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Summary: Background: Workforce shortages are challenges facing veterinary practice. Anecdotal evidence suggests that veterinary students are less interested in entering equine practice than previously. Objectives: Investigate veterinary students' perceptions about equine veterinary education and about working in equine practice. Study design: Observational study: online survey. Methods: Survey distributed via social media to veterinary students in the United Kingdom. Open and closed questions to document intended career path of students and evaluate perceptions about careers in equine practice. Results: Seven hundred and forty‐four students completed the survey—from 10 veterinary schools. 88.8% intended to work in clinical practice (32.9% mixed; 25.3% small animal; 20.2% equine; 10.9% farm; 10.7% other/undecided). Factors considered most important for their first job included: mentoring and support (47.0%), team and practice culture (26.2%), working hours (including out‐of‐hours; 9.2%), location (6.6%), salary and benefits (5.7%) and familiarity with the practice (3.1%). 55.2% felt there were barriers to entering equine practice. 46.9% had ridden a horse regularly; 14.2% had never ridden. Respondents in clinical years rated their university training in equine practice as 'Excellent' (10.0%), 'Good' (45.9%), 'OK' (35.3%), 'Poor' (7.0%) and 'Rubbish' (1.8%). 48.9% of respondents felt extra mural studies (EMS) had contributed most to their equine training. Statistical associations were identified between the following variables and intention to work in equine practice: owning a horse, having ever ridden a horse, confidence in handling horses, student membership of BEVA and desire to undertake an internship. Main limitations: Potential selection bias. Conclusions: 20% of students reported an intention to work in equine practice, but risk of selection bias. The results indicate a potential mismatch between the number of students interested in equine practice and the availability of equine jobs for new graduates. Students with pre‐existing equine interest/experience are more likely to want to enter equine practice. EMS appears important for students' training in equine medicine. [ABSTRACT FROM AUTHOR]

Simple Summary: There has been increased attention on the global shortage of veterinarians, which can especially impact rural and regional areas. In response to the shortage in Australia, the New South Wales (NSW) State Parliament launched a Parliamentary Inquiry in 2023, which invited submissions from various stakeholders. Our aim was to explore the challenges and barriers reported by veterinarians in rural practices. We also sought to understand how the increased proportion of females in the veterinary workforce was perceived to affect the shortage in rural areas. Eight major themes were identified in our analysis: rural practices are not financially sustainable; rural veterinarians often have a more challenging and higher workload than their urban counterparts; working in rural practice increases challenges to health and wellbeing; it is difficult to recruit and retain people in rural practice; veterinary students are poorly selected and not well prepared for rural practice; clients have unrealistic expectations of rural veterinarians; rural practice is not compatible with family life; and veterinarians have mixed opinions regarding whether an increase in the proportion of female veterinarians is a key contributing factor in the shortage of veterinarians. These findings may assist in the development of recruitment and retention strategies for rural veterinary practice. There is a global veterinary workforce shortage, particularly in rural and regional areas. In response to this shortage in New South Wales (NSW), the State Parliament launched a Parliamentary Inquiry in 2023. The Inquiry received 205 publicly available written submissions, providing insights into the perceived challenges and barriers for veterinarians working in rural practice, and how the perceived impact of the feminisation of the workforce interacts with this. By analysing a subset of submissions written by veterinarians reporting lived experiences in rural practice (n = 63), we identified eight major themes. These were as follows: rural practices are not financially sustainable; rural veterinarians often have a more challenging and higher workload than their urban counterparts; working in rural practice increases challenges to health and wellbeing; it is difficult to recruit and retain people in rural practice; veterinary students are poorly selected and not well prepared for rural practice; clients have unrealistic expectations of rural veterinarians; rural practice is not compatible with family life; and veterinarians have mixed opinions regarding whether an increase in the proportion of female veterinarians is a key contributing factor in the shortage of veterinarians. These findings may assist in the development of recruitment and retention strategies for rural veterinary practice. [ABSTRACT FROM AUTHOR]

The ability to observe and interpret images and clinical information is essential for veterinarians in clinical practice. The purpose of this study is to determine the utility of a novel teaching method in veterinary medicine, the incorporation of art interpretation using the Visual Thinking Strategies (VTS), on students' observational and clinical interpretation skills when evaluating radiographs and patient charts. Students were asked to observe and interpret a set of radiographs and a patient chart, subsequently involved in art interpretation using VTS, and then asked to observe and interpret a different set of radiographs and a different patient chart. Qualitative and quantitative analysis was performed, including scoring of observations and interpretations by a radiologist and emergency and critical care resident. For radiographs, observation and interpretation scores increased significantly after VTS. There was no change in patient chart observation or interpretation scores after VTS. Broadly, VTS provided creative thinking and visual literacy exercises that students felt pushed students them to think more openly, notice subtleties, use evidential reasoning, identify thinking processes, and integrate details into a narrative. However, its impact on clinical reasoning, as assessed by chart observation and interpretation scores, was uncertain. Further studies are needed to determine the optimal way to incorporate art interpretation in the veterinary medical curriculum. [ABSTRACT FROM AUTHOR]

Background: This study aimed to provide a detailed analysis of the pandemic's impact on the veterinary profession and education in Austria. Methods: Two online surveys were conducted from November 2022 to January 2023, inviting all veterinarians and veterinary students in Austria to share their experiences on the impact of the pandemic on their veterinarian work and education in a free text question. Results: A total of n = 289 veterinarians and n = 272 veterinary students provided an answer. In summary, 39.8% of veterinarians reported no impact by the pandemic, while others experienced changes in workload (19.7%), changes in client behavior (14.9%), implementation of safety measures (13.1%), and organizational changes (13.1%). Additional impacts included effects on mental health, private life, finances, as well as physical health. Changes were more frequently mentioned in veterinarians working with pets compared to those working with livestock. In the student panel, only a minority reported no significant impact (8.1%) but 44.9% reporting changes due to online and hybrid learning. Key issues included impaired learning conditions (34.9%), and social distancing (34.6%) leading to social isolation. Some students appreciated increased flexibility and reduced commuting (10.7%), while others experienced mental health challenges (10.7%). Further impacts were related to the implementation of safety measures (5.5%), organizational changes (4.8%) and impaired physical health due to infection (1.1%). Negative changes related to distance learning were mainly reported by students in the final study phase, whereas those in the first study phase reported more positive aspects related to online/hybrid learning. Conclusion: Overall, this study highlights the significant impact of the COVID-19 pandemic on veterinary education and professional practice in Austria, revealing diverse challenges for students and relatively lower but still notable effects on practicing veterinarians. Future research should monitor these impacts longitudinally and explore the integration of beneficial practices into standard veterinary education and care, such as effective digital learning platforms and appointment-based systems. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To assess the needs and values of students regarding a new mentoring program. METHODS: An online survey was developed and sent to veterinary students through institutional email at the beginning and end of the year of initiating a faculty-student mentorship program RESULTS: In September and May, the most commonly desired outcome of the program for students was the building of relationships. In the fall, the most anticipated concerns were that the meetings would not occur or there would be incompatibility between mentors and mentees. In the spring, the most common concerns were that some faculty were disinterested or meetings did not happen. CONCLUSIONS: The experiences of veterinary students in the faculty-student mentoring program were often positive but variable. At the outset, students were hoping to build relationships through the program, and in May, some of them reported that this objective had been fulfilled. However, some students expressed frustration with faculty disengagement with the program. A faculty-student mentorship program has the potential to build relationships between students and faculty when faculty are engaged participants in the program. CLINICAL RELEVANCE: Based on our findings, students are eager to build relationships with faculty within the context of a faculty-student mentorship program, and this goal is achievable. However, much depends on the engagement and participation of the faculty, which was incomplete using our approach of assigning all faculty to participate. [ABSTRACT FROM AUTHOR]

Background: Veterinary ethics is a multifaceted element of the veterinary profession as it deals with various ethical issues related to medical practice, animal welfare, professional behaviour and societal expectations. By focusing on teaching ethics in veterinary medicine education, it will be possible to guide future veterinarians through the ethical dilemmas and conflicts they may encounter in their careers. Objectives: To evaluate the opinions of the Ondokuz Mayıs University Faculty of Veterinary Medicine intern students about ethics education in veterinary medicine. Evaluation and comparison of the perspective on ethics education and career choice. Methods: A cross‐sectional descriptive survey design was used to collect data via a questionnaire. Data obtained from 87 out of 119 students in the intern programme were evaluated. Responses were analysed by statistical methods. Results: In the study, it was determined that pet veterinary services (private sector) and government veterinary services (public sector) were the leading career choices of intern veterinary students; female and male students wanted to turn to different fields of work; and the difference in career preferences did not change the views on ethics education. It was observed that students needed applied teaching and measurement‐evaluation methods in ethics education and sought role models in developing ethical attitudes and behaviours. In addition to gaining ethical knowledge in veterinary education, it was observed that they attach importance to professional and legal obligations. Conclusions: This study is one of the few studies on veterinary ethics education and career choice in Turkey. The study results provide information to guide the development of veterinary ethics education to prepare future veterinarians for the complex ethical issues they will face in their careers. [ABSTRACT FROM AUTHOR]

Background: Antimicrobial resistance (AMR) poses a worldwide challenge to the well‐being of animals and humans. The emergence of AMR is largely attributed to the improper utilization and overuse of antimicrobials. In order to combat this issue and promote responsible antimicrobial use (AMU), it is imperative for veterinary professionals and graduating students to possess extensive knowledge, maintain positive attitudes, and adhere to good practices regarding AMU and AMR. Objective: To assess the knowledge, attitude and practices (KAPs) of veterinary professionals and senior animal health students' towards veterinary AMU and AMR. Methods: A cross‐sectional study design was conducted on purposefully selected 200 participants (60 of them were veterinary professionals from the districts and towns, and the remaining 140 were senior animal health university students). A self‐administered, structured questionnaire was used to collect the necessary data, and descriptive statistics were used to summarize the data. Results: The study revealed that, overall, study participants' KAP were not satisfactory. From veterinary professionals, about 56.7% of respondents scored average knowledge, whereas 66.7% and 61.66% of them had negative attitudes and poor practices, respectively, on AMU and AMR. The study found that 56% of the participants' think the previous knowledge they acquired regarding AMU and AMR was not sufficient, and the internet was used as a source of drug information by the majority of participants. The majority (72%) of them were not taking special training on AMU and AMR. Regarding senior animal health students, this study indicated that 52% and 69.2% of the respondents had poor knowledge and a negative attitude, respectively, towards AMU and AMR. Conclusion: Overall, veterinary professionals in the central Gondar zone have average knowledge, a negative attitude and poor practices. Poor knowledge and a negative attitude were also observed among senior animal health students towards AMU and AMR. Therefore, to fill the observed gaps, activities that enhance the skills of veterinary professionals and students should be implemented. Ingreted measures with animicrobial stewardship program and Nationwide studies are highly suggested to evaluate the overall status of veterinary professionals towards AMU and AMR. [ABSTRACT FROM AUTHOR]

Background: Dermatological cases are commonly encountered worldwide. Dermatology specialists and a specific dermatology curriculum may not be available in some parts of the world. Objectives: This study's first objective was to describe the dermatology curricula at a sample of American and Indonesian veterinary schools. The second objective was to investigate veterinary students' opinions regarding their readiness and confidence in managing dermatological cases. Methods and Materials: Two online questionnaires were designed and distributed to veterinary schools in both Indonesia and the United States. One questionnaire was designed to evaluate the details of the dermatology coursework and distributed to a conveniently selected representative faculty of each school via email. The other questionnaire, which was distributed to veterinary students through a listserv, surveyed students' opinions about their education. Data were analysed using descriptive statistics and thematic data analysis. Results: In the United States, 63.7% of responding veterinary schools had a specific faculty member teaching dermatology. Dermatology coursework was mandatory in 55% and 0% of schools in the United States and Indonesia, respectively. Ten of 11 responding US schools offered dermatology rotations, yet this was only required for graduation in three schools. None of the Indonesian schools offered a dermatology rotation. Students in both countries reported that they were confident in their clinical skills regardless of the presence of a board‐certified dermatology referral clinician. Conclusions and Clinical Relevance: Our study presents an updated insight into dermatology education in the veterinary curriculum from the perspectives of both faculty and students in the United States and Indonesia. Background – Although dermatological cases are commonly encountered worldwide, dermatology specialists and a specific dermatology curriculum may not be available in some parts of the world. Objectives – This study's first objective was to describe the dermatology curricula at a sample of American and Indonesian veterinary schools. The second objective was to investigate veterinary students' opinions regarding their readiness and confidence in managing dermatological cases. Conclusions and Clinical Relevance – Our study presents an updated insight into dermatology education in the veterinary curriculum from the perspectives of both faculty and students in the United States and Indonesia. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the prevalence of Coxiella burnetii infection among veterinary medicine students from two Bulgarian Universities, located in Sofia and Stara Zagora. Blood samples were collected from a total of 185 veterinary students for the detection of C. burnetii phase II antibodies and presence of DNA using an enzyme-linked immunosorbent assay (ELISA) and end-point PCR test. Out of all samples, 29.7% were positive for at least one C. burnetii phase II antibody marker or by the result of the PCR test. Veterinary students from Stara Zagora showed a significantly high seropositivity for Q fever (33.6%), as compared to the students in Sofia (23%; p < 0.05). Evidence of recent exposure with detection of anti-C. burnetii phase II IgM (+) antibodies was observed in 14.6% of the students under study. Seroprevalence among students in Stara Zagora was higher (15.3%). Anti-C. burnetii phase II IgG antibodies were detected in 21.6% of examined samples. Our study revealed a higher seropositivity among the male students (32.8%) as compared to females (16.0%; p < 0.05). The end-point PCR assay detected 5.9% blood samples as positive. The relative risk (RR) of Q fever exposure for male students was 40.7%, whereas it was 24.6% in females (p < 0.05). The findings from this study indicate that the C. burnetii infection is widely distributed amongst veterinary students in Bulgaria. This study emphasizes the need for improved safety protocols and infection control measures in veterinary training programs. [ABSTRACT FROM AUTHOR]

Three-dimensional (3D)-printed models of bones are a convenient and durable alternative to real bone specimens, and they have been used in anatomy laboratories. It is necessary to identify the precise advantages of 3D-printed models from all perspectives; not only the improvement in students' knowledge of anatomy but also the students' assessment of such models. Here, students of veterinary medicine and animal science evaluated the reproducibility and effectiveness of 3D-printed models as a learning tool by completing our questionnaires, with a focus on their understanding of the skull-morphological differences among dog breeds. With the COVID-19 pandemic having obliged veterinary universities to provide courses online, we also investigated how the pandemic affected the students' evaluation of the 3D-printed models. The questionnaire results revealed that the animal science students were satisfied with the reproducibility of the 3D-printed models, but the veterinary students were not (they preferred to use real specimens). The skull differences were well understood by both types of students, indicating that 3D-printed models are effective for learning about rare skeletal specimens. The veterinary students who experienced the COVID-19 pandemic tended to choose real specimens more often than those who did not have this experience. Our results suggest that the use of 3D-printed models as an introduction and the use of real specimens in anatomy laboratory courses can be adequate for veterinary students. Together our findings suggest ways to improve the educational performance of 3D-printed models for veterinary students who need to understand the anatomy of many species. [ABSTRACT FROM AUTHOR]

IntroductionVeterinary students face significant challenges impacting their mental health and wellbeing. The rigorous academic curriculum, high expectations, and demanding clinical training create an environment of intense pressure and constant stress. This review explores the demographic and psychosocial variables influencing mental health outcomes, highlighting common stressors and coping strategies.MethodsA systematic literature search was conducted using PubMed, CAB Abstracts, and Google Scholar. Studies published up to 2021 involving veterinary students were included. Twenty-one peer-reviewed studies met the inclusion criteria. Demographic data, stressors, mental health measures, and coping strategies were extracted and analyzed. Studies focused on various mental health aspects, including stress, anxiety, depression, and coping mechanisms. The final selection was based on relevance, quality, and comprehensiveness.ResultsThe reviewed studies indicated that rigorous academic demands, high expectations, and clinical training contribute to elevated stress levels among veterinary students. Women reported higher levels of stress, anxiety, and depression compared to men, necessitating gender-specific interventions. Social support and relationship quality were crucial for mental wellbeing, with students in supportive environments experiencing lower stress. Effective coping strategies included exercise and social activities; whereas, harmful behaviors like substance misuse exacerbated mental health issues. Despite using mental health services, barriers such as stigma and lack of awareness hindered access for some students.ConclusionThe findings underscore the need for targeted support systems to enhance the mental health and resilience of veterinary students. Interventions to promote healthy coping mechanisms, reduce stigma, and improve access to mental health resources are essential. Veterinary schools should prioritize creating a supportive environment to ensure students can manage the demands of their profession while maintaining their mental health and wellbeing.

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]

To evaluate if students without training assess pain similarly to an expert, and to compare indications for analgesic intervention based on student opinions versus scale scoring. Prospective, blind, randomized, cross-sectional study. Video recordings of a bull, horse, cat, pig and sheep. First-year veterinary medicine students assessed one video of a horse (n = 44) and one video of a bull (n = 39). Third-year veterinary medicine students assessed one video of a cat (n = 23) and one video of a pig (n = 21). Fourth-year animal science students (n = 16) assessed one video of a sheep. The species assessed by different student classes were determined randomly. Students were unaware of animal history or existing pain assessment and decided whether they would provide analgesia according to their opinion. They then scored each video using species-specific validated pain scales. Scores were compared with those of a board-certified anesthesiologist (expert). Chi-square test was used to compare students and expert. Students underestimated the expert's score by 8–20%, except for the horse. There was no difference between the analgesic indication according to the assessment of the expert (143/143, 100%) and students (141/143, 98.6%) considering the defined analgesic intervention threshold for each scale (p = 0.478). The indication for analgesic intervention according to students' opinion (116/143, 81.1%) was lower than that according to their scale scores (141/143, 98.6%) (p < 0.0001). Students tended to underestimate pain; however, they detected pain that requires analgesic intervention in animals similarly to an expert. The use of scales optimized the indication for providing analgesia when animals were experiencing pain that required analgesic intervention. [ABSTRACT FROM AUTHOR]

To identify the perceptions of veterinary students interested in specialization regarding veterinary anesthesiology. Cross-sectional, multi-institutional, voluntary, anonymous, nonrandomized survey. Veterinary students (303 of 557 total respondents) from 10 veterinary schools. Quantitative data were obtained via 5-point Likert scale questions about anesthesia-related topics. Open-ended questions were used to obtain qualitative data. A multivariate logistic regression model assessed the likelihood of choosing a career as an anesthesiologist. Spearman's rank correlation coefficient was used to assess the relationship between 'anesthesia is interesting' and other variables. Of the respondents, 14 (6%) indicated veterinary anesthesia as their chosen specialty. There was a significant positive relationship between 'anesthesia is interesting' and the following variables: age, enjoyment in anesthesia class, belief in the importance of anesthesia for their career, belief in the importance of analgesia for their career, belief that anesthesia and analgesia have a large impact on patient care, interest in pharmacology, interest in physiology, interest in learning technical skills, belief that anesthesiologists are respected by their colleagues and belief that anesthesiologists are an important part of the health care team. More weeks on the anesthesia clinical rotation was positively and significantly associated with increased rotation enjoyment. Enjoyment in the anesthesia class [ p = 0.001, Exp(β) = 2.1, 95% confidence interval (CI): 1.3–3.4] and belief that anesthesia is interesting [ p = 0.013, Exp(β) = 2.6, 95% CI: 1.2–5.4] were predictors that respondents would be more likely to consider a career as a veterinary anesthesiologist. Those veterinary students with an interest in pharmacology and who enjoyed their anesthesia course were more likely to consider a career as a veterinary anesthesiologist. If students indicated no interest in specializing in veterinary anesthesia, they appreciated the value the specialty brings to animal care and believed that veterinary anesthesiologists are respected by their peers. [ABSTRACT FROM AUTHOR]

Background: Veterinarians, veterinary nurses and veterinary students work and train in a variety of environments and are exposed to a wide range of hazards. Objectives: (1) To compare the rate of health and safety incidents and injuries between veterinarians, veterinary nurses and veterinary students. (2) To investigate the health and safety hazard controls present in Australian veterinary workplaces. Study Design: A cross‐sectional study, using an online questionnaire. Methods: Anonymous links to the questionnaire were disseminated to Australian veterinarians, veterinary nurses and veterinary students. Results: A total of 494 veterinarians, 484 veterinary nurses and 212 veterinary students completed the survey. Incidents and injuries were common, particularly sharps‐related injuries and animal bites. Australian veterinary nurses and veterinarians experienced the studied incidents at similar rates to each other. Veterinary students experienced some incidents and injuries at rates higher than both veterinarians and veterinary nurses, including heatstroke, hypothermia, sunburn, electric shock, loss of consciousness, being rammed or pushed over by an animal and farm equipment injuries. Of the workplace hazard controls reported, first aid boxes were most commonly present, and safety meetings occurred least commonly. Veterinary nurses received Q fever and rabies vaccines much less frequently than veterinarians and veterinary students. Conclusion: This study demonstrated that improvements need to be made to the occupational health and safety standards in the Australian veterinary sector. Veterinarians and veterinary nurses had suboptimal rates of access to many of the required and critical workplace health and safety controls. Improvements to the standard of health and safety training of veterinary students are indicated, given their higher rates of certain incidents and injury. [ABSTRACT FROM AUTHOR]

Soliciting accurate information about animals' medical cases and maintaining harmonious relationships with clients require vets to use several mitigation strategies. This study analysed hedges, bushes, and shields proposed as mitigation strategies by Caffi (2007). In light of the Rapport Management Theory conceptualized by Spencer-Oatey (2008), the analysis was extended to include defining the roles of these strategies in expressing the relational work in terms of the interactional goals, sociality rights and obligations, and face sensitivities. For this purpose, the data were collected using a mixed-mode approach through audio-recordings and a client-satisfaction questionnaire, and then analysed using a discourse analysis (DA) following Dörnyei (2007). The findings showed that Iraqi veterinary students in this study employed bushes, hedges, and shields to mitigate their speech with bushes being the most frequently used. The use of these mitigators enabled the veterinary students to shield themselves against any future risks, solicit accurate information about the medical case of the animal, express politeness, maintain solidarity, and build good rapport with the clients. For clients, using these devices by the veterinary students enhanced clients' face sensitivities, equity rights and identity, so they felt appreciated and valued. The findings about clients' satisfaction revealed that Iraqi veterinary students need to increase their clients' satisfaction by sharing the medical decision with clients and engaging clients regarding their animals during the medical visit. The findings would inform better veterinary students' practices at the personal and interpersonal levels. The findings had also some pedagogical implications for veterinary stakeholders to improve veterinary students' knowledge of the mitigation strategies through giving training courses that aim at improving the delivery of the communication skills within veterinary practice. [ABSTRACT FROM AUTHOR]

Simple Summary: Pain scoring in dogs can be challenging, particularly in a busy clinical setting and when staff with diverse training and veterinary students are involved. Consequently, concerns about dogs receiving inadequate analgesia were raised at this institution. This study was performed to investigate if veterinary students, veterinary nurses, veterinary surgeons with no specific training in anaesthesia, and diplomates in veterinary anaesthesia and analgesia perform pain scoring using the short form of the canine Glasgow Composite Measure Pain Scale (CMPS-SF) in a similar manner. The results obtained indicated good to excellent pain assessment agreement between groups. Nevertheless, the overall agreement amongst all assessors was poor and the intra-group agreement was poor to moderate, suggesting significant individual differences when pain scoring dogs. Veterinary students tend to pain score higher than more experienced assessors. Several pain scoring systems have been validated to measure pain in dogs. However, pain may not be adequately assessed since these tools are associated with high-level inter-observer variation. The aim of this study is to evaluate the agreement of pain assessment using the CMPS-SF between veterinary students, veterinary nurses, veterinary surgeons, and European College of Veterinary Anaesthesia and Analgesia (ECVAA) diplomates. Forty-five client-owned dogs presented to a teaching hospital were enrolled in this prospective, observational study. All dogs were pain-scored in vivo, while a video of the assessment was recorded and subsequently evaluated by twenty assessors, with five per group. Mean scores between groups were compared, and agreement within groups and agreement of the average scores between groups were assessed by calculating the intraclass correlation coefficient (ICC). The intervention point at which dogs were deemed to require additional analgesia was also evaluated. Overall agreement of pain assessment was poor (ICC = 0.494). Nurses had the best inter-observer agreement (ICC = 0.656), followed by ECVAA diplomates (ICC = 0.540), veterinary surgeons (ICC = 0.478), and veterinary students (ICC = 0.432). The best inter-group agreement was between veterinary surgeons and nurses (ICC = 0.951) and between ECVAA diplomates and nurses (ICC = 0.951). Students were more likely to determine that additional analgesia was required compared to other groups. Pain assessment is key for animal welfare, and training in this area should be reinforced to improve consistency. [ABSTRACT FROM AUTHOR]

OBJECTIVE To determine whether student involvement in intravenous catheter (IVC) placement increases the risk for complications and to report the rate and types of complications associated with IVCs in adult horses in a university teaching hospital. ANIMALS 455 IVCs placed in 394 horses. METHODS Data relevant to IVC placement and removal were retrieved from an electronic medical record search including records of adult horses from January 1 to December 31, 2022. Data retrieved from records included the role of the individual who prepared the site and placed the IVC, site of IVC placement, and type of IVC. The reason for removal of the IVC and presence or absence of detectable changes within the vein at the time of removal were documented in addition to clinical data, allowing for classification of each case. Data were reviewed retrospectively, and statistical analyses were performed using mixed-effects logistic regression models. Significance was set at P ≤ .05. RESULTS The overall rate of complications was 15.6%, and the most common type of complication was swelling of the vein. Students were involved in 87 of 455 IVC site preparations and placements, and there were no statistically significant differences in complication rates between IVC sites prepared or placed by veterinary students versus nonstudent personnel. CLINICAL RELEVANCE Veterinary personnel and clients may be hesitant to allow student involvement in IVC placement in horses, but these data suggest that student involvement does not increase the risk of IVC complications. [ABSTRACT FROM AUTHOR]

Universities and colleges are often regarded as playing a key role in educating veterinarians and animal health workers who advise farmers on herd health and animal husbandry. However, to date, studies examining veterinary students' knowledge of zoonotic diseases of public health importance and the source of this knowledge, as well as their preparedness to respond to these diseases, have focused on the Global North rather than the Global South. This study takes Ethiopia as a case study in exploring veterinary medicine students' knowledge of zoonosis risks, infection control practices and biosecurity measures, recognizing that it is imperative to reconcile national-level veterinary education curricula with emerging global trends, such as One Health-focused training. This training advocates for a collaborative, interdisciplinary response at local, national, and international levels to the adverse impact of zoonotic diseases on animal health and productivity, and human and environmental health. Data for this study were collected through a pre-tested online questionnaire administered to 154 veterinary students from several universities in Ethiopia. The findings of this study suggest veterinary students were aware of the public health risks posed by zoonoses and the important role that collaboration between the disciplines of human and animal health can play in addressing zoonoses and emerging health risks. However, students demonstrated poor knowledge of the need to adopt infection control measures (ICPs) and biosecurity measures to reduce occupational risks and prevent within and between herd transmission of infection. Moreover, students' vaccination rates against zoonotic diseases associated with occupational risks, such as rabies, were low. The results of this study suggest that there are currently gaps in Ethiopia's veterinary curriculum and that enhancing veterinary students' access to information regarding infection control practices and biosecurity measures could contribute to reducing their future occupational exposure to zoonoses. This study highlights the policy implications of the current veterinary medicine curriculum in Ethiopia and the scope for aligning the curriculum with important global initiatives, such as One Health-focused training. [ABSTRACT FROM AUTHOR]

Veterinary school is intense and represents a challenging time for students, and increasingly, veterinary students are being diagnosed with a variety of concerning mental health issues including stress, anxiety, and depression, often resulting in poor academic performance. Because of the disproportionately high risk of mental health problems in the veterinary field, it is important that students learn, understand, and utilize simple and effective techniques to cope with stress, and demands of the profession. Spending time in natural environments such as outdoor parks, green spaces, and urban forests is an effective strategy for improving mental health. In this study, we examined the self-reported effects of repeated, structured time in a nature-based intervention, vs a control group of veterinary students. Participants reported significantly lower perceived stress levels compared to a control group. Students overwhelmingly reported that they would recommend this stress reduction technique to their classmates, and they stated that they planned to continue spending time in nature to improve their mindset and reduce stress in the future. [ABSTRACT FROM AUTHOR]

The study was carried out to determine the knowledge levels of the students of Ankara University Faculty of Veterinary Medicine, on the concept of artificial intelligence and its use in veterinary practices. For this purpose, an online questionnaire was applied to a total of 529 students in the study, covering all grades of the faculty. The questionnaire consists of two parts. In the first part, there are 10 questions including demographics, knowledge about the concept of artificial intelligence, etc. The second part consists of 26 5-point Likert-type questions to determine students' thoughts on artificial intelligence applications. Data were analyzed using statistical tests. Consequently, the students participating in the study are partially knowledgeable about artificial intelligence (52.9%). They know the importance of following the developments in artificial intelligence for the profession (45.2%). They think that artificial intelligence applications will improve their professional skills (53.5%). They have the opinion that a robot cannot replace a veterinary surgeon (36.7%) and artificial intelligence cannot cause unemployment in veterinary medicine in the future (35.3%). In addition, they believe that artificial intelligence can cause ethical problems (39.3%) and that applications made with this technology should be developed in an ethical sense (42.4%). As a result, while the students think that artificial intelligence will have positive effects in the field of veterinary medicine, they also think that artificial intelligence can bring negative ethical implications. It can be concluded that including elective courses on artificial intelligence applications in veterinary faculties and conducting further research on the subject would be beneficial. [ABSTRACT FROM AUTHOR]

Background: Veterinary professionals experience higher psychological distress and lower wellbeing compared with the general population. Identifying workplace stressors is key to understanding and alleviating these difficulties. Objective: Identify the severity of workplace stressors in veterinary professions across different levels of professional experience. Method: A cross‐sectional quantitative design was utilised via administration of a veterinary stressor questionnaire that measured the severity of 93 generic and veterinary‐specific workplace stressors. Results: A total of 658 participants reported stressor severity score. Factor analysis revealed four main stressor categories: workload and job demands, client relations stress, performance and accountability, patient care challenges. An inverse relationship was found between experience level and stressor severity scores. Furthermore, the most severe stressors varied as a function of career stage. Findings and implications: Stressor severity tends to decrease with increasing experience levels. Stressors can be categorised by theme and unique stressor profiles can be derived for practitioners according to experience level. This knowledge can assist in the design and delivery of workplace support initiatives. Conclusions: Identify key stressors across different levels of experience is important in focusing efforts to support people in the workplace. [ABSTRACT FROM AUTHOR]

This study evaluated observer variations in the interpretation of radiographic evidence for periodontal disease, tooth resorption, and endodontic disease in dogs. Forty dental radiographs were evaluated for 12 different parameters (periapical destruction of bone, wider than expected root canal, narrower than expected root canal, apical root resorption, loss of alveolar bone, external surface resorption, external replacement resorption, external inflammatory resorption, external cervical root resorption, internal surface resorption, internal replacement resorption, internal inflammatory resorption). Interpretations by 20 veterinary dentists, 10 veterinary dental residents, and 10 veterinary students were analyzed for consistency within groups and between groups by intraclass correlation coefficients (ICCs [95% CI]). Additionally, the agreement rate between groups compared to histopathological diagnosis, when available, and to a consensus group were evaluated. The results showed fair to good interobserver agreement for all participants when looking at all questions simultaneously (0.578 [0.515-0.635]) and with the consensus group (0.483 [0.451-0.517]). However, questions pertaining to various types of tooth resorption scored the lowest ICCs ranging from 0.005 (−0.311 to 0.321) to 0.189 (−0.105 to 0.402) across individual groups. Students had the lowest agreement compared to the consensus group for all questions (0.383 [0.347-0.421]) with fair to good agreement involving groups of residents (0.501 [0.465-0.538]), recently boarded diplomates (0.541 [0.506-0.578]), and more experienced diplomates (0.545 [0.510-0.582]). While dental radiographs are essential for clinical decision making, this study shows that interpretation of radiographs is highly subjective. [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]

BackgroundThis study aimed to provide a detailed analysis of the pandemic’s impact on the veterinary profession and education in Austria.MethodsTwo online surveys were conducted from November 2022 to January 2023, inviting all veterinarians and veterinary students in Austria to share their experiences on the impact of the pandemic on their veterinarian work and education in a free text question.ResultsA total of n = 289 veterinarians and n = 272 veterinary students provided an answer. In summary, 39.8% of veterinarians reported no impact by the pandemic, while others experienced changes in workload (19.7%), changes in client behavior (14.9%), implementation of safety measures (13.1%), and organizational changes (13.1%). Additional impacts included effects on mental health, private life, finances, as well as physical health. Changes were more frequently mentioned in veterinarians working with pets compared to those working with livestock. In the student panel, only a minority reported no significant impact (8.1%) but 44.9% reporting changes due to online and hybrid learning. Key issues included impaired learning conditions (34.9%), and social distancing (34.6%) leading to social isolation. Some students appreciated increased flexibility and reduced commuting (10.7%), while others experienced mental health challenges (10.7%). Further impacts were related to the implementation of safety measures (5.5%), organizational changes (4.8%) and impaired physical health due to infection (1.1%). Negative changes related to distance learning were mainly reported by students in the final study phase, whereas those in the first study phase reported more positive aspects related to online/hybrid learning.ConclusionOverall, this study highlights the significant impact of the COVID-19 pandemic on veterinary education and professional practice in Austria, revealing diverse challenges for students and relatively lower but still notable effects on practicing veterinarians. Future research should monitor these impacts longitudinally and explore the integration of beneficial practices into standard veterinary education and care, such as effective digital learning platforms and appointment-based systems.

Background: Higher education attempts to ameliorate learning experience through match between learning subjects and students' learning styles. Aim: This study evaluates efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots. Methods: A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. Student's surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Fleming VARK questionnaire based, investigating their learning profile. Kruskal Wallis test evaluated different instructional modalities effect on student's performance. Chi square test assessed differences between instructional modalities and learning profiles, profile self evaluation, and training session comprehension. Results: Students shown auditory unimodal VARK profile (16/43), did not know their learning profile (26/43), and favoured personalised teaching strategies (43/43). No differences were found for: surgical performance, except for forceps handling; and between instructional modalities: either for learning profiles (p-value=0.43), or profile self evaluation (p-value=0.42). Differences were found between instructional modalities and training session comprehension. As limitations, auditory instructional modalities, participants' age and gender were not recorded or evaluated. Conclusion: Our study provides feedback on modern teaching modalities in which students play a kye role. Participants showed a variety of learning profiles although displaying no significant performance differences. [Open Vet J 2024; 14(5.000): 1103-1110]

Free Choice Profiling (FCP) methodology allows observers to qualitatively assess animal behavior using their own vocabulary. This study aims to investigate the ability of 3 different observer groups to recognize pain-related emotions in 20 dogs using FCP methodology, and to compare FCP data with the Glasgow Composite Pain Scale-Short Form (GCPS- SF) scores. The observer groups consisted of 10 dog owners, 10 veterinary students and 10 veterinarians. Ten healthy ("healthy") dogs and 10 dogs showing clinical signs of pain ("pain") were filmed, and the resulting 20 footages were shown to observers who were blind to the pain-related nature of the study. All observers described and scored animals' emotional expression using FCP; then, students and veterinarians scored all dogs using GCPS- SF. FCP data were analyzed using Generalized Procrustes Analysis (GPA). Spearman correlation coefficient (ρ) was used to determine the correlation among observer groups' FCP scores of the first two FCP dimensions (DIM1 and DIM2), and to compare GCPS-SF scores with FCP scores for the students and veterinarian observer groups. Each observer group reached a significant (p < 0.001) good consensus profile. "Healthy" dogs were mainly described as "quiet" and "lively", while the majority of "pain" dogs were considered "in pain" and "suffering". The correlation among FCP scores was high between owners' DIM1 and students' DIM1 (ρ = -0.86), owners' DIM2 and students' DIM2 (ρ = 0.72) and students' DIM2 and vets' DIM1 (ρ = 0.70). The correlation between GCPS-SF scores and FCP scores was high for students' DIM2 (ρ = 0.77) and for veterinarians' DIM1 (ρ = 0.92). Qualitative methods such as FCP could be used in association with semi-quantitative methods to evaluate the effect of pain on animal emotional expression. Observers' cultural background and personal experience did not substantially affect qualitative behavioral assessment in dogs with acute somatic pain. [ABSTRACT FROM AUTHOR]

Background: Although the issue of high mental health burden among veterinarians is well-documented in previous studies, little is known about the specific occupational stress factors associated with mental health issues. Therefore, the aims of this study were twofold: (1) to assess occupational stress factors within the veterinary profession, with a particular emphasis on comparing the expectations of veterinary students with the experiences of practicing veterinarians and (2) to link the experienced stress with mental health indicators in veterinarians. Methods: All registered veterinarians and veterinary-medicine students in Austria were invited to participate in a cross-sectional online survey. The data collection took place during the winter of 2022/2023 and included standardized questionnaires on mental well-being (WHO-5), depression (PHQ-9), anxiety (GAD-7), stress (PSS-4), and insomnia (ISI-2). Additionally, participants were asked about various estimated (students) or experienced (vets) occupational stress factors, which were to be rated on a 5-point Likert scale ranging from "not at all" to "very strongly". An open question invited respondents to identify in free text further experienced/anticipated sources of work-related stressors in veterinary practice. Results: A total of 430 students and 440 veterinarians participated in the study. The results of a repeated measures analysis of variance (ANOVA) indicate that the burden of bureaucracy is perceived as less stressful by students than experienced by veterinarians, all other areas are perceived as more stressful by students than by veterinarians. In veterinarians, bureaucracy is experienced as the most burdensome, followed by animal suffering, and communication with animal owners. Further analysis of possible associations between the extent of perceived stressors and indicators of mental health shows that while bureaucracy is the most burdensome, it has the smallest correlation with mental health indicators. On the other hand, financial concerns, which are not ranked among the main stressors, have the strongest correlation with impaired mental health. Conclusion: The results suggest that financial security for veterinarians is crucial to safeguard their mental health. The training of veterinary medicine students and practicing veterinarians in the areas of administration, time management, handling animal suffering, and communication with animal owners might be beneficial in reducing their job-related stressors. [ABSTRACT FROM AUTHOR]

Background: Chat Generative Pre‐trained Transformer (ChatGPT) is a freely available online artificial intelligence (AI) program capable of understanding and generating human‐like language. This study assessed veterinary students' perceptions about ChatGPT in education and practice. It compared perceptions about ChatGPT between students who had completed a critical analysis task and those who had not. Methods: This cross‐sectional study surveyed 498 Doctor of Veterinary Medicine (DVM) students at The University of Sydney, Australia. Second‐year DVM students researched a veterinary pathogen and then completed a critical analysis of ChatGPT (version 3.5) output for the same pathogen. A survey based on the Technology Acceptance Model was then delivered to all DVM students from all years of the programme, collecting data using Likert‐style, categorical and free‐text items. Results: Over 75% of the 100 respondents reported having used ChatGPT. The students found ChatGPT's output relevant and practical for their use but perceived it as inaccurate. They perceived ChatGPT output to be more useful for veterinary students than for pet owners or veterinarians. Those who had completed the critical analysis assignment had a more positive view of ChatGPT's practicality for veterinary students but noted its authoritative tone even when delivering inaccurate information. Over 50% of the students agreed that information about tools such as ChatGPT should be included in the veterinary curriculum. Students agreed that veterinarians should embrace AI but disagreed that AI would eventually replace the need for veterinarians. Conclusions: A critical appraisal of outputs from AI tools such as ChatGPT may help prepare future veterinarians for the effective use of these tools. [ABSTRACT FROM AUTHOR]

Background: Zoonotic infections are a recognised risk for the veterinary community. Veterinary students are at risk, due to the range of activities they participate with on training coupled with their inexperience; yet the prevalence and severity of infections in veterinary students has been little studied. In this study, a survey explored zoonotic infections in UK and Irish veterinary students. Methods: A survey containing both open and closed questions, was distributed to undergraduate veterinary students at all veterinary schools in the UK and Republic of Ireland. Descriptive statistics, and univariable logistic regression were used to explore quantitative data; thematic analysis was used to explore qualitative data. Results: There were 467 responses, 31.5% (95% CI 27.3–35.9, n = 147) of those students reported having contracted at least one zoonotic infection during their studies. The most prevalent self-reported infections were cryptosporidiosis (15.2% of all respondents), dermatophytosis (5.6%), and other gastrointestinal infections assumed to be of zoonotic origin (4.5%). 7% of respondents reported having acquired a zoonosis within the last 12 months, 91% of these infections were acquired during farm placements. Thematic analysis (n = 34) showed that infection was an accepted risk, particularly on farm, and students were often reluctant to take time off their studies or placements as a result of infection. Reporting was very low, meaning universities would not have accurate figures on infection risk or particularly risky placement providers. Conclusions: Based on these survey results, veterinary students appear to be at increased risk of contracting zoonotic diseases, particularly on farm placements. Attitude and behaviour change at multiple levels is required to reduce the risk of infection to students and normalise reporting of illness. [ABSTRACT FROM AUTHOR]

A novel, simple, and inexpensive model for teaching depth of lesions within the cornea using slit lamp biomicroscopy to veterinary students, ophthalmology residents, and general clinicians with access to a slit lamp biomicroscope is described. Using common laboratory items, this method can be created in any clinic and can be used to teach and quiz students through independent study with objective self‐testing achieved. [ABSTRACT FROM AUTHOR]

OBJECTIVE Advancements in artificial intelligence (Al) and large language models have rapidly generated new possibilities for education and knowledge dissemination in various domains. Currently, our understanding of the knowledge of these models, such as ChatGPT, in the medical and veterinary sciences is in its nascent stage. Educators are faced with an urgent need to better understand these models in order to unleash student potential, promote responsible use, and align Al models with educational goals and learning objectives. The objectives of this study were to evaluate the knowledge level and consistency of responses of 2 platforms of ChatGPT, namely GPT-3.5 and GPT-4.0. SAMPLE A total of 495 multiple-choice and true/false questions from 15 courses used in the assessment of third-year veterinary students at a single veterinary institution were included in this study. METHODS The questions were manually entered 3 times into each platform, and answers were recorded. These answers were then compared against those provided by the faculty members coordinating the courses. RESULTS GPT-3.5 achieved an overall performance score of 55%, whereas GPT-4.0 had a significantly (P < .05) greater performance score of 77%. Importantly, the performance scores of both platforms were significantly (P < .05) below that of the veterinary students (86%). CLINICAL RELEVANCE Findings of this study suggested that veterinary educators and veterinary students retrieving information from these Al-based platforms should do so with caution. [ABSTRACT FROM AUTHOR]

Simple Summary: Veterinary students are required to determine an animal's heart rate and diagnose heart murmurs and arrhythmias by the time of graduation. Accurate assessment of the heart sounds of horses is considered as a day one clinical competency. Limited opportunities exist in the veterinary curriculum to develop these competencies, especially during COVID-19 times. This research aimed to determine if a multimodal learning resource consisting of diagrams, heart sound recordings and visual representation of the sounds would assist in the development of veterinary students' confidence and ability to recognize normal and abnormal heart sounds of horses. Students were invited to utilize the teaching resource and voluntarily complete surveys about their confidence in recognizing normal heart sounds as well as various murmurs and important arrhythmias of horses. The survey results were analyzed by qualitative and quantitative means. Over a two-year period, 231 fourth-year and 222 fifth-year veterinary students had access to the resource; 89 completed the initial survey and 57 completed a second survey after using the resource. Results confirmed that after access to the resource students' understanding and perception of their auscultation abilities improved. Auscultation of heart sounds is an important veterinary skill requiring an understanding of anatomy, physiology, pathophysiology and pattern recognition. This cross-sectional study was developed to evaluate a targeted, audio-visual training resource for veterinary students to improve their understanding and auscultation of common heart conditions in horses. Fourth- and fifth-year 2021 and 2022 Bachelor of Veterinary Science students at the University of Queensland (UQ) were provided the learning resource and surveyed via online pre- and post-intervention surveys. Results were quantitatively analyzed using descriptive statistics and Mann–Whitney U tests. Open-ended survey questions were qualitatively analyzed by thematic analysis and Leximancer™ Version 4 program software analysis. Over the two-year period, 231 fourth-year and 222 fifth-year veterinary students had access to the resource; 89 completed the pre-intervention survey and 57 completed the post-intervention survey. Quantitative results showed the resource helped students prepare for practicals and their perception of competency and confidence when auscultating equine cardiac sounds improved (p < 0.05). Compared to fifth-year students, fourth-year students felt less competent at identifying murmurs and arrythmias prior to accessing the learning resource (p < 0.05). Fourth-year and fifth-year students' familiarity with detection of murmurs improved after completing the learning resource (p < 0.001). Qualitative analysis demonstrated a limited number of opportunities to practice equine cardiac auscultation throughout the veterinary degree, especially during the COVID-19 pandemic, and that integrated audio-visual resources are an effective means of teaching auscultation. [ABSTRACT FROM AUTHOR]

Background: Differentiation of the subclinical phases of myxomatous mitral valve disease (MMVD) in dogs relies heavily on echocardiography. Focused cardiac ultrasonography (FCU) is a point‐of‐care technique that can assess heart size. Hypothesis/Objectives: Veterinary students trained in FCU can differentiate dogs with subclinical MMVD based on left ventricular (LV) and left atrial (LA) dimensions. Animals: Forty‐eight dogs with subclinical MMVD. Methods: Veterinary students were trained to measure LV dimension and LA‐to‐aortic root dimension ratio (LA : Ao) using FCU. Dogs were categorized into 2 cohorts based on whether or not the LV normalized internal diastolic dimension was ≥1.7 and LA : Ao was ≥1.6. Agreement between FCU and echocardiographic studies performed by cardiologists was evaluated. Results: One‐hundred and forty‐six FCU examinations were performed by 58 veterinary students on 48 dogs. Overall agreement between students and cardiologists was moderate (Fleiss' kappa, 0.54; 95% confidence interval [CI], 0.39‐0.69; P <.001). Percentage accuracy in observations with heart dimensions less than the cutoffs (86/89, 97%) was significantly higher than in observations in with larger hearts (31/57, 54%; P <.001). Agreement increased from moderate to good as heart sizes became more extreme. Degree of confidence by students in performing FCU was significantly higher at the end vs start of the study. Conclusions and Clinical Importance: Categorization of dogs with subclinical MMVD by veterinary students using FCU was associated with moderate to good agreement with echocardiography. Focused cardiac ultrasonography is a point‐of‐care method that can help assess clinical stage in dogs with subclinical MMVD. [ABSTRACT FROM AUTHOR]

Background: Higher education attempts to ameliorate the learning experience through match between learning subjects and students' learning styles. Aim: This study evaluates the efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots. Methods: A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. The student's surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Fleming VARK questionnaire based, investigating their learning profile. Kruskal Wallis test evaluated different instructional modalities effect on student's performance. The chi-square test assessed differences between instructional modalities and learning profiles, profile self evaluation, and training session comprehension. Results: Students showed auditory unimodal VARK profile (16/43), did not know their learning profile (26/43), and favored personalized teaching strategies (43/43). No differences were found for: surgical performance, except for forceps handling; and between instructional modalities: either for learning profiles (p-value = 0.43), or profile self evaluation (p-value = 0.42). Differences were found between instructional modalities and training session comprehension. As limitations, auditory instructional modalities, participants' age, and gender were not recorded or evaluated. Conclusion: Our study provides feedback on modern teaching modalities in which students play a key role. Participants showed a variety of learning profiles although displaying no significant performance differences. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To examine preferences of veterinary clinical pathologists, clinicians, and students for cytology report formats. SAMPLE: 24 clinical pathologists, 1,014 veterinarians, and 93 veterinary students who were members of the Veterinary Information Network. METHODS: Members of the Veterinary Information Network responded to an online survey invitation, made available between July 11, 2023, and July 24, 2023. Respondents were randomly directed to 1 of 4 sets of cytology reports, each containing a traditional narrative format, narrative format with terms expressing a degree of confidence and associated numerical ranges, and template format with similar estimates of confidence. Respondents ranked the reports in order of preference and then provided comments about their top-ranked choice. Responses were analyzed mostly with descriptive statistics or comparisons of proportions. RESULTS: 14 of 24 clinical pathologists preferred the traditional narrative format, whereas 449 of 1,042 veterinary clinicians and veterinary students preferred the template format. Respondents (460/1,131) ranked the template format as most preferred, but the narrative format with terms expressing a degree of confidence ranked highest overall. Many respondents appeared to misunderstand the degree of confidence estimates being expressed numerically. Respondents choosing each format often stated that their preferred choice was "easiest to understand" and "most comprehensive." CLINICAL RELEVANCE: Given the preferences of veterinary clinicians and veterinary students for a template format, clinical pathologists should consider modifying the way they report evaluations of cytologic specimens. Template formats should help standardize reporting of cytologic specimens, thereby improving communication between clinical pathologists and clinicians. However, both clinicians and clinical pathologists need to better understand the purpose of terminology expressing degrees of confidence in such reports. [ABSTRACT FROM AUTHOR]

BackgroundAlthough the issue of high mental health burden among veterinarians is well-documented in previous studies, little is known about the specific occupational stress factors associated with mental health issues. Therefore, the aims of this study were twofold: (1) to assess occupational stress factors within the veterinary profession, with a particular emphasis on comparing the expectations of veterinary students with the experiences of practicing veterinarians and (2) to link the experienced stress with mental health indicators in veterinarians.MethodsAll registered veterinarians and veterinary-medicine students in Austria were invited to participate in a cross-sectional online survey. The data collection took place during the winter of 2022/2023 and included standardized questionnaires on mental well-being (WHO-5), depression (PHQ-9), anxiety (GAD-7), stress (PSS-4), and insomnia (ISI-2). Additionally, participants were asked about various estimated (students) or experienced (vets) occupational stress factors, which were to be rated on a 5-point Likert scale ranging from “not at all” to “very strongly”. An open question invited respondents to identify in free text further experienced/anticipated sources of work-related stressors in veterinary practice.ResultsA total of 430 students and 440 veterinarians participated in the study. The results of a repeated measures analysis of variance (ANOVA) indicate that the burden of bureaucracy is perceived as less stressful by students than experienced by veterinarians, all other areas are perceived as more stressful by students than by veterinarians. In veterinarians, bureaucracy is experienced as the most burdensome, followed by animal suffering, and communication with animal owners. Further analysis of possible associations between the extent of perceived stressors and indicators of mental health shows that while bureaucracy is the most burdensome, it has the smallest correlation with mental health indicators. On the other hand, financial concerns, which are not ranked among the main stressors, have the strongest correlation with impaired mental health.ConclusionThe results suggest that financial security for veterinarians is crucial to safeguard their mental health. The training of veterinary medicine students and practicing veterinarians in the areas of administration, time management, handling animal suffering, and communication with animal owners might be beneficial in reducing their job-related stressors.

In this study, the opinions and perceptions of students at a school of veterinary medicine regarding the importance of entrepreneurship education in modern higher education are investigated. A Likert-scale questionnaire design was used to record veterinary students' responses on issues related to entrepreneurship education and its impact on their entrepreneurial mindset, as well as on the students' carrier aspirations and on the factors that influence their carrier choices. The survey was conducted in 2022, and in total, 105 graduates completed the questionnaire. The responses were analyzed through a descriptive statistical analysis using IBM SPSS Statistics 28. The present study confirms that there is a significant need for entrepreneurship education in order to start, develop, and successfully realize business ideas. [ABSTRACT FROM AUTHOR]

In this paper, the attitudes of veterinary students concerning the "factors driving their entrepreneurial intentions" and the "effects of family and wider environment on starting a business" were analyzed using Two-Step Cluster Analysis. A survey was conducted on 105 veterinary students who were asked to indicate their "agreement" on certain individual issues. The analysis of the data collected resulted in two students' profiles with respect to the factors driving their entrepreneurial intentions ("The cautious students" and "The reluctant students"), and in three students' profiles with respect to the influence of family and the wider environment on starting a business ("The conscious students", "The cautious and conservative students" and "The well informed and decisive students"). The study's findings could contribute to reinforcing the actions of educational institutions towards targeted training of students on entrepreneurship/market issues. [ABSTRACT FROM AUTHOR]

Veterinarians are a pivotal force in addressing animal health and welfare surveillance, with a critical role in improving public health security and increasing the profits of livestock farmers. Yet, the veterinary profession is adversely affected by personnel shortages, particularly in rural areas. Since the health of people, animals and their shared environment are interconnected in a One Health perspective, a set of policies are required to ensure public health by attraction and retention of veterinarians in rural areas. In France, a tutored internship programme, financially subsiding students and mentors to execute a training period in remote rural areas, was promoted to better integrate and retain veterinary students ending their veterinary training. This paper aims to evaluate how veterinarians' tutored internships influences students' choices for rural practice, using three different statistical methods derived from causal inference theory. Using survey data for the period 2016–2020, we show that: (i) the average effect of the tutored internship on veterinarians' work in food animal sector is not significant; and that (ii) the tutored internship leads veterinarians with a low share of work in the food animal sector to have a rural practise after they graduated between 13 and 20% greater than those who did not participate in the tutored internship. [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]

Simple Summary: A two-week module of problem-based learning (PBL) with a multidisciplinary approach was introduced into an international bachelor's degree program in veterinary sciences in Italy. This is the first evaluation of such a program in Italy. Students expressed a high level of satisfaction and a positive attitude towards PBL. The students' perceptions of their learning experiences and general life competencies improved after the two weeks of PBL. However, the students' higher cognitive load and a need for feedback were also observed. The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students' performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students' soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students' perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors' feedback and pedagogical orchestration. Based on our findings, when planning bachelor's degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills. [ABSTRACT FROM AUTHOR]