Veterinary students are willing to accept job flexibility by trading off some salary

OBJECTIVE

To determine the value veterinary students place on nonpecuniary job benefits related to working arrangements.

SAMPLE

381 companion animal-focused veterinary students at 14 US veterinary colleges.

METHODS

We employed a survey with a choice-based conjoint experiment. The experimental data were analyzed with a random parameter logit model, from which willingness to accept was calculated.

RESULTS

The results indicated that students would prefer working 4 days a week and closer to 40 hours per week, with 13 days of paid time off. Flexible working arrangements were valued from approximately $1,500 to $3,400, depending on the attribute being analyzed. Paid time off was most highly valued.

CLINICAL RELEVANCE

These results will help employers better identify the current preferences of soon-to-be associate veterinarians and can match job offer/working arrangements to enhance recruitment and retention within veterinary practices.

Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study

BACKGROUND

The alignment of student and workplace supervisors' perspectives on student preparedness for veterinary workplace clinical training (WCT) is unknown, yet misalignment could negatively impact workplace learning. The aim of this study was to quantify the relative importance of WCT preparedness characteristics according to students and supervisors and to identify differences.

METHODS

A survey was completed by 657 veterinary students and 244 clinical supervisors from 25 veterinary schools, from which rankings of the preparedness characteristics were derived. Significant rank differences were assessed using confidence intervals and permutation tests.

RESULTS

'Honesty, integrity and dependability' was the most important characteristic according to both groups. The three characteristics with the largest rank differences were: students' awareness of their own and others' mental wellbeing and the importance of self-care; being willing to try new practical skills with support (students ranked both of these higher); and having a clinical reasoning framework for common problems (supervisors ranked higher).

LIMITATIONS

Using pooled data from many schools means that the results are not necessarily representative of the perspectives at any one institution.

CONCLUSION

There are both similarities and differences in the perspectives of students and supervisors regarding which characteristics are more important for WCT. This provides insights that can be used by educators, curriculum developers and admissions tutors to improve student preparedness for workplace learning.

Determining Hopelessness Levels and Related Factors in Veterinary Students

This study addresses the level of hopelessness experienced by last-year students at a faculty of veterinary medicine. Moreover, it identifies the factors behind this emotion. A face-to-face questionnaire was administered to 238 last-year students from 2017 to 2021. The questionnaire included questions about sociodemographic and other characteristics, along with the Beck Hopelessness Scale. Data analysis included descriptive statistics, factor analysis, and chi-square tests. The findings suggested that nearly 60% of the respondents experienced hopelessness. The analysis also revealed a significant relation between hopelessness levels and variables such as year, gender, expected time of first employment, and psychological status. The results suggested that the current state of mental health is worrying for the veterinary faculty students and therefore for the future veterinarians. For this reason, it can be argued that steps to be taken towards a solution in the veterinary education periods are required.

Nurturing a Respectful Connection: Exploring the Relationship between University Educators and Students in a Spanish Veterinary Faculty

The respect of the teacher for the student is essential for effective teaching from the perspective of the students, even in comparison to the knowledge and communication capacity of the teacher. Consequently, the optimal development of this characteristic fosters a more effective and efficient student-teacher relationship. We initiated this research following a conversation with a group of university students, who expressed their discontent regarding the lack of respect shown towards them by some teachers. Therefore, we conducted a descriptive study using online surveys, focusing on the central axis in the teacher-student relationship. The results highlighted the need for faculty members to analyze and question their attitudes towards their students. This paper presents initial results of the data collected at the Veterinary Faculty of the University of Las Palmas de Gran Canaria.

"I didn't see a sheep": perspectives of lecturers and students at veterinary schools in Great Britain on learning about lameness in sheep

Introduction

Great Britain has over 15 million ewes. Lameness is one of the top three most economically important diseases for the sheep industry, costing about £80 million per annum. The prevalence of lameness reduced from 10% to 5% between 2004 and 2013 but further reduction is unlikely because many farmers and agricultural students still believe in, and use, ineffective practices to control lameness. Unfortunately, many veterinary practitioners consider themselves insufficiently knowledgeable to work confidently with sheep farmers, and many sheep farmers agree with them. Another route to improve control of lameness is to ensure that all new veterinary graduates are competent to advise farmers.

Methods

Our study investigated how veterinary students are taught about management of lameness in sheep. Ten lecturers from eight veterinary schools were interviewed, and 33 students from four veterinary schools participated in four focus groups; all were recorded, transcribed, and analysed using directed qualitative content analysis.

Results

Teaching time and opportunities for students to gain clinical experience of lameness were very limited. Students were not confident they could diagnose causes of lameness and listed many practices, including ineffective ones, to manage footrot.

Discussion

We conclude that GB veterinary students are graduating without evidence-based understanding and clinical experience necessary to advise farmers on management of lameness in sheep. Given the importance of lameness in sheep in GB we conclude that an alternative approach to education on lameness in sheep could help to ensure that new graduate veterinarians can contribute to control of lameness in sheep.

Students with access to 3D study materials are better able to translate spatial relationships between abdominal organs and correctly interpret abnormal radiographic images

Previous studies have demonstrated evidence that three-dimensional (3D) visualization techniques can be helpful as learning tools. This prospective randomized control study was designed to test the hypothesis that 3D learning tools would have improved translation into interpreting normal and abnormal canine abdominal radiographic images over traditional learning tools. Sagittal and dorsal plane 3D image scenes were created from CT scans, with canine abdominal organs labeled using virtual reality and 3D visualization software tools. Eighty students from the first- and second-year veterinary classes at a single institution participated in the study. The control group studied canine abdominal anatomy from a textbook and the experimental group studied canine abdominal anatomy using the 3D learning tools for a set time. Each participant then took a three-part written examination to assess their learning for the following categories: 3D anatomy organ identification, radiographic anatomy organ identification of normal structures and radiographic anatomy organ identification of abnormal structures. All participants were also asked to identify the sex of the test patient from the 3D study. Participants from the experimental group performed statistically better than participants in the control group for all parts of the examination, with the exception of normal radiographic anatomy.

Veterinary Students' Knowledge and Awareness of Antimicrobial Stewardship before and after Clinical Rotations

Given the global threat of antimicrobial resistance, it is imperative that veterinary graduates are effective antimicrobial stewards. Veterinary students learn the principles of antimicrobial stewardship explicitly, through pre-clinical coursework, and implicitly, through the cases they each encounter on clinical rotations. We aimed to understand the influence of pre-clinical versus clinical learning on veterinary students' knowledge and awareness of antimicrobial concepts to guide efforts to improve instruction in these areas. To assess knowledge acquisition and to explore student perceptions of antimicrobial stewardship, a standardized online survey was administered to Cornell University veterinary students at two timepoints: in August 2020 before clinical rotations (N = 26 complete responses and N = 24 partial responses) and again in May 2021 after their clinical rotations (N = 17 complete responses and N = 6 partial responses). Overall and section-specific confidence and knowledge scores were calculated, using pairwise deletion for incomplete responses. Students generally had low confidence in antimicrobial topics and correctly answered only half of knowledge questions correctly; they performed the best on antimicrobial resistance knowledge questions. There were no significant differences in knowledge or confidence after clinical rotations. On average, students had only read one antimicrobial stewardship guideline. Students reported that human health care providers contributed more to antimicrobial resistance than veterinarians. In conclusion, graduating veterinary students at our institution have significant knowledge gaps in critical principles that are essential to become antimicrobial stewards. Explicit instruction in antimicrobial stewardship is necessary in the pre-clinical and clinical coursework, and the practical use of antimicrobial stewardship guidelines should be emphasized.

Evaluation of the Attitudes and Opinions of Veterinary School Students on Distance Education During the COVID-19 Pandemic

This study aimed to determine the attitudes and opinions of the students of veterinary schools in Turkey regarding distance education during the COVID-19 pandemic. The study was conducted in two stages: (1) develop and validate a scale for assessing Turkish veterinary students' attitudes and opinions regarding distance education (DE) (n = 250 students; one veterinary school) and (2) widespread use of this scale amongst veterinary students (n = 1,599 students, 19 veterinary schools). Stage 2 was conducted between December 2020 and January 2021 with students from Years 2, 3, 4, and 5 who had experienced both face-to-face and distance education. The scale contained 38 questions, which were divided into seven sub-factors. Most students considered that practical courses (77.1%) should not continue to be delivered by DE; and that catch-up face-to-face programs (77%) would be required for practical skills after the pandemic. The main benefits of DE were that studies did not have to be interrupted (53.2%) and the ability to retrieve online video material for later study (81.2%). A total of 69% of students considered that DE systems and applications are easy to use. Many (71%) students considered that the use of DE would adversely affect their professional skills, 26.5% expected that the duration of their studies would be extended, but only 18.1% had considered suspending their studies for the period of the pandemic. Therefore, it appeared that face-to-face education was considered indispensable by students in veterinary schools, which provide practice-oriented education in the field of health sciences. However, the DE method can be used as a supplementary tool.

A Qualitative Study of How On-Campus Faculty and Off-Campus Preceptors Evaluate Veterinary Students' Professionalism

Professionalism is defined and described in a variety of ways that differ considerably in details and quantity. While professionalism has become increasingly important, educators' opinions regarding the types of professionalism vary. The objective of this qualitative study was to evaluate faculty and preceptors' perspectives regarding veterinary medical students' professionalism during their clinical rotations. A thematic content analysis was performed to classify 2,014 comments. Five main themes emerged: (a) work ethic and attitude; (b) effective interactions with clients and delivering patient care; (c) effective interactions with health care professionals; (d) punctuality, task completion, and organization; and (e) commitment to improving competency in self and others. The importance of professionalism was stressed by both groups of faculty and preceptors through written comments; however, the magnitude of each theme differed. The results indicate that without understanding professionalism elements, the lack of conceptual clarity and consensus related to expected behaviors and attitudes would make it challenging to assess professionalism appropriately. The themes identified can be used to begin a discussion about expected behavior among faculty, preceptors, and students, therefore prompting a reasonable assessment of professionalism, as well as avoiding unprofessional behavior.

Evaluation of veterinary students' confidence and competence with surgical entrustable professional activities after repeated use of low-fidelity training models

BACKGROUND

This study aimed to evaluate whether low-fidelity surgical training models increased veterinary students' surgical confidence and competence and decreased procedural stress related to core surgical entrustable professional activities (EPAs).

METHODS

Final-year veterinary students repeatedly performed one of three surgical EPAs on a low-fidelity surgical training model (canine castration, subcutaneous lump removal and eyelid laceration repair) and completed a survey at set time points. In addition, a grading rubric was used to assess participants' competence in performing the assigned EPA at two different time points. Survey results and competency gradings were compiled and analysed.

RESULTS

Students' self-assessed confidence significantly increased, and stress significantly decreased, between assessment points on all three EPA surgical training models. Graded competence significantly improved between the assessment points on all training models, and most students deemed the models to be realistic and helpful for student practices.

LIMITATIONS

Limitations relate to the study involving a single cohort from a single institute and the reliance on student self-assessment.

CONCLUSIONS

Repeated exposure to low-fidelity surgical training models increased final-year students' surgical confidence and competence and reduced procedural stress related to three key surgical EPAs. Assessment of competence using a grading rubric was successful and could be incorporated into a competence-based veterinary education assessment framework to allow screening of competence prior to graduation.

Does Food Safety Knowledge Affect Attitudes and Practices? A Preliminary Study of Turkish Veterinary Students

This study aimed to evaluate effects of the food safety courses that veterinary medicine students take during their education at Kirikkale University, Turkey, on the students' food safety knowledge, attitudes, and practices. A questionnaire comprising demographic, knowledge, attitudes, and practices sections was developed, and eight experts performed the clarity test. The questionnaire was pilot-tested by 35 students. The final questionnaire was conducted among Kirikkale University first-year (freshmen) and fifth-year (senior) veterinary medicine students (n = 224). According to logistic regression analysis results, seniors were 2.8 times more likely than freshmen to have high-level knowledge. However, regardless of students' grades, knowledge level was not observed to correlate with students' behaviors. Additionally, no significant relation was found between knowledge level and gender, food safety career plan, or food poisoning experience (p > .05). Conspicuously, students who lived in a village before entering university were 5.3 times more likely to have high-level knowledge than those who lived in a city center. Overall, this study shows that food safety courses in the curriculum lead to an increase in students' level of food safety knowledge. However, although an increase in knowledge level positively influenced food safety attitudes, students had problems putting their knowledge and attitudes into practice. This may be overcome by focusing on practical courses that teach students how to apply learned knowledge in daily life.

Identification and assessment of stress and associated stressors among veterinary students in India using a cross-sectional questionnaire survey

Background

Veterinary education, is a rigorous professional training program, which exposes students to significant academic and non-academic pressures. The identification of stressors and stress levels among veterinary students mighty help the designing and implementation of coping strategies to protect the students' mental health.

Methods

A 44-item based cross-sectional questionnaire survey was prepared and disseminated among veterinary students in India to identify the stressors responsible, measure the amount of stress, and relate stress to characteristics like gender, degree year, and family income. A total of n = 611 veterinary students across 14 states including 27 colleges/universities participated in the study. The collected data was evaluated for sampling adequacy, construct validity, and reliability using a set of statistical tests.

Results

The analysis revealed high sampling adequacy with a KMO value of 0.957 and a highly significant anti-image correlation (p < 0.001). The principal component analysis generated six factors or subscales which effectively explained 51.98% of the variance in the data, depicting high construct validity. The Cronbach's alpha value of 0.957 revealed high internal consistency for the questionnaire. Analysis revealed more than 94% of pupils under stress, with levels ranging from moderate to severe. Academic-related stressor (95.58%) was the leading cause of overall stress in the present study followed by inter- and intrapersonal and career related-stressors (93.12%) and exams and evaluation-related stressor (90.99%). In comparison to male students, female students reported significantly higher levels of overall stress, academic stress, and intrapersonal and interpersonal stress (p < 0.001) using Chi-square. The students from lower-income families experienced significantly higher overall stress as well as stress due to family responsibilities (p < 0.001). The first-year undergraduate students reported significantly higher (p < 0.001) stress due to family responsibilities-related stressors whereas second-year students due to social activities-related stressors. The hierarchal regression model predicted that gender, family income, academic-related stressors, inter- and intrapersonal and career-related stressors, and social activities-related stressors can be employed to evaluate overall stress among students, as they ensured the maximum variance in the data (p < 0.001).

Conclusions

To the best of our knowledge, this is the first Indian study to identify stressors, quantify associated stress and predict major attributes to be targeted in future studies for veterinary students.

Online anatomy teaching during the COVID-19 pandemic: assessing the perceptions of undergraduate veterinary medical students

OBJECTIVE

To explore veterinary students' perceptions of online anatomy teaching during the COVID-19 pandemic.

MATERIALS AND METHODS

A cross-sectional study was conducted at the School of Veterinary Medicine, where we collected data from year 1 and 2 undergraduate students. A Google Form link to the questionnaire and an introductory message were sent via email to all 68 students who had participated in an online anatomy class between March 2020 and May 2021.

RESULTS

The response rate was 82.2% (56/68). Most students were female (71.43%) and between the ages of 18 and 22 years old (83.93%). Overall, 58.1% of the students found it difficult to learn online anatomy, and most (82%) agreed that it was difficult to learn practical topics online. Nevertheless, 58.9% of the responding students recommended the continued use of online strategies in teaching this subject. Students reported that they could communicate with the lecturer and receive feedback. Perceived benefits of online learning included the convenience of attending class at home and having more available time, as well as the availability of prerecorded videos of course topics.

CONCLUSIONS

During the pandemic, students got the opportunity to attend online classes from home. Students thought that online practical anatomy was less useful, and this is an area where new ideas can be suggested to help students see how anatomical structures work.

"The Damage Happens … You Just Try Not to Dwell on It": Experiences of Discrimination by Gender and Sexual Minority Veterinary Professionals and Students in the US and the UK

Data collected in a 2016 survey of veterinary students and professionals from the United States and the United Kingdom who identified as lesbian, gay, bisexual, transgender, queer, questioning, and asexual (LGBTQ+) indicated that 34.5% (152/440) had experienced difficulties related to their sexual orientation or gender identity at school or work. This study's objective was to examine narrative responses collected in the 2016 survey and utilize content analysis to explore the research questions: What are the concerns of the LGBTQ+ veterinary population, and how do they attempt to resolve difficulties at work and school? To address these questions, we developed two taxonomies that cataloged (a) the difficulties reported by veterinary professionals and students in the 2016 survey sample and (b) the outcomes of their attempts to resolve these difficulties. The themes related to difficulties that occurred most frequently were exposure to homophobic or transphobic language (n = 69; 45.4%), outness/staying in the closet (45, 29.6%), and negative emotional outcomes (32, 21.2%). The most common themes that described the outcomes of their attempts to resolve those difficulties were unresolved (n = 41, 27.0%), changed jobs or graduated (22, 14.5%), and found self-acceptance of acceptance from others (21, 13.8%). Our findings can inform the efforts of schools and colleges of veterinary medicine, professional organizations, and workplaces in targeting improvements to support LGBTQ+ students and professionals and the development of measures tailored to this population.

Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh

Work-based learning (WBL) provides relevant contemporary experience of working environments. Potential benefits for students include developing invaluable skills (clinical, personal, cultural, and professional) and gaining greater awareness of the profession and future career opportunities. However, there are also challenges related to running and sustaining a successful WBL program. In the context of this study, WBL refers to external placements undertaken by final-year students. The aims of the study were to identify ways to optimize the benefits while managing the challenges in delivering WBL in a veterinary curriculum. An in-depth study was undertaken at Chattogram Veterinary and Animal Sciences University (CVASU), Bangladesh, where a WBL program has been in place for 20 years. Final-year veterinary students at CVASU were surveyed to ascertain WBL experiences; survey findings were further explored in focus groups with students, recent graduates, faculty, and placement providers. Most agreed that they had sufficient opportunities to observe, assist, and directly handle pet and farm animals with top skills learned, including clinical diagnosis and communication, and recognized the value of learning in professional workplaces. Based on suggested areas of improvement, the following recommendations can be made: carefully selecting placements, adjusting time allocation, improving communication and building strong collaborations with placement providers, allowing students to customize more placements to align with their career preferences, and staffing adequately to arrange placements and manage a WBL program. Overall, results suggest the current WBL arrangements at CVASU are reasonably good, but there are some specific areas for improvement.

Evaluating Student Satisfaction with Remote Learning in a Veterinary School

Veterinary college curricula are generally offered through face-to-face lectures and laboratories. However, because of the COVID-19 global pandemic, entire veterinary curricula throughout the United States were forced to utilize remote learning with large portions of courses provided through synchronous or asynchronous delivery platforms employing video portal systems in spring 2020. The purpose of this study was to examine the satisfaction of veterinary students who were taught through remote learning with the option of synchronous live streaming lectures or asynchronous recorded lectures for a portion of 1 semester. This study also examined student satisfaction by comparing two cohorts of students taught via remote learning during the same semester (semesters 2 and 4 in the curriculum). The sample population consisted of a convenience sample of 242 veterinary students from one large southeastern veterinary college, who were asked to complete the end-of-semester course evaluation, which included five statements pertaining to remote learning. This study was performed to provide insight into changes that could be considered in the future as veterinary education seeks to utilize advancing technology and increase flexibility in learning while still providing high-quality education. Measures of dispersion and frequency were used to analyze the data. Veterinary students in this study preferred watching recorded lectures to streaming live lectures. Additional responses indicated overall agreement from both groups regarding lecture length, support for remote learning, and available resources for remote learning.

Assessing Backyard Poultry versus Small Animal Knowledge of Veterinary Students regarding Husbandry, Prescription Drug Use, and Antimicrobial Resistance

As backyard poultry (BYP) ownership has increased in the US, the demand for veterinarians who treat BYP has also increased. However, veterinarians who treat BYP remain scarce and are mostly small animal veterinarians and exotic animal practitioners who have limited training in food animal regulatory practices. To gauge whether veterinary students are interested in learning more about BYP and what BYP topics to include in an online training program for veterinary students, a BYP knowledge assessment was conducted. Pre-clinical veterinary students were asked to self-rate their level of knowledge on various topics for both small animal practice and BYP using Likert-type ordinal scales. Wilcoxon signed-rank tests of those Likert data showed significant differences (p < .01 at α = .05) between self-assessed knowledge of poultry and small animal medicine for all surveyed topics. Specifically, veterinary students ranked themselves as less knowledgeable on poultry concepts than on small animal medicine concepts. Nevertheless, students expressed interest in an online training program for treating BYP and drug residue avoidance in BYP, despite having chosen future career tracks that are not exclusively poultry. Specific topics students expressed interest in with respect to BYP training included anatomy, husbandry, prescribing medications, treatment options, food safety, antimicrobial resistance, and extra-label drug use.

Views on Reading and Research Habits of Veterinary Medicine Students in Turkey

Reading and research habits, together with individual and social development, some of the most important criteria of a qualified life in our age, are among the characteristics university students are expected to have. As in every profession, veterinary professional development is possible with individual development by continuous studying and researching professional topics starting in students' graduate years. This research provides perspectives from the veterinary students of six faculties in Turkey on reading and research interests. The researchers developed a 39-item questionnaire-type instrument, which was given to 1,359 students studying at Ankara, Aydın, Burdur, Samsun, Erzurum, and Bursa in Turkey; data were analyzed using statistical tests. The number of books veterinary students read in a year did not exceed five by 34% of respondents. Only 22.3% read more than 11 books. Students were most likely to read novels (26.1%) and least likely to read religious books (0.5%). We also found that more than half the students were willing to join the scientific research community (56.3%) and become research assistants (57.8%). The researchers found a positive increase in students' views on reading and research interests as grade level increased, in favor of female and urban-based participants. In conclusion, the authors recommend that students be encouraged to do research, given assignments for researching various scientific topics, and provided environments to gain lifelong learning skills. Individuals who prefer reading and research will likely contribute to their personal and professional development and to their country in general.

Identifying the Barriers to Incorporating Reflective Practice into a Veterinary Curriculum

A portfolio with good reflective content can play a large role in learning and setting up the lifelong learning practice required by veterinary surgeons in practice or in research. The aim of this project was to investigate students' experience with their reflective diaries within an electronic portfolio (e-portfolio). Focus groups were conducted with veterinary students at the University of Liverpool in years 1-4 to explore student perceptions of the e-portfolio, with an emphasis on reflection. Three themes emerged from the qualitative analysis: assessment, understanding the assignment (i.e., is it a useful and fair exercise?), and student well-being (i.e., stress, professional accountability, anxiety). Students had clear concerns about the assessment and did not see the relevance of the reflective diaries to their future career and learning. This has led the university's School of Veterinary Science to restructure the reflections on professional skills in the portfolio.

Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes' physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University's College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

Electromyographic Analysis of Muscle Activation Patterns During Bovine Transrectal Palpation and the Development of the Bovine Pregnancy Diagnosis Improvement Exercise Program

The unusual and tiring physical activity of bovine transrectal palpation (TRP) requires a novel approach to improve students' TRP and pregnancy diagnosis (PD) skills. It has been shown that students who participated in an exercise program and students who had a grip strength (GS) of more than 30 kilograms performed better in bovine PDs. Participation in the exercise program increased students' sensitivity (ability to identify pregnant cows) but did not increase total arm muscle strength. To identify which muscles are used during TRPs and to improve the exercise program, an electromyographic (EMG) analysis was used to identify muscle activation patterns and muscle activity levels during bovine TRPs. Eight subject matter experts (SMEs) each palpated two live cows and one Breed'n Betsy^® rectal examination simulator while an EMG Triggered Stimulator recorded muscle activity. Muscle activation was higher for forearm muscles compared with all other examined muscle groups (p < .001); was higher during retraction of the uterus and palpation of left and right uterine horn, compared with palpation of cervix, uterine body, left ovary, and right ovary (p < .001); and showed an endurance pattern. Findings have been used to modify the previously developed exercise program in effort to improve students' TRP and PD skills. The Bovine PD Improvement Exercise Program is available to students through an online application (http://icarus.up.ac.za/vetmlp/) and aims to not only improve GS and TRP accuracy but also stamina and well-being while adding fun to busy study schedules.

Understanding Incoming Canadian and US Veterinary Students' Attitudes and Perceptions of Their Dietary Habits and Levels of Physical Activity

As critical components of individual well-being, nutrition and physical activity have important physical and psychological implications. Veterinary students face demanding schedules and potentially high rates of psychological distress. Though veterinary students' strategies for healthy eating have been explored, factors influencing their ability to achieve a healthy diet are less understood. This study assesses incoming veterinary students' perceived attitudes to their dietary habits and physical activity levels. Incoming students (n = 322) at five Canadian and five randomly selected US veterinary schools completed a questionnaire inquiring about demographic information, dietary attitudes and habits, and activity levels. More than half (58%) of students perceived their diet to be moderately healthy. A desire to feel better and have more energy was the most reported (79%) motivating factor to modifying personal eating habits and was significantly associated with improved odds of having a perceived healthy diet (OR = 2.22, p < .024). A busy lifestyle was perceived as a barrier to changing current eating habits by 92% of respondents. Students reporting a desire to maintain their health (OR = 3.42, p < .001) and moderate (OR = 2.81, p < .003) or high (OR = 2.30, p < .044) routine physical activity levels were also more likely to perceive their diet as healthy. Findings show that incoming veterinary students' perceptions may influence their goals of achieving a healthy lifestyle. An understanding of incoming veterinary students' barriers and motivators could be applied in future research to assist students in achieving personalized goals.

A Survey Study of Veterinary Student Opinions and Knowledge about Pet Reptiles and Their Welfare

Exotic pet medicine is rapidly evolving, with reptiles becoming increasingly popular pet animals. Yet, there are only a few literature reports on veterinary perception of reptiles kept as pets. The aim of the study was to assess opinions and knowledge of the Croatian veterinarians-to-be about pet reptiles and their welfare. The questionnaire survey was conducted in the academic year 2019-2020 and included students of all six years of the integrated undergraduate and graduate study at the Faculty of Veterinary Medicine, University of Zagreb. First-year students were surveyed twice, before and after having attended the compulsory course on animal welfare. Questionnaire statements were 5-point Likert scale questions, requiring the students to express their opinions about turtles, lizards and snakes as pets, issues related to their welfare, risks they pose to the health and safety of humans, other animals and the environment, and their self-reported knowledge about pet reptiles. Although expressing higher opinions after having attended the course on animal welfare, first-year student responses remained neutral to most of the statements. Such a trend continued until the end of the study. Student responses revealed that they were uncertain about their knowledge of reptiles as pets, considering different educational areas observed. Study results emphasised the need of alterations in veterinary curriculum and additional student education in reptile medicine. The results obtained have broad implications involving not only the welfare of pet reptiles in clinical practice and elsewhere but also the health and safety of humans and other animals, as well as environmental protection.

Factors influencing aspirations for practice ownership by veterinary professional students at the University of Sydney

Understanding the factors that influence the aspirations of future veterinary practitioners is critical to assist succession planning. The aim of this study was to discover factors that currently influence veterinary students' desire to own a veterinary practice in the future, including whether these aspirations were influenced by a student's experience throughout their years of veterinary studies. The study surveyed University of Sydney students enrolled in the postgraduate Doctor of Veterinary Medicine (DVM) degree in 2020. A response rate of 29% was obtained (142/508). Of those 142 respondents, 50 (35%) indicated that they wished to own a practice in the future, 40 (28%) indicated that they did not wish to own a practice in the future and 52 (37%) were unsure. The results demonstrate that practice ownership is currently only influenced by factors that are external to a student's experience at university, given that there was no significant difference between practice ownership aspirations between DVM years. After excluding those who were unsure, veterinary students whose parents or guardians own, or have owned, a business are three times more likely (OR = 3.19; 95% CI = 1.35-7.73; P < 0.01) to aspire to practice ownership than those students whose parents have not. Asian students showed significantly less interest in practice ownership than Caucasian students (OR = 0.41; 95% CI = 0.16-0.99, P < 0.05). Further qualitative research is required to better understand these findings so that tailored advice can be provided to students and veterinary schools to positively support graduating veterinary professionals towards future practice ownership.

Stressors Predicting Depression, Anxiety, and Stress in Korean Veterinary Students

Psychological distress has a negative impact on professional development in health care professions. In this article, we measured the prevalence of students' depression, anxiety, and stress using the DASS-21 questionnaire in 10 veterinary colleges in Korea to investigate the stressors that contribute to these forms of psychological distress. The prevalence of academic and relationship types of stressors were higher than others. The proportion of students above a severe level of depression, anxiety, and stress on the DASS-21 scales was 30.9, 35.8, and 43.2%, respectively. The DASS-21 scores mediated the relationship between the perceived frequency of stressors and the respondents' satisfaction with their education and career. Statistical analysis revealed that female and pre-clinical students are more vulnerable to depression, anxiety, and stress. The findings of the article indicate the gravity of Korean veterinary students' mental and psychological state, emphasizing the importance of comprehensive management of students' mental health.

Incorporation of Equine Learning Theory into the Undergraduate Curriculum

Working as an equine veterinarian carries a high risk of occupational injury, with the behavior of the horse frequently reported as a cause for these injuries. Risk of injury is one reason cited by undergraduate veterinary students that would prevent them from entering large animal practice, and newly graduated veterinarians have been shown to be at increased risk of sustaining an occupational injury compared with more experienced colleagues. A cohort of pre-final-year undergraduate veterinary students were given a 45-minute lecture on learning theory and its application in equine practice, completing a questionnaire before (pre) and after (immediately [post] and several weeks [delayed post]) to investigate whether receiving a single lecture alters undergraduate veterinary students' perception of dealing with difficult horses in equine practice. The undergraduate veterinary students' attitudes to the behavior scenarios altered from the pre-questionnaire to the post- and delayed post-questionnaires. They were less likely to choose more traditional methods of restraining or controlling the horse (such as a twitch) and more likely to choose an option based on learning theory after the lecture. They also reported that if they had to deal with one of these scenarios in practice following the lecture, they would feel more confident, more likely to succeed in completing the intervention, and less likely to be injured. This study suggests that an educational intervention can help change the attitudes and confidence of undergraduate students when working with difficult horses.

Depression, stress and self-stigma towards seeking psychological help in veterinary students

Previous research indicates that the prevalence of depression among veterinarians and veterinary students is high. Although self-stigma in seeking psychological help is reportedly elevated in veterinary students, its impact on mental health has been largely unexplored. The aim of this study was to compare the levels of study-related stress, depression symptoms and self-stigma in veterinary students with those of non-veterinary students, and examine whether stress and self-stigma positively predicted depression symptoms in veterinary students. A total of 287 veterinary students and 317 non-veterinary students from Australian universities completed an online questionnaire measuring study-related stress, self-stigma and depression symptoms. Results showed that veterinary students reported significantly higher levels of stress and self-stigma than non-veterinary students, but there was no significant difference between veterinary and non-veterinary students in depression symptoms. Multiple regression analysis indicated that stress and self-stigma both predicted depression symptoms in veterinary students. These findings suggest that reducing stress and help-seeking self-stigma in veterinary students may be important in improving their wellbeing levels. These findings are important in developing a whole-of-career life course approach to understanding the professional and psychological experiences of veterinarians.

Associations among Stress, Anxiety, Depression, and Emotional Intelligence among Veterinary Medicine Students

Background: Veterinary students are faced with immense pressures and rigors during school. These pressures have contributed to elevated levels of stress, anxiety, and depression (SAD) among veterinary students relative to the general population. One proposed concept to help students combat SAD is that of emotional intelligence (EI). We explored the relationship between EI and SAD among veterinary students at a college in the Southeast United States. Methods: A cross-sectional study design was implemented among a convenience sample of 182 veterinary medical students. The survey instrument contained 56 items that elicited information about students’ demographics, perceived stress, anxiety, and depression, and emotional intelligence levels. Data analysis included univariate statistics, Pearson’s correlations, and multiple regression and independent samples t-tests. Results: The study revealed a statistically significant, negative correlation between EI levels and stress, anxiety, and depression. Additionally, a statistically significant, positive correlation was found between stress and anxiety as well as both stress and anxiety and depression. Multiple linear regression showed that EI was a statistically significant predictor of stress (b = −0.239, p < 0.001), anxiety (b = −0.044, p < 0.001), and depression (b = −0.063, p < 0.001), after controlling for sociodemographic variables. Students’ t-test results revealed a statistically significant mean difference in EI scores among students screening positive versus negative for depression, with students screening negative having a mean EI score of 10.81 points higher than students who screened positive for depression. Conclusion: There is a scientifically supported need for interventions in veterinary school to integrate EI into the veterinary medical curriculum and consider the EI levels of veterinary student candidates.

Influence of an Exercise Program, Muscle Strength, Proprioception, and Arm Length on Veterinary Students' Bovine Pregnancy Diagnosis Accuracy

Bovine pregnancy diagnosis (PD) by transrectal palpation (TRP) is an important skill for veterinary graduates. Factors influencing students' PD accuracy were investigated to optimize bovine PD by TRP training without increasing live animal exposure. The objective was to determine whether arm length and strength, proprioception, and exposure to a 6-week exercise training program were significantly associated with students' PD accuracy. Veterinary students (n = 128) who had previously received formal theoretical and practical training in bovine TRP and PD (live cows and TRP simulators) were assessed for PD accuracy on live cows. Prior to assessment, arm muscle strength measurement, an exercise program, and additional TRP sessions on Breed'n Betsy^® simulators and live cows were offered to the students. Seventy-eight students volunteered to participate in the arm length measurement, muscle strength, and proprioception testing. Of these, 35 randomly allocated students completed a 6-week exercise program, after which muscle strength was reassessed. Each student performed PDs on six cows of which the pregnancy status, ranging from 6 weeks to 9 months pregnant or not pregnant, was predetermined by an experienced veterinarian. PD accuracy was measured as sensitivity and specificity, being defined as the proportion of pregnant or nonpregnant cows, respectively, correctly identified by the student. It is concluded that hand grip strength and participation in an exercise program are significant predictors of veterinary students' PD accuracy. Implementation of an exercise program aimed at improving grip strength in the veterinary curriculum is a novel approach to improve bovine TRP and PD training.

Development and Validation of a Bovine Castration Model and Rubric

Veterinary students require deliberate practice to reach competence in surgical bovine castration, but animal availability limits opportunities for practice. We sought to create and validate a surgical bovine castration model consisting of a molded silicone scrotum and testicles to allow students to practice this skill without the use of live animals. We sought to validate the model and associated scoring rubric for use in a veterinary clinical skills course. A convenience sample of third-year veterinary students (n = 19) who had never castrated a bovine were randomized into two groups. The traditionally trained (T) group performed castration on a live bull calf after a 50-minute instructional lecture. The model-trained (M) group received the same lecture and a 2-hour clinical skills session practicing bovine castration using the model. All students were subsequently digitally recorded while castrating a live bull calf. Performance recordings were scored by an investigator blinded to group. Survey data were collected from the students and from expert veterinarians testing the model (n = 8). Feedback from both groups was positive. The M group had higher performance scores than the T group (M group, M = 80.6; T group, M = 68.2; p = .005). Reliability of rubric scores was adequate at .74. No difference was found in surgical time (M group, M = 4.5 min; T group, M = 5.5 min; p = .12). Survey feedback indicated that experts and students considered the model useful. Model training improved students' performance scores and provided evidence for validation of the model and rubric.

Ontario Veterinary College First-Year Veterinary Students' Perceptions of Companion Animal Nutrition and Their Own Nutrition: Implications for a Veterinary Nutrition Curriculum

Extant research shows veterinarians face increasing challenges in discussing nutrition with clients despite receiving professional nutrition education in the veterinary medical curriculum. This article's aim is to elicit student veterinarians' baseline nutrition-related perceptions and nutrition information-seeking behaviors at the time of entering veterinary school. Participants were newly enrolled veterinary students at the Ontario Veterinary College (n = 120). Focus group discussions (n = 19) informed the design of an online questionnaire capturing students' demographics and perceptions of their own and their pets' nutrition. Students reported being influenced by individual factors (e.g., time), social networks (e.g., family), and surrounding environment (e.g., cost, contradictory media messages). Overall, 58% of students considered themselves knowledgeable about pet nutrition when commencing veterinary school, with 71% prioritizing their pets' diets as much as their own. Students' confidence in finding pet nutrition information was correlated with perceived accessibility (r = .76, p = .001) and perceived quantity of information available on pet nutrition (r = .83, p = .001), but not quality of information (r = .13, p = .03). In general, students relied on and trusted veterinarians for nutrition advice. However, 94% of students mistrusted pet food companies' motivations. Our data support that students entering veterinary school have their own perceptions on pet nutrition that impact nutrition education, suggesting this as an important consideration in the design and delivery of a veterinary nutrition curriculum. Veterinary medical faculty should be encouraged to discuss baseline nutrition information and address any misconceptions to prepare students for future consultations with clients.

Exploring Students' Perceptions of the Educational Environment in a Caribbean Veterinary School: A Cross-Sectional Study

Educational environment has a significant impact on students' learning and academic achievement. The aim of this article was to explore the perception of veterinary school students' regarding their educational environment at the University of the West Indies. In this cross-sectional study, the Dundee Ready Education Environment Measure (DREEM) was administered to veterinary undergraduate students from year 2 to year 5. The DREEM questionnaire consists of 50 items with five subscales: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions. Each item was scored on a 5-point Likert scale ranging from strongly disagree (0) to strongly agree (4). The Cronbach's alpha for the overall DREEM score was 0.92, and for the five subscales, it ranged from 0.66 to 0.83. A total of 99 students responded (response rate: 86%). The students' overall DREEM mean score was 106.59 out of the global mean score of 200, indicating that students' perception of the educational environment was generally more positive than negative. In the five DREEM subscales, students were found to have a more positive perception of learning (55.15%); students' perception of teachers was generally positive (61.41%); and their perception of academic atmosphere was also positive (57.75%). Conversely, students' academic self-perception (51.41%) and social self-perception (42.61%) trended negatively. The findings suggest that improvement is needed in significant areas in the veterinary school, including curriculum review, faculty development, provision of sports and cultural facilities, stress management, and academic support systems.

An Examination of Myers-Briggs Type Indicator Personality, Gender, and Career Interests of Ontario Veterinary College Students

The objectives of this study were to describe the Myers-Briggs Type Indicator (MBTI) distribution of Ontario Veterinary College (OVC) veterinary students (n = 1,249), and to evaluate its associations with gender and career interests. This was achieved by collecting pre-matriculation data from 11 graduating classes. Overall, OVC veterinary students were diverse in their MBTI types and preferences, as well as career interests. Extraversion, Sensing, Thinking, and Judging were the most prevalent preferences. Female veterinary students were 2.96 (95% CI = 2.11-4.17) times more likely to demonstrate the Feeling preference and 1.89 (95% CI = 1.41-2.56) more likely to prefer Judging, compared to male students (who were more likely to prefer the Thinking and Perceiving preferences, respectively). At entry to the veterinary program, students who preferred Intuition (vs. Sensing) were 2.08 (95% CI = 1.33-3.33) times more likely to be interested in a veterinary career other than practice, and 1.92 (95% CI = 1.43-2.56) times more likely to be undecided about their future veterinary career path. Both at entry to the program and in their final-year stream choice, students of the Thinking preference were more likely to select equine or food animal, rather than small animal practice, compared to students of the Feeling preference. There were additional significant associations regarding MBTI preferences and career interests. This study highlights the diversity of veterinary students, and provides an opportunity for educators to potentially expand their teaching methods and career guidance resources to better reach students of all MBTI preferences.

Characteristics of Veterinary Students: Perfectionism, Personality Factors, and Resilience

Perfectionism is a topic relevant to veterinary medicine and has previously been found to be related to higher levels of stress and poorer mental health outcomes. However, many aspects of perfectionism have yet to be researched among veterinary students. This research investigates the relationship between perfectionism and the "Big Five" personality factors. Additionally, the relationship between resilience and neuroticism is addressed. This research includes a sample of 99 veterinary students enrolled at a College of Veterinary Medicine in the southeastern United States. Students completed the Multidimensional Perfectionism Inventory (MPI), the Big Five Inventory (BFI), and the Brief Resilience Scale (BRS). Results show that perfectionism is significantly correlated with personality factors; specifically, self-oriented perfectionism and socially prescribed perfectionism are associated with neuroticism, socially prescribed perfectionism is associated with agreeableness, and self-oriented perfectionism is associated with conscientiousness. Neuroticism was found to have a significant negative correlation with resilience. Findings indicate that veterinary mental health professionals and educators should consider implementing specific strategies to help students develop a healthy balance in their perfectionistic beliefs and have targeted interventions to promote student resilience.

#anatomymcq-A pilot study on using the Twitter survey tool as a formative assessment strategy

This article was migrated. The article was marked as recommended. Background: Various social media portals, such as Facebook, Twitter, and YouTube, are emerging fast as effective platforms in anatomy education. Interestingly, the survey tool of Twitter can be utilized to develop multiple-choice questions, where the students may cast their votes in favor of the correct option. To assess the utility of the tool, a study was undertaken over fourteen weeks (twelve weeks of tutorials and two weeks of study break before the end-of-term examination) during the second semester of the 2016-2017 academic year in the University College Dublin School of Veterinary Medicine under voluntary and anonymous participation. Methods: One survey with four alternatives and marked with #anatomymcq was posted on each day of the week, while the correct answer was revealed the following day, also marked with the #anatomymcq-thus, a total of 67 such surveys broadly classifiable under the following topics: gastrointestinal system (n=14), urinary system (n=12), comparative anatomy (n=10), embryology (n=10), reproductive system (n=14) and applied anatomy (n=7) were tweeted. Results: Altogether 263 votes were received (highest in the weeks 7 and 8) for the 67 surveys in the following order: GI system (6.50 votes/survey) > urinary system (4.33 votes/survey) > comparative anatomy (3.60 votes/survey) > embryology (2.90 votes/survey) > reproductive system (2.64 votes/survey) > applied anatomy (2.57 votes/survey). The average daily impressions for the surveys were significantly ( p<0.05) higher than the first week, while the weekly mean engagement rate grew from the first week as well. The weekly total number of hashtag clicks also increased. The student feedback was positive on the exercise. Conclusions: The integrated data highlight the potential of such a tool while identifying its strengths and weaknesses and was able to provide an interactive tool to engage students outside the formal teaching hours while facilitating student learning and engagement.

Piloting a Mindfulness-Based Intervention to Veterinary Students: Learning and Recommendations

Veterinary students experience high levels of psychological distress including anxiety, stress, perceived stress and depression. The inability to cope with the demands of veterinary training has personal and professional consequences. Existing evidence shows that mindfulness-based interventions (MBI) can reduce stress in students, but more research on how MBIs are introduced into the veterinary curriculum is required. The first aim of the pilot study was to design and deliver a bespoke MBI to third-year veterinary students at the University of Liverpool Institute of Veterinary Science. The second aim was to gain feedback from those taking part, thus using their experiences to explore the challenges of introducing an MBI into a veterinary curriculum. By doing this, we aim to reflect and learn for future interventions. Qualitative feedback provided by participants of the MBI focus group was analyzed using thematic analysis and organized into two main themes: (1) "Taking Part in the MBI and Beyond-What it Was Like and What Has the MBI Done for Me?" and (2) "Mindfulness for Veterinary Students-Reflections, Challenges, and Making it Happen." Experiences and outcomes of the MBI were positive. However, implementation into the veterinary curriculum was found to be challenging. This pilot study provides clear recommendations to support the future integration and delivery of MBIs into a veterinary curriculum.

Development and Validation of a Canine Castration Model and Rubric

Veterinary educators use models to allow repetitive practice of surgical skills leading to clinical competence. Canine castration is a commonly performed procedure that is considered a Day One competency for a veterinarian. In this study, we sought to create and evaluate a canine pre-scrotal closed castration model and grading rubric using a validation framework of content evidence, internal structure evidence, and relationship with other variables. Veterinarians (n = 8) and students (n = 32) were recorded while they performed a castration on the model and provided survey feedback. A subset of the students (n = 7) then performed a live canine castration, and their scores were compared with their model scores. One hundred percent of the veterinarians and 91% of the students reported that the model was helpful in training for canine castration. They highlighted several areas for continued improvement. Veterinarians' model performance scores were significantly higher than students', indicating that the model had adequate features to differentiate expert from novice performance. Students' performance on the model strongly correlated with their performance of live castration (r = .82). Surgical time was also strongly correlated (r = .70). The internal consistency of model and live rubric scores were good at .85 and .94, respectively. The framework supported validation of the model and rubric. The canine castration model facilitated cost-efficient practice in a safe environment in which students received instructor feedback and learned through experience without the risk of negatively affecting a patient's well-being. The strong correlation between model and live animal performance scores suggests that the model could be useful for mastery learning.

The Effect of an Ovariohysterectomy Model Practice on Surgical Times for Final-Year Veterinary Students' First Live-Animal Ovariohysterectomies

This study evaluated whether one supervised simulated ovariohysterectomy (OVH) using a locally developed canine OVH model, decreased surgical time for final-year veterinary students' first live-animal OVH. We also investigated student perceptions of the model as a teaching aid. Final-year veterinary students were exposed to an OVH model (Group M, n = 48) and compared to students without the exposure (Group C, n = 58). Both groups were instructed similarly on performing an OVH using a lecture, student notes, a video, and a demonstration OVH performed by a veterinary surgeon. Students in Group M then performed an OVH on the model before performing a live-animal OVH. Students in Group C had no exposure to the OVH model before performing a live-animal OVH. Surgical time data were analyzed using linear regression. Students in Group M completed a questionnaire on the OVH model after performing their first live-animal OVH. The OVH model exposure reduced students' first canine live-animal OVH surgery time (p = .009) for students without prior OVH experience. All students (n = 48) enjoyed performing the procedure on the mode; students practicing an OVH on the model felt more confident (92%) and less stressed (73%) when performing their first live-animal OVH. Results suggest that the canine OVH model may be helpful as a clinical training tool and we concluded that the OVH model was effective at decreasing students' first OVH surgical time.

Opinions towards Companion Animals and Their Welfare: A Survey of Croatian Veterinary Students

This survey was the first one investigating opinions of veterinary students in Croatia towards companion animals and their welfare, with special reference to dogs and cats as the most popular companion animals in the European Union. The study included students of all six years of the integrated undergraduate and graduate veterinary medicine study programme in Croatia. First-year students were surveyed twice, before and after having attended the course on animal welfare. Student opinions were assessed on the basis of their mean responses to five-point Likert scale questions and frequency of responses to Yes/No/I do not know questions and ratio scale questions. Study results revealed students to have strongly positive opinions towards companion animals and their welfare. The majority of student statements did not differ significantly between the first and sixth study years or before and after having attended the animal welfare course in the first study year, mostly yielding a straight, non-fluctuating line. Students were not sure whether welfare of companion dogs and cats was compromised. Study results pointed to reliable and reasonable opinions of veterinary medicine students in Croatia towards companion animals and their welfare, as well as to the welfare issues these species may be facing nowadays.

Knowledge of Antimicrobial Resistance among Veterinary Students and Their Personal Antibiotic Use Practices: A National Cross-Sectional Survey

The challenge of antimicrobial resistance (AMR) is grave in developing countries. Antimicrobials are misused yet stakeholders' contribution to antimicrobial stewardship is low. Veterinary students are future prescribers and their knowledge could influence progress in combating AMR; hence, there is a need to assess their knowledge, attitude, and awareness of AMR. A multi-institutional questionnaire was administered to undergraduates in Nigerian veterinary schools. It comprised demographics, own personal antibiotic usage, and knowledge, attitude, and awareness of AMR in humans and animals. Descriptive statistics and logistic regression were used for analyses. Of the 426 respondents, 39.2% reported personal antimicrobial use in the previous six months. Over 60% received knowledge scores lower than average and >87% requested more education on clinical use and prescriptions pre-graduation, monitored dispensing of antimicrobials, conducting AMR research, and confirmed link among human, animal, and environmental health. Less than 25% of respondents were aware of antimicrobial stewardship and global efforts/organizations for AMR. Final year students have 9-fold and 14-fold more satisfactory knowledge on antimicrobials in humans and animals compared with other students, respectively (p = 0.001). Final year students also have more knowledge (13×) and awareness of contributory factors (3×) on AMR (p = 0.001) than other students. Unsatisfactory knowledge on AMR issues exists among veterinary students yet willingness to improve was observed. Identified knowledge, attitude, and gaps in AMR awareness should be targeted by veterinary schools in Nigeria.

Ability of a bovine transrectal palpation objective structured clinical examination to predict veterinary students' pregnancy diagnosis accuracy

Bovine pregnancy diagnosis (PD) by transrectal palpation (TRP) is one of the most frequently performed procedures in bovine practice, and an important competency for veterinary graduates. It is currently not known if pre-existing TRP skills on non-pregnant cows can be used to predict students' future PD accuracy. The study objective was to evaluate if TRP objective structured clinical examination (OSCE) scores can predict students' future PD accuracy.Fourth year (of a six-year programme) veterinary students (n=128) received TRP and PD training on Breed'n Betsy (BB) simulators and live cows. Students' TRP skills were assessed using a live cow TRP OSCE after completion of the fourth year training. The same students received additional TRP (BB and live cows) and PD (BB) training sessions in the first semester of their fifth year. PD accuracy was assessed after the additional TRP and PD training, five months after the TRP OSCE assessment and measured as sensitivity and specificity (the ability to correctly identify the presence and absence of pregnancy, respectively). Each student palpated six cows transrectally to diagnose pregnancy status and stage for the PD assessment. The TRP OSCE results were analysed as predictors for students' PD accuracy.Students with 'competent palpation skills' on the TRP OSCE had higher PD specificity. The individual OSCE components that were predictive of higher PD accuracy were students' ability to estimate ovarian size, identify uterine position and exclude intrauterine fluid. It was concluded that a TRP OSCE has the ability to predict students' future PD accuracy.

Veterinary Students' Perception and Understanding of Issues Surrounding the Slaughter of Animals According to the Rules of Halal: A Survey of Students from Four English Universities

Simple Summary

Veterinarians play a vital role in safeguarding the welfare of animals and protecting public health during the slaughter of farm animals for human consumption. With the continued increase in the number of animals slaughtered for religious communities in the UK, this study evaluates the perception and level of understanding of religious slaughter issues by veterinary students at various stages of their studies. The results showed a significant effect of the year of study on respondents’ understanding of the regulations governing Halal slaughter and other related issues. Whilst the prevalence of vegetarianism and veganism were higher than the general UK population, the majority of respondents were meat eaters who indicated that they prefer meat from humanely slaughtered (pre-stunned) animals, irrespective of whether slaughter was performed with an Islamic prayer (Halal) or not.

Abstract

The objective of this study was to evaluate the perception and level of understanding of religious slaughter issues, and the regulations governing the process, amongst veterinary students in England. A total of 459 veterinary students in different levels, or years of study (years 1–5), were surveyed. On whether there is a need for food animals to be stunned prior to slaughter, the majority of respondents 437 (95.2%) indicated that they would want all animals to be stunned before slaughter, including during religious slaughter, 17 (3.6%) either did not have an opinion or indicated ‘other’ as their preferred option and 5 (1.1%) indicated that religious slaughter should be exempt from stunning in order to comply with traditional religious values. The results showed a significant association between respondents’ year of study and (i) their understanding of UK animal welfare (at slaughter) regulations, (ii) their recognition of stunning as a pain-abolishing procedure and (iii) the likelihood of them wittingly purchasing and consuming meat from animals that have been stunned prior to slaughter, and also classified as Halal.

Cross-sectional analysis of veterinary student coping strategies and stigma in seeking psychological help

Veterinary education can result in high levels of academic stressors for students. Students are also susceptible to non-academic stressors, including relationship issues and financial concerns. These can all result in mental ill health, which may impair the student's ability to complete their studies and go on to a successful professional career. Finding and using strategies early on to help alleviate mental health problems is critical to successful management of these problems, but seeking help may be impeded by the stigma associated with mental health problems. Using a cross-sectional online survey of a sample of Australian veterinary students, the aim of the current study was to investigate the type and frequency of their coping strategies as well as to explore relationships between self-stigma and coping strategies. Female veterinary students reported more use of instrumental and emotional support as coping strategies, while male veterinary students demonstrated more use of humour. Self-stigma was related to less instrumental support, greater self-blame and gender, while males who employed more humour as a coping strategy reported more self-stigma. Improving the coping strategies of veterinary students and reducing the self-stigma surrounding mental ill health is important to improve the wellbeing and resilience of the veterinary profession.

Evaluation of a First-Year Veterinary Surgical Skills Laboratory: A Retrospective Review

A retrospective review of the first-year surgical skills competency-based assessment was performed at the Western College of Veterinary Medicine (WCVM) using 6 years of data from 475 students. The cumulative pass rate was 88.2% on first attempt and 99.2% upon remediation. Student gender did not influence overall pass/fail rates, with a failure rate of 11.1% for female students and 10.5% for male students (p = 0.88). Significantly decreased pass rates were associated with identification of the Mayo scissors (p = 0.03), explanation of using Allis tissue forceps (p = 0.002), and performance of a Lembert suture pattern (p < 0.01). An increased pass rate was observed for the cruciate pattern (p < 0.01). No differences were found in pass/fail rates for hand ties (p = 0.80) or instrument ties (p = 0.60). The most common errors occurred with half hitch ties: hand ties (53%) and instrument ties (38%). The most common errors were also recognized for instrument handling (31%) and needle management (20%) during the suture pattern section. The veterinary medical education community may benefit from the evidence-based findings of this research, in terms of understanding student performance across competencies, identifying areas requiring additional mentoring, and determining appropriate competencies for first-year veterinary students.

Attitudes toward Animals and Their Welfare among Italian Veterinary Students

As members of the public and the veterinary profession are increasingly concerned about animal welfare, there has been an increased scholarly interest in the attitudes of veterinarians and students toward animals, as these may impact human behavior, which ultimately impacts animal welfare. Here we investigated Italian veterinary students' demographic data and perceptions about nonhuman animal welfare issues that might be predictive of their attitudes. A survey eliciting information about demographics, knowledge, experience, and perceptions regarding different categories of animals, and including the Animal Attitude Scale (AAS), was administered to undergraduate veterinary medicine students in three Italian universities. Data were analyzed using nonparametric tests, and a value of p < 0.05 was considered statistically significant. In total, 876 students completed the questionnaire, with females (75.1%) making up a majority of students in all years of the course. Although veterinary students showed pro-animal welfare attitudes (mean score = 64.20 ± 0.24 out of 100), the findings suggested that year of study, gender, and geographical location had a significant impact (p < 0.05). In this study, we found a set of factors that, either individually or combined, help predict a student's attitude toward animal welfare issues, which will be useful in improving the curriculum strategy in veterinary education in Italy.

Contact Sensitization to Formaldehyde in Veterinary Medicine - An Unexplored Field in Occupational Health

Background:

Veterinary staff and students could be exposed to formaldehyde – a ubiquitous agent, common cause of contact allergy.

Aim:

To evaluate the incidence of contact sensitization to formaldehyde in exposures in veterinary medicine.

Settings and Design:

A cross-sectional study was conducted during July–December 2017.

Materials and Methods:

A total of 206 individuals were included, patch tested with formaldehyde 1.0%/aq – 36 veterinary medicine students, 20 veterinarians, 47 students and 28 trainees of dental medicine, 41 dental professionals, and 35 non-occupationally exposed individuals.

Results:

The incidence of contact sensitization to formaldehyde among the whole studied population was 48.1%, highest being among the students of veterinary medicine (94.4%) and the veterinarians (85%). With very high significance, the sensitization incidence was higher in the groups of students of veterinary medicine and veterinarians, if compared to the control group (P < 0.001); (P = 0.004), dental professionals (P < 0.001); (P = 0.001), trainees of dental medicine (P < 0.001); (P = 0.005), and students of dental medicine three-fourth year of education (P < 0.001); (P = 0.001). Significantly, higher was the incidence of contact allergy in the control group if compared to those of dental professionals (P = 0.033) and dental students three-fourth year of education (P = 0.028).

Conclusions:

The exposure to formaldehyde during the education in veterinary medicine and practice could be an important risk factor for the onset of contact sensitization. Stricter preventive measures are needed to reduce veterinary student's and lecturer's exposures. Equipment of dissection tables with local exhaust ventilation system could reduce the concentration of formaldehyde in the gross anatomy laboratory.

Eliciting the Student Perspective on Point-of-Care Diagnostic Testing in Association with a Primary Care Rotation

The majority of North American veterinary students enter general practice upon graduation. Tertiary teaching hospitals provide extensive case exposure; however, primary case responsibility and decision making are often provided by clinical faculty members. Primary care services at veterinary teaching hospitals are a central component of student preparation for general practice. Primary care cases allow students to function as the primary clinician, making real-time clinical decisions. To better emulate a private practice veterinary hospital, point-of-care diagnostics (hematology, blood chemistry, and blood coagulation) were introduced into two primary care services in North American veterinary colleges. One objective of the study was to determine the influence of point-of-care testing on students' diagnostic selections and attitudes toward point-of-care diagnostics. An additional objective was to determine student perception of the impact of the primary care service on the development of clinical decision making and their technical skills. During the study period, 166 students voluntarily completed a pre-rotation survey, and 81 completed a post-rotation survey. Questions elicited student opinions regarding the value and application of point-of-care diagnostics in a general practice setting and whether a primary care service impacted the students' overall comfort level with case management. Point-of-care diagnostics were recognized as significant assets, with 98% of students agreeing that point-of-care diagnostics improved patient care and outcome. Results supported that primary care services provide valuable experiences for students as primary case clinicians, with 93% of respondents agreeing or strongly agreeing that the rotation improved their diagnostic ability and confidence.

Turkish Undergraduate Veterinary Students' Attitudes to Use of Animals and Other Teaching Alternatives for Learning Anatomy

This study aimed to investigate the views of first-year veterinary students in Turkey from six veterinary faculties on their anatomy courses and to evaluate their perceptions of the uses of animals and other teaching alternatives from an ethical perspective. The study sample included a total of 293 veterinary students studying in the provinces of Ankara, Burdur, Diyarbakır, Kars, Konya, and Tekirdağ. The 38-item instrument tool developed by the researchers consisted of three sections and was administered to volunteer student participants. All the data were statistically analyzed, and normal distribution of the scores obtained in the attitude scales was determined using the Kolmogorov-Smirnov Z test (KSZ). The 20 items in the Anatomy Scale had an arithmetic mean of 3.48 and thus indicated an average rating of agree. The most challenging topic was found by 40.9% to be "the nervous system." The most useful material in facilitating the learning process was rated by 24.1% to be "the anatomy book." The 11 items in the Cadaver Scale had an arithmetic mean of 3.77, indicating an average rating of agree. The highest arithmetic mean score was for the item "Using cadavers is a must for the anatomy course" with a mean of 4.66, indicating their strong agreement with this view. The veterinary students' perspective emphasized that the combination of cadavers and the anatomy book contributed to their learning of anatomy.

Survey of rabies vaccination status of Queensland veterinarians and veterinary students

BACKGROUND

To determine the rabies vaccination status of Queensland veterinarians and veterinary students and their perception of zoonotic risk from Australian bat lyssavirus (ABLV).

DESIGN

Cross-sectional questionnaire surveys.

METHODS

Questionnaires were sent by post in 2011 to veterinary surgeons registered in Queensland, to final-year veterinary students at James Cook University via SurveyMonkey® in 2013 and to final-year veterinary students at James Cook University and University of Queensland via SurveyMonkey® in 2014.

RESULTS

The response rate for registered veterinarians was 33.5% and for veterinary students 33.3% and 30% in 2013 and 2014, respectively. Of the 466 registered veterinary surgeons, 147 (31.5%) had been vaccinated, with 72 (15.5%) currently vaccinated. For veterinary students the rabies vaccination rate was 20.0% (4/20) and 13.0% (6/46) in the 2013 and 2014 surveys, respectively. More than 95% of veterinary students had received the mandatory Q fever vaccine. Both veterinarians and students regarded bats and horses as high-risk species for zoonoses.

CONCLUSIONS

Queensland veterinarians and veterinary students have low levels of protection against ABLV. Although incidents of ABLV spilling over from a bat to a domestic mammal are likely to remain rare, they pose a significant human health and occupational risk given the outcome of infection in humans is high consequence. Principals of veterinary practices and veterinary authorities in Australia should implement a policy of rabies vaccination for clinical staff and veterinary students.

Effect of Different Instructional Methods on Contamination and Personal Protective Equipment Protocol Adherence among Veterinary Students

Proper use of personal protective equipment (PPE) is crucial to prevent disease spread. Recent studies in human medicine have shown disconcerting inconsistencies in the use of PPE in hospital wards. In this study, we compared the effect of three instructional methods for PPE use on contamination and protocol adherence among veterinary students. Students were divided into three groups according to the instructional method to which they had access (instructional video, wall chart, or both). They underwent an isolation exercise consisting of donning, patient examination (mock patient prepared with contamination marker), and doffing. Student contamination after the exercise was evaluated using UV light. Videos of student performance were reviewed for errors committed. Results showed that the number of students with contamination was higher in the group who only had access to video instruction than in the two other groups. The number of students with contamination on forearms, hands, and wrists was higher in the group who only had access to charts. Disinfecting gloves between doffing steps was the most frequently omitted step. The number of students who touched the environment with unprotected areas of their bodies was higher in the group who only had access to video instruction than in the other two groups. In conclusion, video instruction was less effective in achieving PPE protocol adherence among veterinary students than was instruction with a chart or chart-video combination. Incorporating video instruction as part of the instructions may be valuable to reinforce individual steps of donning and doffing.