Attitudes and professional values of veterinarians and veterinary students toward positive welfare states for dairy cattle

Research that involves agricultural animal welfare has typically aimed to improve welfare by decreasing disease, distress, and pain. Positive welfare does not necessarily occur with the absence of suffering but in combination with opportunities for behaviors or affective states desired by animals. Our objectives were to describe Canadian bovine veterinarians' and veterinary students' attitudes, professional normative values, and perceived ability to promote positive welfare for dairy cows, and to explore participants' provided rationale. With an online cross-sectional survey, Canadian veterinary practitioners (n = 78) and veterinary students (n = 148) were asked, on a 7-point Likert scale, about their attitudes, perceived professional normative values, and perceived ability of veterinarians to promote positive welfare for dairy cows. We used an applied thematic analysis approach within the qualitative description methodology to analyze participants' open-ended text responses. Quantitatively, participants had very favorable attitudes (mean ± SE; 6.3 ± 0.04) and perceived favorable values (5.7 ± 0.06) in the veterinary community toward positive welfare opportunities for dairy cows. Three themes were identified to explain the professional normative values: influences from within the veterinary profession, influences from outside the veterinary profession, and personal views of participants. Participants were confident that veterinarians could suggest positive welfare opportunities for dairy cows (6.1 ± 0.06) but were uncertain that the decision to suggest these opportunities to producers was within a veterinarian's control (4.3 ± 0.11) and were not confident that implementation of positive welfare opportunities was under a veterinarian's control (2.1 ± 0.07). Three themes were identified to explain the barriers to veterinarians promoting positive welfare opportunities for dairy cows: not practical to implement, resistance to change, and concern for the animal. Participants stated that many positive welfare opportunities were impractical or expensive to implement. We conclude that positive attitudes and positive professional values exist in the veterinary community toward positive welfare for dairy cows but that much uncertainty exists regarding a veterinarian's ability to influence change to current practices.

A global survey of companion animal veterinary practitioners on animal welfare teaching - Focus on undergraduate and continuing education, and clients' sources of information

As part of a wider research on animal welfare, a global survey was developed to gain insight into the opinion of companion animal veterinarians about animal welfare education, namely to investigate i) their exposure to animal welfare teaching during their undergraduate education, ii) their access to continuing professional education on animal welfare, and iii) their opinions on clients' sources of information on animal welfare. The survey was distributed to companion animal veterinarians around the world. The results were highly influenced by the large numbers of respondents who trained in the Russian Federation, Australia, Israel, the Netherlands, the United Kingdom of Great Britain and Northern Ireland, or the United States of America. Worldwide, 58.4% of the respondents thought that animal welfare was poorly covered or not taught at all when they were students. The best coverage of animal welfare was in the Netherlands and the United Kingdom of Great Britain and Northern Ireland. Most companion animal veterinarians (65.3%) had access to continuing education on animal welfare, but there were small differences between the six above-mentioned countries. Companion animal veterinarians get information on animal welfare mainly from the internet and veterinary conferences/meetings, and thought that their clients obtained animal welfare information from various sources. The findings show that there is a need to improve education on animal welfare in veterinary curricula and the provision of relevant continuing education, so that companion animal practitioners can keep abreast of developments and societal expectations.

Perceived role of the veterinarian in promoting dairy cattle welfare

Improving the lives of animals in agricultural systems has primarily focused on minimizing negative experiences. Research is needed on the promotion of positive experiences (pleasure, enjoyment, play, choice, happiness) for animals and the role of veterinarians in their promotion. Our aims were to describe how Canadian bovine veterinarians and veterinary students perceive the role of a veterinarian in positive vs. negative experiences for dairy cows and to analyze the rationale provided to explain their answers. Canadian veterinary practitioners (n = 78) and veterinary students (n = 148) responded to an online cross-sectional survey and were asked, on a 7-point scale, how important the role of a veterinarian is to promote practices that influence the experience of dairy cows. We used qualitative description to analyse participants' open-ended text responses. Practices to minimize negative experiences were most important (mean ± SE; 6.8 ± 0.03), a balance of positive and negative experiences was less important (6.4 ± 0.05), and encouragement of positive experiences scored lowest (6.0 ± 0.06), although all scored highly. Four themes were identified to explain participants' reasoning regarding their perceived role of a veterinarian in the promotion of dairy cattle welfare, centered on: the animal, the producer, the veterinarian, and society. Participants indicated that promoting positive experiences was less important than decreasing negative experiences (5.9 ± 0.09). There were four themes identified to explain participants' reasoning regarding the relative importance of promotion of positive experiences versus decreasing negative experiences which centered on: frameworks to compare positive and negative experiences, impacts on the animal, the participant's view of their role, and the practicality of implementation. These results indicate modest differences in valuing avoidance of negative vs. promotion of positive welfare. There were no differences in the quantitative analyses between veterinarians and veterinary students. We conclude that veterinarians are favorably disposed to positive aspects of welfare for dairy cows but may be more focussed on avoidance of negative aspects of welfare.

Zookeepers - The most important animal in the zoo?

Education to improve knowledge of animal welfare is not a universal component of training for zoo staff, and little is reported about the perspectives of zoo staff on the need for such education. This paper reports results from structured telephone interviews of a diverse sample of eight Chinese and eight European zoo staff about aspects of zoological animal welfare, education and zoological practices. These qualitative data were thematically analyzed and key themes generated. Similar themes emerged across regions: Zoo staff consider professional attributes including motivation and enthusiasm to be important alongside formal training, zoo staff value learning opportunities but don't always feel supported, and contextual information including wild animal ecology was considered important content in zoo animal welfare education.

Crucial but Neglected: Limited Availability of Animal Welfare Courses in Education of Wildlife Researchers

Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife.

A Survey of Veterinary Medical Professionals' Knowledge, Attitudes, and Experiences with Animal Sexual Abuse

There has been little study of animal sexual abuse (ASA). Subsequently, little is known about veterinary medical professionals' (e.g., Veterinarians, Veterinary Technicians, Veterinary Nurses) knowledge of ASA and how they may contribute to the prevention of ASA. Thus, the objective of this paper is to comprehensively study ASA in a sample of veterinary medical professionals. Eighty-eight professionals were recruited through professional associations and posts on social media to take part in a survey examining non-sexual animal abuse, ASA, and criminal justice perceptions. Results indicated that, levels of knowledge and training were much lower for ASA than non-sexual abuse. Professionals also responded punitively toward individuals who have committed sexual abuse against animals and supported long prison sentences and registries for offenders. Veterinary medical professionals were supportive of mandatory reporting of all types of abuse but did not feel prepared to testify in these cases should they go to court. These results have implications for practice as they indicate that veterinary medical professionals are not receiving enough training on abuse - particularly ASA - which could put their patients at risk of continued harm.

Frequency of disagreements between producers and veterinarians about pain management in cattle

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Cattle producers and veterinarians engage in conversations about pain mitigation.

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Differences in opinion are infrequent and do not appear to affect their relationships.

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Both producers and veterinarians rely on personal experiences to identify pain in cattle.

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There is an opportunity to develop educational programs regarding pain management decisions.

Pain management is a key element of ensuring animal welfare. Although the opinions of both producers and veterinarians affect decisions about the use of pain mitigation on cattle operations, little is known about how they communicate about this topic. Given the importance of a veterinary-client-patient relationship for developing pain mitigation protocols, understanding the communication between veterinarians and producers is key to the implementation of robust, industry-wide pain management protocols. The objectives of this survey were to understand how producers and veterinarians may respond to disagreements about pain mitigation and to determine where respondents obtain their knowledge about pain recognition and treatment. Results presented herein are part of a larger study previously described. An online survey was distributed to 6 cattle industry groups. Surveys that were >80% complete were included for analysis (n = 1,066). Approximately half of the respondents identified as producers (497, 46.6%) and half as veterinarians (569, 53.4%). The majority of producers believed that disagreements about the use of pain management in cattle never affected their relationship with their veterinarians (349, 70.2%). The veterinarian respondents indicated more disagreements, although the frequency was relatively low, with 43.9% (250) indicated having a disagreement less than once a year. Most producers and veterinarians indicated they were either “extremely unlikely” or “somewhat unlikely” to dissolve the relationship completely if disagreements about pain management arose (veterinarians: 398/569, 70%; producers: 294/497, 59.1%). Veterinarians and producers reported gaining their knowledge about pain recognition from a variety of sources including personal experience and continuing education opportunities. Disagreements about pain mitigation occurred infrequently; however, this could be due to few discussions about pain management in general. These results indicated that there is opportunity for veterinarians to engage with their producers in more discussions about pain management.

Applied Animal Ethics in Industrial Food Animal Production: Exploring the Role of the Veterinarian

Industrial food animal production practices are efficient for producing large quantities of milk, meat, and eggs for a growing global population, but often result in the need to alter animals to fit a more restricted environment, as well as creating new animal welfare and health problems related to animal confinement in high densities. These practices and methods have become normalized, to the extent that veterinarians and others embedded in these industries rarely question the ethical challenges associated with raising animals in this fashion. Moral ‘lock-in’ is common with those working in food animal industries, as is the feeling that it is impossible to effect meaningful change. Animal welfare issues associated with the industrialization of food animal production are ‘wicked problems’ that require a multi- and transdisciplinary approach. We argue that veterinarians, as expert animal health and welfare advocates, should be critical stakeholders and leaders in discussions with producers and the food animal sector, to look for innovative solutions and technology that will address current and future global sustainability and food security needs. Solutions will necessarily be different in different countries and regions, but ethical issues associated with industrial food animal production practices are universal.

Perceptions of animal welfare and animal welfare curricula offered for undergraduate and graduate students in animal science departments in the United States

While perceptions of animal welfare have been assessed in veterinary students and students internationally, there remains a gap in research concerning undergraduate and graduate student perspectives of animal welfare in animal science programs at colleges and universities across the United States. A survey was developed to assess current animal science student perspectives of the importance of animal welfare as part of their education, their knowledge of available educational opportunities, and resources they think should be included in animal welfare curricula. An online survey was distributed to a national listserv of university administrators of animal science programs in the United States. A total of 624 survey responses were statistically summarized. Most respondents were undergraduate students (78.0%, n = 487), between the ages of 18 and 24 (85.9%, n = 536), and female (86.1%, n = 537). Results indicated that despite most respondents not taking an animal welfare course previously (60.7%, n = 379), most students strongly agreed that the inclusion of an animal welfare course is an important part of the animal science curriculum (72.0%, n = 449), that animal welfare is an important component of their education (63.1%, n = 394), and that animal welfare courses would be helpful for their future careers (70.0%, n = 437). When asked what attributes would be most important in an animal welfare class, students identified many different types of information and resources. The majority of respondents answered that discussing current hot topics in animal welfare (76.1%, n = 475), ethical discussions (76.0%, n = 474), and practical, applied questions (75.3%, n = 470) were important course components. Suggestions for future research include investigating how animal science student perceptions change before and after taking an animal welfare course and exploring opportunities to expand formal welfare education in animal science departments. Inclusion of animal welfare into the curriculum is critical as many of the students currently enrolled in animal science departments will become the future stakeholders in animal-focused industries.

Two Domains to Five: Advancing Veterinary Duty of Care to Fulfil Public Expectations of Animal Welfare Expertise

Simple Summary

Veterinarians are animal health experts. More recently, explicit references to veterinarians as animal welfare experts have proliferated. Veterinarians are ideally situated to act as animal welfare experts by virtue of their core work with animals, influence over owners, their roles in policy development, compliance, and monitoring, and as educators of future veterinary professionals. However, the discipline of animal welfare science has moved beyond a focus on nutrition and health towards an acceptance that the mental experiences of animals are the focus of welfare consideration. The Five Domains Model is a framework for assessing animal welfare and focuses on mental experiences arising from a broad range of impacts or opportunities. The Model can be used as a framework to integrate contemporary understanding of animal welfare science in veterinary curricula and improve welfare literacy within the veterinary profession.

Abstract

Veterinarians are animal health experts. More recently, they have been conferred a leading role as experts in animal welfare. This expectation of veterinarians as welfare experts appears to stem from their training in veterinary medicine as well as professional contributions to welfare-relevant policy and law. Veterinarians are ideally situated to act as animal welfare experts by virtue of their core work with animals and potential influence over owners, their roles in policy development, compliance, and monitoring, and as educators of future veterinarians. However, since its inception as a discipline over 70 years ago, animal welfare science has moved beyond a two-dimensional focus on nutrition and health (biological functioning) towards an understanding that the mental experiences of animals are the focus of welfare consideration. The Five Domains Model is a structured and systematic framework for more holistically considering conditions that contribute to the animal’s internal state and its perception of its external situation, and the resultant mental experiences. The Model can be used to better align veterinary animal welfare expertise with contemporary understanding of animal welfare science and improve welfare literacy within the veterinary profession. Improved understanding of animal welfare science is likely to lead to increased confidence, competence, and empowerment to act as experts in their daily lives.

Attitudes towards animals and belief in animal mind among first-year veterinary students before and after an introductory animal welfare course

Veterinarians are increasingly looked to for guidance on matters relating to animal welfare, yet little is known about US veterinary students' attitudes and beliefs about animals. In 2019, we surveyed all first-year veterinary students at a major US veterinary college (n = 123) before and after taking a required one-credit introductory animal welfare course. Attitudes were measured using the Pests, Pets and Profit (PPP) scale and belief in animal mind (BAM) was measured using an ad hoc measure adapted from previous work. Pre- and post-course comparisons indicated the introductory animal welfare course had no immediate effect on veterinary students' attitudes or BAM. Veterinary students' attitudes were most positive for animals considered pets, followed by pests and those used for profit. Students believed most species possess a wide variety of mental capacities, including many secondary emotions often considered uniquely human (eg guilt, embarrassment, jealousy). Sociodemographic variables consistently associated with more positive attitudes towards animals were: female gender, vegetarianism and liberal political ideology. Preferring a career involving large or food animal practice was consistently associated with less positive attitudes towards animals. Belief in animal mind explained 3% of the variation in attitude scores, whereas sociodemographic variables explained 49% of variation in attitude scores. Female gender, vegetarianism and preferring small (vs large or food animal practice) were all associated with greater BAM scores. Understanding veterinary student attitudes towards animals and beliefs about the mental capacities of animals is important when evaluating a veterinarian's ability to adhere to their oath.

Introducing Clinical Behavioral Medicine to Veterinary Students with Real Clients and Pets: A Required Class Activity and an Optional Workshop

Addressing behavior problems in clinical practice requires diagnostic expertise as well as excellent client skills in communication, gained by experience. This issue was addressed by introducing clinical behavior to first-year veterinary students. The program was implemented over four successive terms (2017-2019) at St. George's University School of Veterinary Medicine. The clinical practice hour was introduced after a brief first-year clinical behavior course (7 lectures). Students were divided into 6-8 person teams. In a class demonstration with a student and his/her dog having behavior problems, two students served as clinicians; a third student, as a scribe, recorded case details. They discussed signalment, history, presenting problems, and possible treatment approaches for 25 minutes; then, the class divided into the assigned teams to develop their specific treatment plans and write up and submit team case reports. During each term, the student Animal Welfare and Behavior Committee organized an optional behavior workshop (enrollment was 24 veterinary students from years 1 through 3). Participation in the workshop included an introductory session and two clinical sessions. Four dog and/or cat cases were scheduled for each of the two sessions. Six students addressed each case: three students were lead clinicians. Workshop evenings concluded with a discussion of all cases. Students were presented a certificate of completion. Students gained early experience in clinical communication, behavior problems, and case write-ups. The abundance of students' pets with behavior problems made this a context that simplified recruiting real cases, but variations could be adapted as appropriate in other communities.

Impact of a Frame Reflection Assignment on Veterinary Student Perspectives toward Animal Welfare and Differing Viewpoints

Veterinarians are considered leaders in animal welfare, but veterinary curricula often lack training in welfare. Our aims were to describe veterinary student values, assess whether a frame reflection assignment can encourage student willingness to engage with others with differing values surrounding animal welfare, and determine if sex and career area of emphasis related to responses. Two cohorts of second-year veterinary students at the Ohio State University (n = 314) articulated their values (including those of biological functioning, affective states or natural living they value most), interviewed someone with differing values, reported their interviewee's views as if they were their own (frame reflection), then reflected on the process (post-interview reflection). Qualitative and quantitative analyses were used. Students identified as 83% female and 17% male,^a with small animal (56%), large animal (11%), mixed animal (15%), or other (19%) career areas of emphasis. Students valued affective states (45%) and biological functioning (42%) more than natural living (11%). Food animal students were more likely to value biological functioning. In their post-interview reflections, students articulated both productive and unproductive views (e.g., likely or unlikely to improve future conversations, respectively), though productive views were more common. Students reported that the assignment would benefit their careers by improving their communication strategies with clients. Female students were more likely to use themes related to unproductive and career-related views. We conclude that a frame reflection assignment is a novel and effective method for improving veterinary student communication skills when discussing controversial animal welfare topics.

How decision-making about euthanasia for animals is taught to Australasian veterinary students

This study set out to explore how euthanasia decision-making for animals was taught to students in eight Australasian veterinary schools. A questionnaire-style interview guide was used by a representative at each university to interview educators. Educators were interviewed about their teaching of euthanasia decision-making for four categories of animals: livestock, equine, companion and avian/wildlife. Using thematic analysis, the terms provided by participants to describe how (mode of teaching) and what (specific content) they taught to students were categorised. Information about content was categorised into human-centred factors that influence decision-making, and animal-based indicators used to directly inform decision-making. All eight representatives reported some teaching relevant to euthanasia decision-making at their university for livestock, companion animal and avian/wildlife. One representative reported no such teaching for equid animals at their university. Observation of a euthanasia case was rarely reported as a teaching method. Five universities reported multiple modes of teaching relevant information, while two universities made use of modalities that could be described as opportunistic teaching (e.g., 'Discussion of clinical cases'). Factors taught at most universities included financial considerations, and that it is the owner's decision to make, while animal-based indicators taught included QoL/animal welfare, prognosis and behaviour change. Overall, most universities used a variety of methods to cover relevant material, usually including lectures and several other approaches for all animal types. However, because two universities relied on presentation of clinical cases, not all students at these veterinary schools will be exposed to make, or assist in making, euthanasia decisions.

Preliminary Exploration of Swine Veterinarian Perspectives of On-Farm Euthanasia

Simple Summary

Euthanasia is an essential management tool used on livestock operations to alleviate animal suffering. Despite the fact that caretakers who work closely with animals recognize the value of euthanasia, ending an animal’s life remains a difficult task. On swine operations, veterinarians often do not perform day-to-day euthanasia but as animal health and well-being experts, veterinarians should be integral in euthanasia protocol development, training, and execution. Although the importance of euthanasia training is recognized, there is still opportunity within the swine industry to ensure all employees are properly trained. It is evident that there is also a need to provide additional training to veterinarians as integral components of the veterinary school curriculum and continuing education programming. Logistical factors are noted as challenges to proper and timely euthanasia and need to be addressed. Additionally, as the impact that euthanasia can have on caretaker and veterinarian mental well-being becomes more recognized in the livestock industries, it is crucial to incorporate strategies for coping with the moral stress of having to perform euthanasia into training protocols, as currently this is not broadly addressed.

Abstract

Euthanasia is a critical component in swine production and veterinarians play an important role in euthanasia protocol development and training. This study aimed to understand veterinarian involvement in and perspectives on euthanasia on pig farms. An online survey was disseminated both at a pig welfare conference and online via a veterinarian e-newsletter. Twenty-five veterinarians participated in the survey. The majority of respondents indicated that caretakers are the individuals making euthanasia decisions and performing the task (n = 17, 68% and 22, 88%, respectively). The majority (22, 88%) of respondents indicated that most of the facilities with which they work have a written euthanasia protocol, and 72% (18) indicated that they assisted in protocol development. Only half of respondents (13, 52%) agreed that “all employees performing euthanasia have been trained adequately”, and 80% (20) identified an interest in delivering more training. Less than half the respondents indicated that strategies for coping with “personal stress” and “emotional wellness” (12, 48%) were included in euthanasia training. While the moral stress of performing euthanasia is recognized, there is opportunity for addressing mental well-being in euthanasia resources. Although preliminary, this study supports the need for further euthanasia training on-farm, involving veterinarians in the process.

Evolution of the Teaching of Animal Welfare Science, Ethics and Law in European Veterinary Schools (2012-2019)

Simple Summary

Nowadays, animal welfare is seen as a ‘common good’ and a societal expectation. Veterinarians are expected to promote and ensure the welfare of animals under their care by using their scientific knowledge and skills in ethical reasoning and advocacy. In 2013, the Federation of Veterinarians of Europe (FVE) and the European Association of Establishments for Veterinary Education (EAEVE) adopted the Day-1 competences on animal welfare science, ethics and law for veterinary undergraduate education after having surveyed 33 European veterinary schools in 2012. In 2019, a follow-up survey was done to monitor the evolution of animal welfare teaching in Europe. A total of 82 responses were received, representing 57 veterinary schools from 25 European countries. Overall results showed that the teaching of animal welfare science, ethics and law has increased in response to growing societal needs, and that welfare is more and more internally embedded in the profession, which is reflected in the curriculum.

Abstract

Nowadays, animal welfare is seen as a ‘common good’ and a societal expectation. Veterinarians are expected to promote and ensure the welfare of animals under their care by using their scientific knowledge and skills in ethical reasoning and advocacy. Veterinary education must equip veterinary graduates with the necessary competences to fulfil these roles. In 2013, the Federation of Veterinarians of Europe (FVE) and the European Association of Establishment of Veterinary Education (EAEVE) adopted the Day-1 competences on animal welfare science, ethics and law for veterinary undergraduate education after having surveyed European veterinary schools in 2012. In 2019, the FVE carried out a follow-up survey to monitor the evolution of animal welfare teaching in Europe. A total of 82 responses were received, representing 57 faculties from 25 European countries. Overall results showed that the teaching of animal welfare science, ethics and law has increased in response to growing societal needs, and that welfare is more and more internally embedded in the profession, which is reflected in the curriculum. Nevertheless, at least one quarter of European schools still only partially meet the 2013 Day-1 competencies. This indicates the need for greater efforts, both from the EAEVE and from individual schools, to ensure that the teaching of animal welfare across Europe is standardised.

Effects of participating in the annual Animal Welfare Assessment Contest on veterinary students' self-perceived knowledge of and attitudes toward animal welfare science and their career choices

OBJECTIVE

To evaluate the impact of participating in the annual Animal Welfare Assessment Contest (AWJAC) on veterinary students' self-perceived knowledge of and attitudes toward animal welfare science and on participants' career choices.

SAMPLE

46 veterinary students who participated in the AWJAC from 2014 through 2017.

PROCEDURES

The study consisted of 2 parts. In part 1, a survey regarding participation in the AWJAC was emailed to all 138 veterinary students who participated in the contest from 2014 through 2017. In part 2, a self-selected subset of 4 survey respondents were interviewed by telephone regarding their AWJAC experience.

RESULTS

Forty-six of 138 (33%) AWJAC participants responded to the online survey. When respondents were asked to rate the attitudes they held before and after participating in the AWJAC, significant increases were identified for engaging with animal welfare topics in their professional decision-making, making career choices based on their interest in animal welfare, and having their interest in animal welfare shape their professional career choices. Analysis of telephone interview transcripts revealed 3 major themes regarding AWJAC participation: defining animal welfare, the value of networking, and professional preparedness.

CONCLUSIONS AND CLINICAL RELEVANCE

Results suggested that participation in the AWJAC heightened veterinary students' self-perceived awareness of animal welfare science, provided participants an opportunity to expand their professional networks, and prepared participants for entrance into the veterinary profession by enhancing communication and critical thinking skills.

Farmers' Perceptions About Health and Welfare Issues in Turkey Production

Farmers play an essential role in the management of animals and ensuring their health and welfare. However, relatively little is known about the health and welfare-related issues farmers themselves find important in the turkey sector. As part of a larger study, a cross-sectional survey of turkey farmers was conducted in Canada to identify the main perceived reasons for culling, mortality, and carcass condemnations in their flocks. Additionally, farmers were asked to rate the importance of different health and welfare-related issues (i.e., mortality, aggressive pecking, disease, leg injuries, leg deformities, breast injuries, and varying body size) during their summer and winter production, as well as for the sector as a whole. A total of 83 responses were analyzed (response rate 20%). The most frequently mentioned reasons for the culling of turkeys included leg-related issues (90.0%), sickness (60.5%), and small body size (58.0%). The perceived reasons for mortality were most often unknown (59.7%), or related to cannibalism (41.6%) or dehydration (42.9%). The main reasons for carcass condemnations at processing were related to skin (33.8%) or subcutaneous conditions (64.7%). Leg deformities and mortality were considered the biggest issues for the turkey production sector. In general, farmers rated items as more of an issue when the question pertained to the sector as a whole rather than to their farm. These results increase our understanding of the health and welfare-related problems in turkey production that farmers find important. This can ultimately help focus research efforts in addressing these issues through improved management adaptations or breeding approaches, thereby improving both the well-being of farmers and birds.

Determination of Dairy Cattle Euthanasia Criteria and Analysis of Barriers to Humane Euthanasia in the United States: Dairy Producer Surveys and Focus Groups

There are currently no clear guidelines in the US and some other countries regarding euthanasia decision making timelines for dairy cattle that become injured or ill to the extent that recovery is unlikely or impossible. Our study aimed to identify decision making criteria and the most common factors considered when making and carrying out euthanasia decisions. Dairy producers were recruited to participate in a mailed survey (Part I, 307 completed surveys were returned) or in one of three focus groups (Part II, 8-10 producers/group, n = 24). Part I (survey): Farm owners were most commonly responsible for on-farm euthanasia and most respondents would treat and monitor compromised cattle for a majority of 15 health conditions. Responses were highly variable; for example, 6.3% and 11.7% of respondents would never euthanize a non-ambulatory cow or calf, respectively. Part II (focus groups): Three main themes (animal, human, and farm operation) were identified from discussion which focused primarily on animal welfare (16% of the discussion) and human psychology (16%). Participants expressed a desire to eliminate animal suffering by euthanizing, alongside a wide range of emotional states. Development of specific standards for euthanasia is a critical next step and more research is needed to understand the human emotions surrounding euthanasia decision making.

Recalibrating Veterinary Medicine through Animal Welfare Science and Ethics for the 2020s

What should leading discourses and innovation regarding animal welfare look like for the veterinary profession in the 2020s? This essay considers four main challenges into which veterinarians are increasingly being drawn, as they respond to increasing public expectation for them to be scientific and moral authorities in animal welfare in addition to their traditional role as trusted health experts. They include: (1) to go beyond traditional conceptions of health by adopting a holistic view that also considers animal welfare, not only disease treatment; (2) to reimagine their professional duties when it comes to disease prevention at the intersection of animal-human-ecosystem health; (3) to develop core competencies/proficiency in animal welfare science and ethics in order to navigate discourses concerning competing priorities and socio-political ideologies and to provide professional leadership in animal welfare; (4) to provide feedback on novel networked devices, monitoring technologies and automated animal welfare solutions and their impact on animals' welfare. To competently navigate the intricacies of the socio-political and connected world as trusted authorities and conduits for innovation in and through animal welfare, veterinarians and veterinary students are encouraged to: (a) develop core competencies in veterinary ethics, animal welfare science and deliberative capacities that are well-informed by current multidisciplinary frameworks, such as One Health; (b) engage interested parties in more effective collaboration and ethical decision-making in order to address animal welfare related concerns within their immediate sphere of influence (e.g., in a given community); and (c) participate in the process of engineering and technological design that incorporates animals' welfare data (such as their preferences) for real-time animal monitoring through adding animal scientific and values-aware evidence in information technology systems. In order to tackle these challenges, four pillars are suggested to help guide veterinarians and the veterinary profession. They are: Collaboration, Critical Engagement, Centeredness on Research, and Continuous Self-Critique.

Knowledge and Opinions of Third Year Veterinary Students Relevant to Animal Welfare Before and After Implementation of a Core Welfare Course

Although leading veterinary organizations emphasize the importance of animal welfare knowledge, there exists a gap in current veterinary student animal welfare education and training. A survey instrument was created to assess third-year Doctor of Veterinary Medicine (DVM) student knowledge of key animal welfare topics, opinions regarding the inclusion of welfare education in the veterinary curriculum, and views on veterinarian responsibilities as advocates. In Spring 2018, Colorado State University added a required animal welfare course to the DVM curriculum. Pre- and post-course paper surveys were distributed to the third-year students enrolled in the animal welfare course. One hundred thirty one completed pre-course surveys were collected and 125 completed post-course surveys were collected. Of the pre and post-course surveys collected, 61 were paired with identification codes and utilized for statistical comparison. Results indicated that the course led students to view the inclusion of an animal welfare course in the veterinary curriculum more favorably (p = 0.009) and improved their confidence in conducting research on animal welfare topics (p < 0.001). The course did not change students' sense of responsibility toward welfare advocacy. Associations were not found between attitudes toward these issues and demographic variables of home community, respondent gender, and track selection (p > 0.06). Veterinarians were consistently ranked by students as the most influential member of a community in matters of animal welfare. Future research on the lack of veterinary student knowledge of animal welfare should be done on a national scale to facilitate strategic development of mandatory animal welfare courses in veterinary curricula. Future research should be designed to gain knowledge regarding DVM students' opinions and attitudes regarding effective methods of incorporating animal welfare education into their professional training.

Speaking Up: Veterinary Ethical Responsibilities and Animal Welfare Issues in Everyday Practice

Although expectations for appropriate animal care are present in most developed countries, significant animal welfare challenges continue to be seen on a regular basis in all areas of veterinary practice. Veterinary ethics is a relatively new area of educational focus but is thought to be critically important in helping veterinarians formulate their approach to clinical case management and in determining the overall acceptability of practices towards animals. An overview is provided of how veterinary ethics are taught and how common ethical frameworks and approaches are employed-along with legislation, guidelines and codes of professional conduct-to address animal welfare issues. Insufficiently mature ethical reasoning or a lack of veterinary ethical sensitivity can lead to an inability or difficulty in speaking up about concerns with clients and ultimately, failure in their duty of care to animals, leading to poor animal welfare outcomes. A number of examples are provided to illustrate this point. Ensuring that robust ethical frameworks are employed will ultimately help veterinarians to "speak up" to address animal welfare concerns and prevent future harms.