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Several pain scoring systems have been validated to measure pain in dogs. However, pain may not be adequately assessed since these tools are associated with high-level inter-observer variation. The aim of this study is to evaluate the agreement of pain assessment using the CMPS-SF between veterinary students, veterinary nurses, veterinary surgeons, and European College of Veterinary Anaesthesia and Analgesia (ECVAA) diplomates. Forty-five client-owned dogs presented to a teaching hospital were enrolled in this prospective, observational study. All dogs were pain-scored in vivo, while a video of the assessment was recorded and subsequently evaluated by twenty assessors, with five per group. Mean scores between groups were compared, and agreement within groups and agreement of the average scores between groups were assessed by calculating the intraclass correlation coefficient (ICC). The intervention point at which dogs were deemed to require additional analgesia was also evaluated. Overall agreement of pain assessment was poor (ICC = 0.494). Nurses had the best inter-observer agreement (ICC = 0.656), followed by ECVAA diplomates (ICC = 0.540), veterinary surgeons (ICC = 0.478), and veterinary students (ICC = 0.432). The best inter-group agreement was between veterinary surgeons and nurses (ICC = 0.951) and between ECVAA diplomates and nurses (ICC = 0.951). Students were more likely to determine that additional analgesia was required compared to other groups. Pain assessment is key for animal welfare, and training in this area should be reinforced to improve consistency.

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

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

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

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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.

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Introducción: Medicina y Veterinaria son licenciaturas con alta demanda académica que tiende a ocasionar niveles elevados de estrés entre sus estudiantes. Objetivo: El propósito de esta investigación fue indagar sobre el papel de las estrategias utilizadas por los alumnos para afrontar el estrés. Sujetos y métodos. Se aplicó una encuesta en línea a 244 estudiantes del primer año de ambas carreras en la Universidad Nacional Autónoma de México, al inicio del ciclo escolar y cuatro meses después. La encuesta incluyó la escala de estrés percibido de 10 ítems, el inventario de estilos de afrontamiento, y un apartado que indagó sobre aspectos sociodemográficos y académicos. Resultados: Se observó un incremento en el estrés de los alumnos de ambas licenciaturas, que fue estadísticamente significativo sólo en veterinaria (t(140)= –3,4; p < 0,001; d de Cohen = –0,29). El análisis estadístico mostró que mayores recursos económicos percibidos, mayor equilibrio entre la vida personal y académica, mayor resolución del problema y evitación del problema, así como menor expresión emocional, pensamiento desiderativo y autocrítica, notificados al inicio del ciclo académico, fueron los factores que se asociaron significativamente con un menor estrés percibido después de cuatromeses (F(15,228) = 14,16; p < 0,0001). Conclusión: Se destaca que las escuelas deberían incorporar actividades durante el proceso de formación de los futuros médicos y veterinarios, centradas en guiarlos y motivarlos para que desarrollen y utilicen estrategias que les permitan manejar adecuadamente situaciones desafiantes. De este modo, ellos pueden evitar el incremento de los niveles de estrés y el posible impacto negativo en su desempeño académico y salud mental.(AU)

Introduction: Medicine and Veterinary are careers with high academic demands that tend to cause high levels of stressamong students. Objective: This study investigated the role of strategies used by students to deal with stress.Subjects and methods. An online survey was administered to 244 medical and veterinary students at the National Autonomous University of Mexico, at the beginning of their first academic cycle and four months later. The survey included the perceived stress scale-10, the coping strategies inventory, as well as a section that inquired about sociodemographic and academic characteristics. Results: An increase in the stress of the students in both degrees was noted but this was only statistically significant (t(140) = –3.4, p < 0.001, Cohen’s d = –0.29) among students enrolled in veterinary. Perception of higher financial resources to cover tuition and fees, greater life and school balance, increased problem-solving and problem-avoidance, less emotional expression, wishful thinking, and self-criticism, mentioned at the beginning of the academic cycle were significantly associated with a lower perception of stress four months later (F(15,228) = 14.16, p < 0.0001).Conclusion: It is highlighted that schools should incorporate activities during the training process of future doctors and veterinarians, focused on guiding and motivating them to develop and use strategies that allow them to adequately handle challenging situations. In this way, they will be able to avoid increased stress levels and the possible negative impact on their academic performance and mental health.(AU)

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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.

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A student's sense of belonging to a university is associated with success in academic setting, happiness, and satisfaction. It is therefore unsurprising that universities commonly strive to improve student measures of belonging especially considering its negative correlation with attrition rates. This study documents the implementation and assessment of a new curricular intervention at Ross University School of Veterinary Medicine (RUSVM) and measures associated changes in students' feeling of belonging to the university and accountability for their success. Specifically, small, group, faculty-guided weekly discussion sessions were introduced to the Veterinary Professional Foundation (VPF) course to complement a series of updated didactic only lectures. Voluntary surveys ("belonging to the university scale" [1] and the "personal accountability in education scale" [2]) were utilized to document student attitudes and feelings surrounding these variables. Likert scores from a control group of students who completed the VPF course prior to the curricular change were compared to the intervention group who engaged in the weekly guided discussion sessions via a Wilcoxon test. The intervention group reported significantly improved feelings of belonging to the university (p-values ranging from 0.008 to 0.027). Minimal change was noted between groups associated with accountability. The addition of weekly small group meetings has proven valuable at RUSVM in improving student sense of belonging to the university. Further research is indicated to determine if accountability may be improved over a longer period of monitoring with continued interventions.

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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.

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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.

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BACKGROUND: Recognition of the factors that influence academic performance in university students constitutes one of the key objectives of education researchers. Few studies have been conducted in this sphere in relation to veterinary students; however, considering the high levels of depression, anxiety symptoms, and decreased life satisfaction revealed in recent literature for this demographic, understanding these factors is of great importance. Moreover, the literature on veterinary education has mostly focused on cognitive factors as antecedents to academic performance, while very little attention has been directed toward personal characteristics. METHODS: The present cross-sectional study aims to investigate the relationships between psychological characteristics (internal locus of control and self-efficacy), academic fit, well-being (engagement and exhaustion), and academic performance (average grade) among veterinary students. The study was conducted in the Department of Veterinary Sciences at the University of Turin between September 2021 and January 2022 involving 231 students. RESULTS: The results of the Structural Equation Model confirmed a positive relationship between both internal locus of control and self-efficacy and academic fit, which in turn showed a positive relationship with engagement and a negative relationship with exhaustion. Finally, a significant positive relationship between engagement and academic performance was highlighted. Indirect effects were also significant, confirming the mediating role of academic fit and engagement. CONCLUSIONS: The study contributes to the literature by demonstrating the direct and indirect relationships among the variables selected in a sample group of veterinary students. These findings provide information for practical interventions that could support the academic experience and prospects of veterinary students by improving their psychological parameters and well-being.

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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.

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Despite greater efforts made over recent years to teach animal nutrition to veterinary students, more needs to be done to develop teaching methods and improve education on equine nutrition. The flipped classroom and peer-assisted learning (FC/PAL) approach is a teaching technique suggested to support learning; however, research into FC/PAL in veterinary education is scarce and little is known about students' views on this approach. This study examined the results of a questionnaire administered to assess veterinary students' perceptions of/views about the suitability of FC/PAL applied in an equine nutrition course. Correlation analysis of students' responses to questionnaire items and principal component analysis (PCA) was performed to analyze the variability in student perceptions. The results showed that although half the students reported to be uninterested in equine nutrition, most expressed positive attitudes towards FC/PAL. Comparing the perceptions/views towards FC/PAL among low and high achievers, a significant difference was found for the item considering the duration of FC/PAL (P = .002). Correlation analysis between questionnaire items showed a predominance of positive moderate correlations among high achievers and weak correlations among low achievers. PCA revealed three important findings. First, student interest towards equine nutrition explains the response variability among low achievers. Second, there was significant agreement among almost all high achievers regarding the duration of the FC/PAL. Third, in the item evaluating the usefulness of collaborating with peers, disagreement was only found among low achievers. In summary, a flipped classroom combined with the same level peer-assisted learning appears to encourage student interaction and collaboration in the classroom.

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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.

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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.

Özet Bu çalismanin amaci, Covid-19 pandemisi sürecinde Türkiye'deki veteriner fakültesi ögrencilerinin uzaktan egitime iliskin tutum ve görüslerini belirlemektir. Çalisma iki asamada gerçeklestirilmistir: Birinci asamada, veteriner fakültesi ögrencilerinin uzaktan egitime (UE) iliskin tutum ve görüslerini degerlendirmek için bir ölçek gelistirilmis ve dogrulanmis (n = 250 ögrenci; bir veteriner fakültesi); ikinci asamada gelistirilen bu ölçek veteriner fakültesi ögrencilerine uygulanmistir (n = 1.599 ögrenci, 19 veteriner fakültesi). Ikinci Asama, Aralik 2020 ve Ocak 2021 tarihleri arasinda hem yüz yüze hem de uzaktan egitimi deneyimlemis 2, 3, 4, ve 5. sinif ögrencileri ile gerçeklestirilmistir. Ölçek, yedi alt faktöre ayrilan 38 soru içermektedir. Ögrencilerin çogu, uygulamali derslerin (%77,1) UE ile verilmeye devam edilmemesi gerektigini ve pandemi sonrasinda pratik beceriler telafi edilmesi için yüz yüze programlarin (%77) gerekli olacagini düsünmektedir. UE'nin baslica faydalari, çalismalarin kesintiye ugramamasi (%53,2) ve daha sonra çalismak için çevrimiçi video materyaline ulasilabilmesi olarak belirtilmistir (%81,2). Ögrencilerin %69'u UE sistem ve uygulamalarinin kullaniminin kolay oldugunu düsünmektedir. Ögrencilerin %71'i UE kullaniminin mesleki becerilerini olumsuz etkileyecegini, %26,5'i egitim sürelerinin uzayabilecegini, ancak sadece %18,1'i pandemi süresince egitimlerine ara vermeyi düsündügünü ifade etmistir. Dolayisiyla, saglik bilimleri alaninda uygulama odakli egitim veren veteriner fakültelerinde yüz yüze egitimin ögrenciler tarafindan vazgeçilmez görüldügü ortaya çikmistir. Bununla birlikte, UE yöntemi tamamlayici bir araç olarak kullanilabilir.

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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.

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BACKGROUND: Antimicrobial resistance (AMR) threatens our ability to treat and prevent infectious diseases worldwide. A significant driver of AMR is antimicrobial use (AMU) in human and veterinary medicine. Therefore, education and awareness of AMR among antimicrobial prescribers is critical. Human and animal health professionals play important roles in the AMR issue, both as contributors to the emergence of AMR, and as potential developers and implementers of effective solutions. Studies have shown that engaging stakeholders prior to developing communication materials can increase relevance, awareness, and dissemination of research findings and communication materials. As future antimicrobial prescribers, medical and veterinary students' perspectives on AMR, as well as their preferences for future communication materials, are important. The first objective of this study was to explore medical and veterinary student perceptions and understanding of factors associated with emergence and spread of AMR. The second objective was to identify key messages, knowledge translation and transfer (KTT) methods, and dissemination strategies for communication of AMR information to these groups. METHODS: Beginning in November 2018, focus groups were conducted with medical and veterinary students in Ontario, Canada. A semi-structured format, using standardized open-ended questions and follow-up probing questions was followed. Thematic analysis was used to identify and analyze patterns within the data. RESULTS: Analyses showed that students believed AMR to be an important global issue and identified AMU in food-producing animals and human medicine as the main drivers of AMR. Students also highlighted the need to address society's reliance on antimicrobials and the importance of collaboration between different sectors to effectively reduce the emergence and transmission of AMR. When assessing different communication materials, students felt that although infographics provide easily digestible information, other KTT materials such as fact sheets are better at providing more information without overwhelming the target audiences (e.g., professional or general public). CONCLUSION: Overall, the study participants felt that AMR is an important issue and emphasized the need to develop different KTT tools for different audiences. This research will help inform the development of future communication materials, and support development of AMR-KTT tools tailored to the needs of different student and professional groups.

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This study compared the risk perceptions of medical disputes among veterinarians and veterinary students in Taiwan between 2014 and 2022. Online validity-tested questionnaires were used to collect data, with 106 (73 veterinarians and 33 students) and 157 (126 veterinarians and 31 students) surveys collected in 2014 and 2022, respectively. Respondents would be asked to rate their perceptions on how likely each risk factor constitutes a medical dispute according to their past experiences on a five-point Likert scale from 1 to 5: "Very unlikely, unlikely, neutral, likely, very likely." The results showed that overall risk perceptions increased significantly in 2022 compared to 2014, with the top risk factors being attitudes during interactions and complaint management among experienced veterinarians. In contrast, students considered medical skills and clients' perspectives as the top two risk factors, with complaints management ranking as the least significant factor. The findings suggest that effective communication and complaint management are crucial in preventing medical disputes, highlighting the importance of developing these skills in young veterinarians and veterinary students to reduce medical disputes. The study also recommends increasing practical experiences of medical disputes and complaint management in veterinary education to bridge the gap between the perceptions of experienced veterinarians and students.

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Coxiella burnetii is globally distributed but evidence of zoonotic transmission in the Caribbean region is scarce. The bacterium presence is suspected on the Caribbean island of St. Kitts. The risk of exposure of veterinary students was reported in other regions of the world but is not documented in the Caribbean region. The present study aimed to evaluate the risk of exposure to C. burnetii for pre-clinical veterinary students (mostly coming from the U.S.) attending an island-based veterinary school. A cross-sectional study was conducted to compare incoming and outgoing veterinary students' seroprevalence. Serology was performed using indirect immunofluorescence assay to test Coxiella burnetii Phase I and Phase II immunoglobulins M and G. Background data were gathered using a standardized questionnaire. A parallel study enrolled veterinary school employees in the same university. Of the 98 participants (48 incoming and 50 outgoing students), 41 (41.8%, 95 %CI: 31.9-52.2) were seropositive to C. burnetii. There was no significant difference between the two groups (45.8% for incoming vs. 38.0% for outgoing students) (p = 0.4). No risk factors (demographic, animal handling practices or background) were significantly more reported in the seropositive group. In the employee study, the seroprevalence was high with 8/15 seropositives (53.3%, 95 %CI: 26.6-78.7). Pre-clinical veterinary students do not have a higher risk of exposure to C. burnetii by attending the veterinary school in St. Kitts, but they are highly exposed before arrival on the island (seroprevalence of 45.8%). Most of these participants had experience with animals either through farming or previous veterinary technician employment. This indicates a high exposure in the U.S. young population aiming to become veterinarians. There is an urgent need to increase C. burnetii surveillance in animals and humans to apply relevant prevention and control measures, including recommendations for vaccination of students and professionals at risk.

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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.

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