle platform as well as some drawbacks are highlighted. Nowadays there is a relatively low degree of usage of the facilities, due to a limited understanding of the capabilities of such an application. Students are good indicators and might be promoters, along with the willingness of the management of the faculty for a better settling of the alternative and new didactical means imposed by the permanent and rapid development of the new learning environment imposed by e-sources. [ABSTRACT FROM AUTHOR]

Veterinary education is undergoing a significant transformation, with the adoption of the flipped classroom model at its forefront. This innovative pedagogical approach challenges the traditional teaching method by reversing the sequence of instruction. In the flipped classroom, students engage with pre-recorded lectures and readings independently before attending in-person class sessions, which are now dedicated to active learning, group discussions, problem-solving, and practical application. The model's adoption aligns seamlessly with the broader shift towards student-centered, outcome-based education, equipping veterinary students with essential skills and knowledge for their dynamic profession. While the flipped classroom presents numerous advantages, it is not without challenges, including technology requirements, instructor time investment, and the need to address resistance to change. Nevertheless, the transformative potential of the flipped classroom in veterinary education is promising, emphasizing lifelong learning and adaptability in an ever-evolving field. This shift, enabled by technology and innovative teaching strategies, prepares veterinary graduates to excel in their profession's dynamic landscape. [ABSTRACT FROM AUTHOR]

The objective of the present study was to investigate whether class participation correlates with academic performance in a biochemistry and metabolism course for first-year veterinary school students. To increase engagement in this course, students had the opportunity to answer Poll Everywhere questions during many lectures in the course. These questions were mainly in multiple-choice format and delivered to students at various times (beginning, middle, and end) during the class. We compared students who earned A, B, or C grades with how often those cohorts participated in the Poll Everywhere questions. The results indicate that students who earned an A in the course have statistically significant higher participation in Poll Everywhere questions compared with students who earned a B or a C. The results do not distinguish between students who attended the lecture in person and those who watched the live stream, since remote students could answer the Poll Everywhere questions during class time. The results demonstrate an association between class participation and academic performance. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the perspectives of Ankara University Faculty of Veterinary Medicine students towards distance education. Data were collected from 591 students with a 24-question survey. According to the data, many students often encountered various technological problems and barriers due to lack of infrastructure during the courses. On the other hand, students with comfortable living environments had a more optimistic view of distance education. Having prior experience in distance education had a positive effect on the class participation rate. The frequency of participation in the courses was higher and the frequency of asking questions to the lecturers was lower in first graders. First graders mostly disagreed with the view that distance education provides effective learning or stated that they were undecided. Third and fourth year students did not consider distance education as disadvantageous. While it was seen that many students prefer face-to-face education, the presence of a group of students who want to continue distance education was also noteworthy. In conclusion, physical, technological and temporal flexibility can be seen as one of the strengths of the distance education. The difficulty of accessing the course due to the lack of technological infrastructure is seen as a major disadvantage of this method. Although it has seen that students generally preferred face-to-face education, the existence of a group of students who wanted to continue distance education and reported that the method has some advantages is also remarkable. It can be considered that living in favorable conditions is positively related to students' ability to benefit from distance education. [ABSTRACT FROM AUTHOR]

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Epidural anesthesia in dogs is a locoregional anesthesia technique used in veterinary medicine, becoming an important integrated application in the anesthetic protocol to provide safer and more effective analgesia to patients. For this, professionals must adhere to rigorous guidelines and possess technical skills. In this context, in veterinary education, the development of practical clinical skills represents a crucial aspect in the training of these professionals. However, traditional teaching methods have proven insufficient to ensure a consistent level of competence among recent graduates. The introduction of non-animal alternatives for educational purposes has contributed to the development of simulation-based teaching, an innovative and accessible field capable of enhancing pre-clinical proficiency in students and reducing the use of live animals and cadavers. Despite its application in various areas of veterinary education, there are no conclusive results regarding the development of accessible simulators capable of effectively enhancing training in epidural anesthesia in dogs. Therefore, this article represents a pioneering study aimed at sharing a method for creating SimuVet, a realistic simulator for training epidural anesthesia in dogs. The simulator was fully developed by veterinary researchers with limited experience in 3D printing and, after preliminary analysis, demonstrated excellent performance and ultrasonographic anatomy. Future work will focus on the formal validation of this simulator with the aim of improving the teaching and learning process for students and experts in performing epidural anesthesia in companion animals.

IntroductionThis study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years.MethodsData from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters.ResultsThe analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters “difficulty” and “discrimination index” towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer.ConclusionThe findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students’ exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating.

As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China’s veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis.

Effective antimicrobial stewardship (AMS) is crucial for combating the rise of antimicrobial resistance (AMR), particularly in veterinary medicine. Educational programs targeting veterinary students can play a significant role in shaping their knowledge and attitudes toward antimicrobial use and stewardship. This study aimed to evaluate the impact of educational programs on the knowledge and attitudes regarding AMS among veterinary students in Serbia. A structured educational program on AMS was implemented for veterinary students at the Faculty of Agriculture, University of Novi Sad. Pre- and post-symposium assessments were conducted to measure changes in students’ knowledge and attitudes. The study employed a mixed-methods approach, including surveys and focus groups, to gather quantitative and qualitative data. The study resulted in significant short-term improvements in students’ knowledge of AMS principles and their attitudes toward responsible antimicrobial use. Participants demonstrated a better understanding of the mechanisms of resistance and the importance of adhering to stewardship guidelines. Qualitative feedback indicated increased awareness of the consequences of inappropriate antimicrobial use and a stronger commitment to applying stewardship practices in their future careers. The educational programs effectively enhanced immediate veterinary students’ knowledge and attitudes regarding AMS. These findings underscore the importance of integrating targeted educational programs into veterinary curricula to promote responsible antimicrobial use and combat resistance in veterinary practice.

The teaching of anatomy faces new challenges due to the decrease in the number of hours dedicated to this course in the current curricula worldwide, and because today's students demand new methodologies and strategies that make learning more didactic, effective, and applicable to real professional needs. The body painting technique is a method that has been used for several years in human anatomy teaching, which has recently begun to be used in veterinary anatomy teaching. This article describes the elaboration of a horse's live anatomical model by students of the veterinary anatomy course using body painting, within the "Exhibition and Contest of Anatomical Models, a six-monthly event held at the Faculty of Agrarian Sciences of the University of Antioquia (Medellín, Colombia). The model was made to show the academic community an alternative way of approaching topographic and surface anatomy with an applied focus through a more didactic and understandable methodology for the student. This article also shows the surface anatomy of various horses' body systems through the body painting technique. This learning methodology has great acceptance among students and is currently used within the practices of the new curriculum of the Veterinary Anatomy course at the University of Antioquia. [ABSTRACT FROM AUTHOR]

Summary Background Objectives Study design Methods Results Main limitations Conclusions Ticks can harm horses and transmit diseases, making them a growing concern for owners and veterinarians. Veterinarians play a crucial role in providing advice on tick prevention and control. Yet, no research has examined their perspectives on equine ticks and tick‐borne disease (TBD).The objective was to assess equine veterinarians' experiences, knowledge and practices related to fundamental aspects of tick biology and identification, tick bite prevention and TBD in the United States.This project surveyed equine veterinarians in the United States about their knowledge of ticks and TBD affecting horses using nonprobability convenience sampling. The survey questions were grouped into six categories: respondent demographics, knowledge of ticks and TBDs, tick control option availability, tick and TBD frequency in horses and veterinary education and information availability.Data were analysed using descriptive statistics, chi‐square analysis and t‐tests. The sample was divided into Northeast and United States veterinarians, and a significance level of p < 0.05 was set. The study aimed to inform continuing education development for veterinarians by assessing their knowledge, practices and perceptions of ticks and TBDs.The results indicate that while equine veterinarians know the importance of TBDs in equine health, knowledge on ticks and TBDs varies significantly.Limitations for the current study include potential response bias and a limited sample from many states.There is a need for increased tick control and prevention options and more animal‐specific resources for tick and TBD prevention. Veterinarians and horse owners require greater education and comprehensive information to prevent tick‐borne illnesses in horses. Collaborations between academia, industry and the human medicine community are suggested to build capacity for training veterinarians. [ABSTRACT FROM AUTHOR]

Simple Summary: Learning surgical skills on simulators is being integrated into the curriculum of veterinary students. While education has traditionally been face-to-face only, the combination of face-to-face and online teaching is described as blended learning. It is tested for its suitability for learning a bovine surgical technique. Two simulators were developed for the study. While one group of students trained on the simulator in a traditional face-to-face setting, the other group of students completed online video training. The skills learned were applied in-person. The simulators used were tested and evaluated by students and practicing veterinarians and were well accepted and rated as suitable. The study indicates that blended learning can be a suitable alternative to traditional face-to-face teaching. In addition, the students were, according to their own assessment, more confident in performing the practiced skills after the exercise. Two stimulators were developed, one simplified and one realistic, in the present study for learning abomasal surgery for veterinary students. The simulators were tested in a pilot study: The upcoming blended learning format was compared with traditional face-to-face teaching. A total of 21 5th-year students participated in the study. While one group learned the surgical technique in traditional face-to-face simulator training, the second group completed interactive video training asynchronously. Afterwards, skills were examined in person. The results showed that the different groups did not lead to different performance results. Participation in the study increased self-assessment of skills by an average of about 7 of 36 points, as well as the learning success and motivation of students in both groups. The simulators developed were well liked by the students and rated as appropriate by 12 practicing bovine veterinarians. The pilot study indicates that blended learning could be a suitable alternative to traditional face-to-face teaching. This should be followed by further research to support the use of blended learning in the veterinary education of clinical skills. [ABSTRACT FROM AUTHOR]

Veterinarian and client discussions about indoor–outdoor cats, although challenging, can impact decisions made regarding cat care and outdoor access. An online survey, exploring topics discussed with clients regarding indoor–outdoor cats and One Health, was made available to veterinarians practicing in the U.S. in 2022. The importance of topics by practice location and to the veterinarian versus what the veterinarian perceived as important to the client were analyzed. Of 280 responding veterinarians, 95% discussed indoor–outdoor cat activities with clients. Cat-associated disease (81%), cat population control (64%), and cat-associated trauma (53%) were discussed most often. With the exception of population control, rural, suburban, and urban veterinarians did not significantly differ in the frequency of topics discussed. Danger to the cat (e.g., trauma and diseases) was the most important topic when addressing indoor–outdoor cats with clients; 57% of veterinarians considered it important to themselves and 61% considered it important to the client. Only 13% of the veterinarians were extremely comfortable discussing One Health with clients and several One Health-related topics (zoonoses and wildlife impacts) were discussed least often. Less focus on One Health topics is potentially a missed opportunity to educate clients, enable more informed client decisions, and improve overall the care of cats.

Students often struggle with interpreting traditional textbook images and translating them to anatomical structures. This study aimed to compare the impact of 3D scans versus 2D images on students’ learning outcomes when learning anatomical structures on skulls from horses and pigs. Furthermore, the correlation between spatial ability and learning outcomes using 3D scans or 2D images was examined. Second-year veterinary medicine students either used 3D scans or 2D images, annotated with arrows or numbers as learning material. Students’ anatomical knowledge was tested before and after the learning session, and spatial ability was assessed using the mental rotation test. All groups improved significantly in the post-test. However, the differences between groups were not significant, suggesting that 3D scans do not necessarily lead to higher learning outcomes. The analysis of the correlation between spatial ability and learning outcomes did not prove that students with weaker spatial ability benefit from 3D scans. Students preferred 3D scans over 2D images despite similar outcomes, suggesting they are valuable for learning. However, results show that the introduction of novel learning materials likely amplified the impact of reduced learning time on the 3D group, as these materials necessitated additional time for effective comprehension and integration.

In this study, it has aimed to determine the perceptions of veterinary faculty academics of Ankara University regarding their online teaching experiences during the Covid-19 pandemic. The study has included 92 academics who provided theoretical and/or practical courses via online teaching in Ankara University Faculty of Veterinary Medicine (AUFVM). The data of the study has collected with a 21-item questionnaire. The questionnaire has basic questions such as the quality of the courses given, the active participation of the students in the courses, experienced technological problems during their education, and whether they consider online teaching effective. Academics in clinical sciences gave negative answers to the question about the sustainability of online teaching at a higher rate than the academics in basic sciences (p=0.016). Only all academics who think online teaching has no disadvantages stated that it provides effective learning (p=0.001). Academics who think online teaching provides effective teaching mostly want to continue online, while those with opposing considerations "generally" prefer to continue online or can "sometimes" continue (p<0.001). The lack of classroom interaction and technological incapacity can be considered a con of this method. As a result, it can be concluded that academics are biased towards online teaching and do not tend to prefer this method consistently. [ABSTRACT FROM AUTHOR]

This scientific article delves into the significance of solving professional and ethical situations as a pivotal approach to fostering the professional and ethical competence of aspiring veterinarians. Professional ethics is an important component of the competence of a veterinarian, affecting the quality of care provided by him, relationships with clients and colleagues, as well as public confidence in the profession. The study explores the integration of theoretical knowledge and practical experiences in veterinary education, emphasizing the importance of ethical decision-making and problem-solving skills for successful veterinary practice. The article discusses the main ethical dilemmas faced by veterinarians, and also suggests methods and approaches to the development of professional and ethical competence of future specialists. It is stressed that case-based teaching methods and the incorporation of ethical dilemmas into the veterinary curriculum have a big impact on the development of inclusive and socially responsible veterinarians, aiming at the development of professional and ethical competence of future specialists. [ABSTRACT FROM AUTHOR]

The OSCE is a proven instrument for testing practical skills of students, not only in the (veterinary) medical field. At the University of Veterinary Medicine Hannover, Foundation (TiHo), students must complete a 10-week rotation in one of the university’s own clinics during the practical year in the 9th and 10th semesters in addition to other practical training. Within this framework, the first training for acquiring clinical practical skills with a formative examination (OSCE; Objective Structured Clinical Examination) was developed in the Clinical Skills Lab (CSL) in 2014. Since 2018, the TiHo has been the first veterinary medical training institution in Germany to conduct electronic OSCEs (eOSCEs). In the future, eOSCEs will also be introduced as a summative examination at the TiHo. For this reason, students in the practical year of the winter semester 2021/2022 and summer semester 2022 as well as former and current examiners were surveyed regarding their satisfaction with the eOSCE examination format as part of this study. The 175 analyzed questionnaires from students and 27 analyzed questionnaires from examiners showed a high level of satisfaction with the eOSCE overall, but at the same time indicated problems that should be ironed out before it is introduced as a summative examination in the state examination. In addition to its standardization and objectivity, the examination format also convinced with its quality-assurance review procedure and the direct feedback possibility with regard to the students’ performance.

Simple Summary: Comparative psychology is the oldest of the social sciences, and is one of the natural science branches of psychology. This article is the first to suggest that comparative psychology be incorporated into the vet school curriculum. Many aspects of comparative psychology form natural links with the training of veterinary students. These links include the study of ethics, animal behavior, research methodology, and animal welfare. This article highlights some of the advantages that comparative psychology offers the veterinary student and veterinary education generally. Comparative psychology is the oldest of the social sciences and, as such, has accumulated over three centuries of experience in such areas as research design, animal–human interactions, and animal behavior. To establish whether comparative psychology is taught in veterinary schools, we survey all course catalogs of U.S. veterinary schools. None of the schools surveyed offered a course in comparative psychology, and inconsistencies were noted among the schools in regard to courses in animal–human interaction, animal behavior, and ethics. Suggestions are provided on how to incorporate principles of comparative psychology in veterinary education at both the undergraduate and graduate levels. [ABSTRACT FROM AUTHOR]

Feedback is considered an essential element of effective learning. Students who receive feedback from peers can improve their clinical and communication skills. This paper aims to testify for whether peer-assisted learning (PAL) is successful in teaching students with the ability to give feedback. The study was design as tutors (n=20), tutees (n=20) and control group (n=20). Tutors were educated to provide constructive feedback, and this group trained tutees in PAL to increase their skills in providing feedback. After the training, tutors and tutees used role play about veterinarian-client consultation. At the end of the consultations, each tutee provided feedback to the tutor about his/her communication skills. As findings, there was a statistically significant change between the mean scores of both "tutor and control groups" (P<0.004) and "tutors and tutees" (P<0.001). However, there was no statistically significant difference in terms of the academic year and gender between groups. Tutees benefited from being trained by peers, and tutors also improved their feedback skills by training peers. Conspicuously, PAL was found to be effective for not only tutors but also tutees. With this argument, it is predicted that other veterinary fields can also benefit from PAL throughout veterinary training. [ABSTRACT FROM AUTHOR]

Simple Summary: Research suggests that half of all veterinary clients fail to adhere to veterinarians' dietary recommendations, which can lead to serious consequences for pet health. However, little is known about what clients' resistance to such recommendations looks like in actual talk in veterinary consultations and how veterinarians respond. The present study aimed to fill this gap by using conversation analysis to investigate clients' active resistance to veterinarians' proposals for long-term changes to cats' and dogs' diets in 23 segments from 21 videotaped appointments in Ontario, Canada. Clients responded by suggesting that the proposals themselves or the nutritional modifications were potentially unnecessary, inappropriate, or unfeasible. Justifications were most frequently based on their pets' food preferences, multi-pet feeding issues, their current use of equivalent health strategies, or their current enactment of the proposed changes. Thus, client resistance occurred when veterinarians did not first gather relevant diet- and patient-related information, solicit clients' perspectives, or educate them about the benefits of the recommended changes before proposing them. Veterinarians subsequently accommodated clients' resistance more often when barriers to adherence involved patient- or client-related issues rather than clients' lack of medical knowledge. Findings provide valuable evidence for developing effective veterinary communication training and practice guidelines in nutritional assessment and shared decision-making. The impact of nutrition on animal health requires effective diet-related treatment recommendations in veterinary medicine. Despite low reported rates of veterinary clients' adherence with dietary recommendations, little is known about how clients' resistance to nutritional proposals is managed in the talk of veterinary consultations. This conversation-analytic study investigated clients' active resistance to veterinarians' proposals for long-term changes to cats' and dogs' diets in 23 segments from 21 videotaped appointments in Ontario, Canada. Clients' accounts suggested the proposals themselves or nutritional modifications were unnecessary, inappropriate, or unfeasible, most often based on patients' food preferences, multi-pet feeding issues, current use of equivalent strategies, or current enactment of the proposed changes. Resistance arose when veterinarians constructed proposals without first gathering relevant diet- and patient-related information, soliciting clients' perspectives, or educating them about the benefits of recommended changes. Veterinarians subsequently accommodated clients' concerns more often when resistance involved patient- or client-related issues rather than clients' lack of medical knowledge. The design of subsequent proposals accepted by clients frequently replaced dietary changes in the initial proposals with nutritional or non-nutritional alternatives and oriented to uncertainty about adherence. This study provides evidence-based findings for developing effective communication training and practice guidelines in nutritional assessment and shared decision-making. [ABSTRACT FROM AUTHOR]

Simple Summary: This study explored the perceptions of veterinarians and clients regarding risk factors and potential solutions for medical disputes in veterinary practices. A total of 245 respondents in Taiwan, including 125 veterinarians and 120 clients, completed an electronic 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 showed significant differences in the perceptions of inducing medical dispute risk factors between clients and veterinarians in veterinary practice. Both young veterinarians and clients perceived medical skills as the highest risk factor for inducing medical disputes, while experienced veterinarians disagreed. Veterinarians with medical dispute experience identified stakeholders' attitudes during interactions as the top contributing factor. The possible solutions for veterinarians included providing clients with cost estimates and fostering empathy and compassion for clients. In contrast, clients emphasized being informed consent of treatment and expenses. They suggested that their veterinarians should provide detailed written information. The study emphasizes the importance of understanding stakeholders' perceptions to reduce medical disputes and highlights the need for enhanced communication by young veterinarians. The findings provide valuable insights for veterinarians and clients into preventing and managing medical disputes in veterinary practices. 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. [ABSTRACT FROM AUTHOR]

Animal welfare is a multifaceted issue of international and state policy, which requires a socioeconomic, religious, and cultural approach, must consider international trade features, and must correspond to the vector of development of modern society. The new global plans and challenges of the animal protection community are to help feed the world healthily and sustainably that takes face the needs of people and is safe for animals. The protection and provision of animal welfare depend on the species differences of agricultural and productive animals, which are determined by physiological, biochemical, and behavioral factors, as well as on the differences between climatic zones, which are analyzed in the article. Modern animal husbandry systems must meet the latest knowledge about stress and be based on the science of ethology, comply with the concept of the “Five freedoms” of the welfare of productive animals, based on which a system of clear standards of animal welfare has been developed and implemented as a component of national and international public policy, commerce, and trade. However, animal welfare science continues to develop and deepen our understanding of the interaction between humankind and agricultural species by integrating ethological, physiological, and biochemical methods, methods of assessing the genotype, and its interaction with the environment into the systems for assessing the quality of animal welfare. The assessment includes measuring the artificial impact of farm conditions, microclimate, etc., on the general animal’s welfare and the interaction between individuals in the middle of a limited population. An important factor that has affected animal welfare recently is the restrictions introduced due to the COVID-19 pandemic, which affected feed supply chains, animal transportation, and limited access to high-quality veterinary services. In recent years, Ukraine has been actively implementing the international experience of animal welfare regulation into domestic legal acts. It continues harmonizing with the European Union's legal system, which covers animals' welfare during their keeping, transportation, and slaughter. A key element on the way to the practical application of the principles of animal welfare is the training of specialists – doctors of veterinary medicine, who would be aware of the importance and necessity of such approaches in their daily professional activities. [ABSTRACT FROM AUTHOR]

India has a large, free-roaming dog population, encompassing both owned and stray dogs. Canine surgical neutering is often a central component of dog population management and rabies control initiatives. The provision of practical, surgical training opportunities remains a major challenge for veterinary educational establishments worldwide to ensure competency in this routine procedure. A 12-day educational programme, focusing on surgical neutering skills, was developed to address this need. A questionnaire comprising 26 questions covering surgical and clinical topics, and a self-assessment of confidence in undertaking five common surgical procedures, was completed immediately before and after finishing the programme. A total of 296 participants attended, with 228 achieving the inclusion criteria for the study. Total knowledge scores increased significantly after the training programme (mean score pre-18.94, 95% CI 18.13–19.74; post-28.11, 95% CI 27.44–28.77, p

Two stimulators were developed, one simplified and one realistic, in the present study for learning abomasal surgery for veterinary students. The simulators were tested in a pilot study: The upcoming blended learning format was compared with traditional face-to-face teaching. A total of 21 5th-year students participated in the study. While one group learned the surgical technique in traditional face-to-face simulator training, the second group completed interactive video training asynchronously. Afterwards, skills were examined in person. The results showed that the different groups did not lead to different performance results. Participation in the study increased self-assessment of skills by an average of about 7 of 36 points, as well as the learning success and motivation of students in both groups. The simulators developed were well liked by the students and rated as appropriate by 12 practicing bovine veterinarians. The pilot study indicates that blended learning could be a suitable alternative to traditional face-to-face teaching. This should be followed by further research to support the use of blended learning in the veterinary education of clinical skills.

To address the restrictions caused by the COVID-19 pandemic and to search for assistive learning tools for the subject of Animal Anatomy II and Applied Anatomy, 123 anatomical kits were prepared at the Animal Anatomy Laboratory for students of the Veterinary Medicine course at the University of São Paulo, Faculty of Animal Science and Food Engineering (FZEA/USP) in Pirassununga city, São Paulo, Brazil. The kits contained anatomical pieces for teaching splanchnology and topographic anatomy (two different classes), and they were elaborated based on effective preservation techniques for the preparation of animal anatomical pieces. At the end of each course, we sent an online questionnaire to the students for evaluation of the methodology used. Alternative methods were used to minimize the odour and non-generation of chemical or microbiological contaminants. The acceptance of the kits was unanimous with adherence by all the students, who had the opportunity to experience the Anatomy class in its entirety, without leaving their homes. [ABSTRACT FROM AUTHOR]

The article discusses emerging challenges and opportunities in economics of veterinary medicine in America. It mentions investment in veterinary economics by the American Veterinary Medical Association (AVMA), where it established the Veterinary Economics Strategy Committee in order to deal with growing concern about the economic burdens faced by it AVMA members; and also reviews past, present, and future work in the field of veterinary economics.

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 (p < 0.005). Compared with intermediate and advanced level students, students at the basic level considered bioethics, sustainable food production, and OIE animal welfare topics more important (p < 0.05). Regarding gender differences, compared with male students, their female counterparts rated AW more important, depending on areas of work practice and OIE topics (p < 0.05). [ABSTRACT FROM AUTHOR]

The article examines the foreign experience of professional training of veterinary medicine doctors in the world's leading educational institutions. The need to reform higher veterinary education and determine the prospects for its implementation in Ukraine requires studying the theoretical and practical experience of professional training of veterinarians at higher educational institutions in the United States and Europe. The author analyzed the process of training of veterinary medicine doctors at the National University of Life and Environmental Sciences of Ukraine and at a number of universities in Europe and the USA. [ABSTRACT FROM AUTHOR]

To record the success rate of veterinary professionals and students at identifying the pulse in conscious and anaesthetized dogs. To explore the influence of clinical experience, pulse location, anaesthesia and likely confounding variables on the success of pulse palpation. Prospective, observational, randomized study. A total of 54 client-owned dogs scheduled for general anaesthesia. For each dog, three participants (senior anaesthetist, anaesthesia resident/nurse, veterinary student/animal care assistant) attempted pulse palpation at three locations (femoral, radial and dorsal pedal pulse) in conscious and anaesthetized dogs. The time to pulse palpation was measured with a stopwatch for each attempt and data were modelled using a multivariate Cox regression survival analysis (significance p < 0.05). The overall success rate of pulse palpation was 77%, with a median time of 10.91 seconds (interquartile range 9.09 seconds). Success rate was lower in conscious dogs (67%) than in anaesthetized dogs (87%). There was a 77% lower likelihood of success at the radial than at the femoral pulse [hazard ratio (HR) 0.23, 95% confidence interval (CI) 0.38–0.69, p < 0.001]. Veterinary students/animal care assistants had a 71% lower likelihood of success than senior anaesthetists (HR 0.29, 95% CI 0.22–0.39, p < 0.001). Age, weight and American Society of Anesthesiologists physical status had no significant influence. Premedication/anaesthetic drugs, heart rate or mean arterial pressure had no significant influence on the time to pulse palpation in anaesthetized dogs. The median time to palpation was less than 10 seconds for all experience groups at the femoral location. Palpation of the femoral location had the greatest likelihood of success with the least amount of time. Monitoring the femoral pulse during induction of anaesthesia is suggested as a method for confirming spontaneous circulation. Pulse palpation improves with clinical experience. [ABSTRACT FROM AUTHOR]

Veterinary education is the foundation of veterinary services in the country. Starting from the service sector in the army, veterinary education and practice in Thailand have been standardized and progressed toward international veterinary standards. The 6-year Doctor of Veterinary Medicine core curriculum is deployed to develop the curriculum for each Veterinary Education Establishment (VEE). The challenges for veterinary education and practices reflect the country's expectations of veterinary services. With regional and global collaboration, the VEEs have been developing tools and learning platforms for delivering qualified veterinary graduates that fit fast-growing society needs. [ABSTRACT FROM AUTHOR]

Virtual reality (VR)-based training has shown some benefits in medical education, supporting skill acquisition, and helping reduce anxiety in real-world settings. However, the use of VR simulators in veterinary education remains limited. This study aimed to introduce a VR simulator to support veterinarian training in canine anaesthesia induction and endotracheal intubation. This study involved a group that learned solely with instructional videos (video group), and one that learned concurrently with the video and VR simulator (VR group). Third- and fourth-year veterinary students were included and underwent a descriptive test on canine endotracheal intubation. Canine endotracheal intubation success rates were compared between the video (n = 364) and VR (n = 60) groups of fifth-year students. A survey on the VR usability was conducted (n=91). The median descriptive test scores improved in the VR (63.3/100) vs the video group (51.5/100). The canine intubation success rates were comparable in the VR and video groups at 84.3 % and 77.4 %, respectively. A total of 90.1 % of the surveyed students rated the ease of use of the simulator highly. Overall, VR simulators were well-received, suggesting benefits in new skill retention. Further studies are required to evaluate the extent of skill improvement through VR-based training, compared to conventional methods, and to assess its impact on student motivation. Evaluating the long-term effects of VR-based training on skill development and retention will also provide a deeper understanding of its educational benefits. • VR simulator for learning canine anaesthesia induction and endotracheal intubation. • Improvement in descriptive test scores among students who utilized the VR simulator. • VR simulators have the potential to enhance the practical skills of canine endotracheal intubation. • The VR-based training for canine endotracheal intubation was well-received by most students. • VR simulators serve as valuable tool in veterinary education. [ABSTRACT FROM AUTHOR]

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.

Importance: Developing clinical skills is an essential element of veterinary education to ensure the competency of veterinary graduates. Although the Korean Veterinary Education Graduation Competencies were established in 2016, reflecting domestic needs and international trends in competency-based veterinary education, they have yet to be implemented in Korean veterinary education., Objective: This study aimed to establish the basic veterinary clinical skills required to ensure graduates of Korean veterinary universities have the day-one competency to independently perform their professional duties., Methods: The Education Committee of the Korean Association of Veterinary Medical Colleges, composed of veterinary school professors and an experienced veterinarian in the clinic, reviewed domestic and international veterinary education-related materials to define basic clinical skills., Results: The Korean Veterinarian Entrustable Professional Activities (KVEPA) was introduced, followed by the subsequent development of 54 essential clinical skills based on the KVEPA., Conclusions and Relevance: The veterinary basic clinical skills established through this study can be used as a specific guide for clinical education in Korean veterinary school, and is expected to play an important role in meeting the needs of the educational sector of the veterinary education accreditation standards., Competing Interests: The authors declare no conflicts of interest., (© 2024 The Korean Society of Veterinary Science.)

Middle East is a diverse and developing exotic animal market. Undergraduate, postgraduate, and continuing professional development (CPD) education are noticeably absent except in few countries. Avian species are the most commonly kept due to traditional falconry or aviculture. Small mammal and reptile pet numbers are increasing. Endangered wildlife is still illegally kept and trafficked. Common diseases are similar to other continents related heavily with poor diet and husbandry due to uneducated, financially restrained, and prejudiced owners. There is a significant lack of board-certified specialists, teaching facilities, or dedicated private practitioners who thirst for CPD. Clinical research is absent except falcons., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Veterinary pathology credentials serve as a concise means attesting to educational attainments and experiences indicating a readiness for professional practice. Given the cost, time, and stress associated with obtaining different qualifications, pathologists must consider what credentials enhance their readiness. In this commentary, the authors describe how their various degrees and certifications have facilitated their individual and organizational success. The minimum credentials for proficient veterinary pathology practice are a veterinary medical degree (DVM or equivalent) and advanced pathology training (residency and/or on-the-job "apprenticeship") ideally culminating in board certification in pathology (American College of Veterinary Pathologists [ACVP] diplomate status or equivalent). Graduate degrees (MS, PhD, MPH, etc) and/or other qualifications in allied biomedical fields (eg, board certification in internal medicine, laboratory animal medicine, poultry medicine, preventive medicine, or toxicology) may improve employability by affirming specialty knowledge in another complementary discipline. The authors note that pathology positions may be obtained without a long list of degrees or certifications, and that more credentials may provide occupational flexibility for some employers. However, a good work ethic, experience in the field, ability to adapt to changes, job satisfaction, good attitude, and demonstrated productivity are also important, and indeed, they are often the paramount criteria for career success as a veterinary pathologist., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.