Evaluation of an Immersive Farm Experience to Teach and Attract Veterinary Students to Food-Animal Medicine

Emotive Themes from Tennessee Cattle Producers Regarding Responsible Antibiotic Use

To improve judicious antimicrobial use (AMU) in food animals in the United States, all feed additives that were medically important antimicrobials were moved from over the counter to Veterinary Feed Directive in 2017. This action required a change in behavior of producers’ AMU practices. Because emotions are important aspects of behavior, several behavioral interventions have targeted people’s emotions as means of effecting change. Hence, understanding and incorporating the emotional experiences of producers towards current AMU practices can be a starting point to making future behavioral changes that could reduce the emergence of antimicrobial resistance challenge. Between June 2017 and March 2018, seven focus group meetings of Tennessee (TN) beef and dairy cattle producers were conducted to evaluate producers’ emotional views regarding responsible AMU in TN cattle. Sixty-two TN cattle producers participated and emotively expressed the following: (1) deep connections to animals in ways that improve animal and public health; (2) pride in their quality of products; (3) distress that consumers misconceive their AMU practices as indiscriminate; and (4) recommended that producers be more transparent about their AMU practices and the public improve their awareness for detecting marketers’ deceptive product labels that take advantage of public ignorance. Knowledge of these producers’ emotions would help educators target more successful behavioral change campaigns, improving stewardship in AMU practices among producers.

Veterinary Student Knowledge and Attitudes about Swine Change after Lectures and a Farm Visit

Veterinary schools are facing the challenge of increasing animal welfare (AW) training while also attracting future practitioners to livestock medicine. Both objectives may be better achieved through farm visits early in veterinary training. First year veterinary students at the University of Minnesota (n = 103) were surveyed during the Spring 2019 Professional Development II course to document their knowledge, attitudes, and values relative to pigs, AW, and the industry before and after classroom and online lectures and a visit to a farrow-to-wean farm. Quantitative (Kruskal-Wallis, Kendall tau-c and Chi-Square) and qualitative (content analysis) analyses were used to identify shifts in knowledge and attitudes and associations with demographics and use of the AW values of biological functioning, affective state, and natural living. Most students were female (85.4%), from urban/suburban backgrounds (68.9%), and did not wish to work with livestock (66.0%). Knowledge scores (p <.05) and attitudes toward pigs (p = .0152) improved after visiting the farm. Satisfaction with AW on most commercial farms shifted after the farm visit (p = .0003), with those valuing biological functioning becoming more satisfied (p = .0342). In contrast, students who visited the farm when enrichment was provided were more dissatisfied compared to those who toured the farm without enrichment (p = .0490). Those referencing natural living (p = .0047) rated the toured farm as a poorer steward of welfare. Students' AW concerns included behavioral restriction in individual stalls and injury and lameness in group pens. Farm visits are an important tool in veterinary education, but may result in segmentation in student knowledge and attitudes relative to livestock welfare.

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.

Creation and Evaluation of a Food Animal Curriculum Roadmap for Veterinary Students at the University of Minnesota

Less than 5% of US veterinary school graduates go on to practice predominantly food animal medicine, contributing to a serious shortage of veterinarians practicing in rural areas. Exposing students to clinical and farm experiences while in veterinary school is an effective way to recruit them to various types of veterinary careers. Students at the University of Minnesota College of Veterinary Medicine (UMN CVM) were not always aware of food animal course options within the curriculum. Additionally, food animal faculty had noted that while face-to-face mentoring was the most effective way to help students select courses, it was too dependent upon faculty availability and students' comfort level in reaching out for advice. Consequently, it was decided to develop an online catalog of course options focusing on food animal topics. This course catalog, called the Food Animal Curriculum Roadmap, was designed as an interactive roadmap similar to a map of subway lines, where each line represents a species of interest (beef, dairy, small ruminant, swine, and poultry) and each station is a course. The roadmap was made available to all students at the college. A user survey showed that 96% of the respondents (n = 30) indicated that they had a better understanding of course offerings after using the Food Animal Curriculum Roadmap.