Veterinary and Equine Science Students' Interpretation of Horse Behaviour

A Relaxed Horse-A Relaxed Client? An Experimental Investigation of the Effects of Therapy Horses' Stress on Clients' Stress, Mood, and Anxiety

Equine-assisted therapies are becoming increasingly popular for addressing physical and psychological disabilities in clients. The role of the horse's welfare in equine-assisted service receives increasing attention in research. Several studies have shown that horses are able to perceive human emotions and respond to human stress responses. However, no research has yet looked at the other side of the coin-whether and how humans perceive and react to equine stress levels during equine-assisted services. To fill this gap in the research, we employed a within-subjects design, in which horse-naïve participants had a standardized interaction with both an experimentally stressed horse and an experimentally relaxed horse. We assessed physiological indicators of stress (heart rate, heart rate variability, and salivary cortisol) in participants and horses, as well as psychological indicators of stress (state anxiety and positive and negative affect) in participants. Although our stress and relaxation manipulations were successful (indicated by horses' physiological indicators of stress), we did not find any difference in the participants' physiological or psychological indicators of stress between the interaction with a stressed and the interaction with a relaxed horse. Together with results from previous studies, this suggests that humans cannot intuitively recognize the (physiological) stress level of horses, which has important implications for effective communication and bonding between humans and horses and for the safety of equine activities.

Moving toward Fear-Free Husbandry and Veterinary Care for Horses

Husbandry and veterinary procedures have the potential to generate fear and stress in animals. In horses, the associated responses can pose a significant safety risk to the human personnel involved in the procedure, as well as to the animal itself. Traditionally, physical restraint, punishment, and/or threat of an aversive, have been the most common strategies used to achieve compliance from the horse. However, from a welfare perspective, this is less than ideal. This approach also has the potential for creating a more dangerous response from the horse in future similar situations. When caring for companion animals, and captive animals within zoological facilities, there has been a steady transition away from this approach, and toward strategies aimed at reducing fear and stress during veterinary visits and when undertaking routine husbandry procedures. This review discusses the current approaches to horse care and training, the strategies being used in other animal sectors, and potential strategies for improving human safety, as well as the horse's experience, during husbandry and veterinary procedures.

Back in the saddle: student response to remote online equine science classes

The COVID-19 pandemic has challenged professors and students of all disciplines to adjust quickly to remote online teaching and education platforms. In this new era of remote teaching, a greater challenge has been presented in the field of equine science; how to effectively share knowledge that is most often demonstrated by providing students access to live, in-person animal examples. Historically, students and teachers believed skill sets, which are vital for future careers in the industry (e.g., veterinarian) must be learned through hands-on experience. However, in-person methods were not available, so students were taught through the Zoom platform. Students enrolled in various levels of equine science classes were invited to complete a short voluntary questionnaire measuring their response and perception to equine courses taught in an entirely online remote setting by the same professor. One group was comprised of undergraduates majoring in the field (n = 44) in upper level equine science courses, Advanced Equine Reproduction Physiology and/or Equine Enterprise. These students, 41 females and 3 males, ranged in age from 20 to 25 yr, were provided a voluntary questionnaire seeking responses related to the perceived effectiveness and individual preferences of in-class lectures and in-person labs vs. remote online teaching practices. A similar questionnaire was offered on a volunteer basis to precollege students (n = 17). These students, female, high-school students from freshman to senior status (14-18 yr of age), were interested in equine science as a major at UC Davis in the future. This questionnaire evaluated their response to a 2-week remote synchronous online equine science course, which included multiple teaching methods, including lectures, mini labs, and full labs. Responses from both populations suggested that equine courses were perceived as effective when offered as online, remote courses. Live (synchronous) classes and labs offered on Zoom increased engagement and interaction, but students also appreciated the opportunity to access recorded materials. Students responded positively to online remote teaching and found courses to be effective for increasing their knowledge about equine science in an engaging manner, despite their continued preference for in-person instruction.

Horses Used for Educational Purposes in New Zealand: A Descriptive Analysis of Their Use for Teaching

Simple Summary

Many equine and veterinary science degree programmes use horses during practical teaching classes. The use of horses during teaching was studied over a calendar year. The teaching horses were characterised as older non-reactive mares and geldings that had been used for teaching for a number of years after retirement from (harness) racing or sport. These horses were grouped into and managed as different herds based on suitability for specific practical teaching classes. The frequency of teaching activities per horse was relatively low (1–2 sessions per week). Two broad types of practical classes were identified which were characterised by the restraint method used (yards vs. stocks), duration of the class, and number of students per horse. The classes included rectal examinations (in stocks, shorter duration, few students) and general animal handling and husbandry, which included handling, lameness evaluation, clinical examination and foot trimming (in yards, longer duration, more students). Although the workload from teaching within this cohort of horses was low, more work to determine additional markers of teaching horses’ welfare may be required.

Abstract

Horses are used in practical teaching classes in many equine and veterinary science degree programmes to develop and refine the handling and clinical skills of students. In this study, the activities of 24 teaching horses grouped in three herds were investigated over an entire calendar year. Although also used for research and general husbandry, teaching-related activities were the predominant use of the horses. Herd B was used for a greater number of teaching sessions (median = 28, IQR = 27–29.5 per year) than herds M (median = 21, IQR = 20–21 per year) and T (median = 19.5, IQR = 13.75–25.5 per year), which translates to a relatively low workload (one or two weekly sessions during the teaching semester). Sedation was used in dentistry classes (in alignment with national best practice standards) but was rarely required for other teaching activities. Mare reproductive rectal- and medical rectal examination practical classes (specific to 5th-year veterinary teaching and characterised by more restraint (in stocks)) were significantly shorter and had fewer students per horse than the other practical classes. Although the low workload reported suggests an opportunity to increase students’ exposure to horses without compromising the horses’ welfare, further investigation to determine specific stressors to the horses in the teaching environment may be required.

Preliminary Findings on a Novel Behavioural Approach for the Assessment of Pain and Analgesia in Lambs Subject to Routine Husbandry Procedures

Simple Summary

The identification and assessment of pain in sheep are important but, due to their stoic nature, are difficult. In the present study, we evaluated the use of qualitative behavioural assessment to assess pain in lambs caused by routine husbandry procedures performed at lamb marking (ear tagging, castration, mulesing, and tail docking). To do this, video footage of control lambs and of lambs subject to these procedures that were either administered analgesics (Tri-Solfen and meloxicam) or a placebo, was captured 1.5 h post-procedure and assessed by 19 observers. Results showed that the observers agreed in their assessment of the lambs and, as expected, the pain caused by the husbandry procedures altered the behavioural patterns and demeanour of the lambs in a way that was captured by observers using this approach. At the time of assessment, it also appears that the analgesics administered did not reduce the pain experienced by those lambs that received them. These results suggest that qualitative behavioural assessment may be useful in identifying pain in lambs; however further work is needed to test this methodology with lambs given effective analgesic pain relief.

Abstract

The identification and assessment of pain in sheep under field conditions are important, but, due to their stoic nature, are fraught with many challenges. In Australia, various husbandry procedures that are documented to cause pain are routinely performed at lamb marking, including ear tagging, castration, mulesing, and tail docking. This study evaluated the validity of a novel methodology to assess pain in lambs: qualitative behavioural assessment (QBA) was used to compare the behavioural expression of control lambs (CONTROL) with that of lambs subject to these procedures that received either a saline placebo 15 min before procedures (PLACEBO), or were administered meloxicam 15 min before procedures in addition to the standard analgesic Tri-Solfen at the time of procedures, as per the manufacturer’s recommendations (ANALGESIC TREATMENT; AT). In terms of behavioural expression, it was expected that: CONTROL ≠ PLACEBO, AT = CONTROL, and PLACEBO ≠ AT. Video footage of the 6−8-week-old lambs (n = 10 for each treatment) was captured approximately 1.5 h postprocedure and was presented, in a random order, to 19 observers for assessment using the Free-Choice Profiling (FCP) approach to QBA. There was significant consensus (p < 0.001) among the observers in their assessment of the lambs, with two main dimensions of behavioural expression explaining 69.2% of the variation. As expected, observers perceived differences in the demeanour of lambs in the first dimension, scoring all lambs subject to the routine husbandry procedures as significantly more ‘dull’ and ‘uneasy’ compared to the control lambs (p < 0.05). Contrary to expectations, the results also suggested that analgesic treatment did not provide relief at the time of observation. Further investigations to validate the relationship between behavioural expression scores and pain are necessary, but these results suggest that painful husbandry procedures alter the behavioural expression of lambs and these differences can be captured using QBA methodology.

Benefits of Animal Exposure on Veterinary Students' Understanding of Equine Behaviour and Self-Assessed Equine Handling Skills

Simple Summary

First-year veterinary students often lack recognition of horse behavioural signals and exposure to animals. Based on self-assessments, we studied their level of knowledge of equine behaviour and their equine handling competency before starting the programme. A previous exposure to horses and/or companion animals (on their own property) seemed to confer an advantage in the interpretation of equine behaviour and self-reported equine handling competency.

Abstract

Horses are one of the most dangerous animals veterinarians have to work with. For many veterinary students, their first exposure to horses occurs during practical classes. To evaluate the level of knowledge students have of equine behaviour and their equine handling competency when entering the programme, 214 veterinary students (1st and 4th year) were recruited to participate in a questionnaire. Participants were asked to choose one out of 12 terms that best represented the affective state of a horse in a picture, and to self-assess their equine handling skills. Half (n = 56/115) of the first-year students correctly interpreted the horse’s behaviour. The majority had (1) a poor understanding of equine learning mechanisms and (2) poor self-rated equine handling skills. A history of pet ownership (p = 0.027) and the presence of horses on their family property (p = 0.001) were significantly associated with a correct understanding of equine behaviour. Fourth-year students were three times more likely to accurately interpret the horse’s behaviour (p = 0.01) and rated their handling skills higher than first-year students (p = 0.006). These results suggest that previous animal experience confers a considerable advantage to interpret equine behaviour and highlight the critical importance of practical training in the veterinary programme.