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Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H = 2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.

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A reprodução descontrolada de animais semi-domiciliados está envolvida com abandono e riscos à saúde pública devido às possíveis zoonoses veiculadas. Projetos de extensão de controle da natalidade de cães e gatos proporcionam aprendizagem e treinamento dos alunos sob a supervisão, bem como a orientação de tutores sobre o manejo adequado de seus animais e a guarda responsável. O objetivo do projeto foi promover o treinamento clínico, cirúrgico e aproximação dos estudantes com os tutores de animais de companhia. Alunos do curso de medicina veterinária realizaram, sob supervisão dos docentes e pós graduandos, atendimento clínico e cirurgias eletivas de castração de cães e gatos de tutores desafiados financeiramente. Após seis meses de treinamento foi aplicado um questionário aos discentes, o objetivo foi avaliar a evolução dos conhecimentos adquiridos. Trinta alunos responderam aos questionários, sendo que 47% demonstraram ter adquirido maior conhecimento na prática cirúrgica; 23% nas habilidades anestésicas; 20% em outros procedimentos e 10% no trabalho em equipe. Estes resultados confirmam a necessidade de treinamento dos graduandos em ações extra sala de aula, para que seja possível a formação de um profissional capacitado e seguro para exercer a profissão, estimulando e fortalecendo o trabalho em equipe(AU)

The concern with semi-domiciled animals is involved with the uncontrolled reproduction, abandonment and risk to the public health due to the possible zoonoses transmitted. Cat and dog birth control extension projects provide learning and training for students, under the supervision of professors as well as tutors are advised on the proper management of their animals by encouraging responsible custody. The objective was to promote student training on clinical, surgical and access with the reality of pet owners. Veterinary medicine students underwent clinical and surgical care, under the supervision of the professors, in order to carry out elective castration of patients of financially challenged tutors. After six months of training, a questionnaire was developed in order to identify if there was evolution in relation to the acquired knowledge. Thirty students answered the questionnaires, 47% of whom demonstrated greater knowledge in the surgical practice; 23% in anesthetic skills; 20% in other procedures and 10% in teamwork. These results demonstrate the need for training of undergraduates, with participation in extra-classroom actions, so that it is possible to train a qualified and safe professional to practice the profession, stimulating and strengthening teamwork.(AU)

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A reprodução descontrolada de animais semi-domiciliados está envolvida com abandono e riscos à saúde pública devido às possíveis zoonoses veiculadas. Projetos de extensão de controle da natalidade de cães e gatos proporcionam aprendizagem e treinamento dos alunos sob a supervisão, bem como a orientação de tutores sobre o manejo adequado de seus animais e a guarda responsável. O objetivo do projeto foi promover o treinamento clínico, cirúrgico e aproximação dos estudantes com os tutores de animais de companhia. Alunos do curso de medicina veterinária realizaram, sob supervisão dos docentes e pós graduandos, atendimento clínico e cirurgias eletivas de castração de cães e gatos de tutores desafiados financeiramente. Após seis meses de treinamento foi aplicado um questionário aos discentes, o objetivo foi avaliar a evolução dos conhecimentos adquiridos. Trinta alunos responderam aos questionários, sendo que 47% demonstraram ter adquirido maior conhecimento na prática cirúrgica; 23% nas habilidades anestésicas; 20% em outros procedimentos e 10% no trabalho em equipe. Estes resultados confirmam a necessidade de treinamento dos graduandos em ações extra sala de aula, para que seja possível a formação de um profissional capacitado e seguro para exercer a profissão, estimulando e fortalecendo o trabalho em equipe

The concern with semi-domiciled animals is involved with the uncontrolled reproduction, abandonment and risk to the public health due to the possible zoonoses transmitted. Cat and dog birth control extension projects provide learning and training for students, under the supervision of professors as well as tutors are advised on the proper management of their animals by encouraging responsible custody. The objective was to promote student training on clinical, surgical and access with the reality of pet owners. Veterinary medicine students underwent clinical and surgical care, under the supervision of the professors, in order to carry out elective castration of patients of financially challenged tutors. After six months of training, a questionnaire was developed in order to identify if there was evolution in relation to the acquired knowledge. Thirty students answered the questionnaires, 47% of whom demonstrated greater knowledge in the surgical practice; 23% in anesthetic skills; 20% in other procedures and 10% in teamwork. These results demonstrate the need for training of undergraduates, with participation in extra-classroom actions, so that it is possible to train a qualified and safe professional to practice the profession, stimulating and strengthening teamwork.

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OBJECTIVE: To design a holistic audit tool to assess the effectiveness of anaesthesia teaching strategies, and thereby to study veterinary undergraduate teaching methods in different geographical areas. STUDY DESIGN: Qualitative study using interviews of university staff and students to identify common themes and differences in teaching veterinary anaesthesia. METHODS: An audit was performed using an audit tool in four veterinary universities (École Nationale Vétérinaire d'Alfort, France; Royal Veterinary College, UK; University of Buenos Aires, Argentina; and Alma mater studiorum - Università di Bologna, Italy). First, an open-question interview of anaesthesia head of service (60-90 minutes) identified the pedagogical strategies in order to conceive a subsequent semi-directive interview formulated as a SWOT analysis (Strength/Weaknesses/Opportunity/Threats). Second, the SWOT reflection was conducted by a second staff member and focussed on: 1) general organization; 2) topics for pre-rotation teaching; 3) teaching methods for clinical rotation; and 4) assessment methods. Qualitative analysis of the interview responses was performed with semi-structured interviews. Finally, the students evaluated their teaching through a students' questionnaire generated from the output of both interviews. RESULTS: A group of nine lecturers and 106 students participated in the study at four different sites. Preclinical teaching ranged from 13 to 24 hours (median 15 hours). Clinical teaching ranged from 4 to 80 hours (median 60 hours). Overall, all faculties perceived time as a limitation and attempted to design strategies to achieve the curriculum expectations and optimize teaching using more time-efficient exercises. Large animal anaesthesia teaching was found to be a common area of weakness. Internal feedback was delivered to each university, whereas generalized results were shared globally. CONCLUSIONS: This preliminary study proved the generalizability of the protocol used. Recruiting a larger pool of universities would help to identify and promote efficient teaching strategies and innovations for training competent new graduates in an ever-expanding curriculum.

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Both the public and the international institutions that regulate the veterinary profession have high expectations that veterinarians will understand and take the lead in issues of animal welfare. These expectations provide a powerful argument for the need to teach animal welfare. The objective of this paper is to share the experiences of animal welfare teaching in South America, examining which topics seem relevant and why. It builds upon the core international literature on teaching animal welfare to veterinary students, highlights priorities learned through direct experience of teaching this topic in South America, and has benefited from the experiences of other South American animal welfare professors. In addition, the authors discuss major challenges in the animal welfare field and propose the perceived best strategies. The overall conclusion of the authors is that it is not possible to work as a veterinarian and make a valuable contribution to society unless the main concepts and issues of animal welfare are thoroughly understood and incorporated into practice.

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Continued contact between humans and animals, in combination with the ever-increasing movement of human and animal populations that is one effect of globalization, contributes to the spread of diseases, often with detrimental effects on public health. This has led professionals involved in both animal health and public health to recognize veterinary public health (VPH) as a key area for their activities to address the human-animal interface. Veterinarians, a profession with major involvement in this field, are in need of specific knowledge and skills to prevent and control public-health problems. As a result, VPH must be directly integrated into veterinary educational programs. At present, only few veterinary schools have specific VPH programs; in most institutions, VPH does not feature as a specific subject in either undergraduate or post-graduate curricula. SAPUVET and SAPUVETNET II are network projects supported by the ALFA program of the European Union (EU). Their main objectives are to reach a common understanding between European and Latin American universities in the definition of the areas in which VPH is important in their respective countries, and to design a harmonized training program for veterinarians in VPH, by making use of new technological applications and innovative teaching methodologies. The elaboration of educational material in combination with case studies presenting real-life problems provides a basis to apply the knowledge acquired on VPH. It is envisaged that the material and modules developed during the two projects will be integrated into the veterinary curricula of the participating universities, as well as in other partner organizations.

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Após abordar a comemoração, em 2004, dos "70 Anos de Criação e Implantação da Universidade de São Paulo" e as festividades, paralelas que a Pró-Reitoria de Pós-Graduação promoveu sobre os "35 Anos da Pós-Graduação na USP", argumenta que as comemorações da Pós-Graduação foram promovidas e divulgadas com registro errado de data. Destaca que os primeiros títulos de Mestre em Medicina Veterinária foram obtidos na Faculdade de Medicina Veterinária da Universidade de São Paulo, São Paulo, SP, no período de 1965 a 1970. Apresenta anexo ao artigo a relação dos médicos veterinários que obtiveram o título de Mestre nesse período.

Having addressed the celebration, in 2004, ofthe "70 Years of the Creation and lmplantation of the University of São Paulo ", and the other festivities promoted by the Post-graduation Vice-presidency on accounl ofthe "35 Years of Post-Graduation at USP ", it argues that the Post-Graduation celebrations were promoted and disclosed wilh wrong date registers. lt points out that the first Master titles in Veterinary Medicine were obtained at the School of Veterinary Medicine ofthe University ofSão Paulo, São Paulo, Sp, Brazil, between 1965 and 1970. The veterinarians who obtained the Master tille during this period are listed in an annex to this document.

Después de abordar la conmemoración en 2004 de los "70 Anos de Creación e lmplantación de la Universidad de São Paulo" y las festividades paralelas que el Rectorado de Posgrado realizó sobre los "35 Anos dei Posgrado en la USP ", argumenta que las conmemoraciones dei Posgrado fueron promovidas y divulgadas con un registro equivocado de fecha. Destaca que los primeros títulos dei Máster en Medicina Veterinaria se obtuvieron en la Facultad de Medicina Veterinaria de la Universidad de São Paulo, São Paulo, Sp, Brasil, en el periodo de 1965 a 1970. Presenta como adjunto ai artículo, la relación de los médicos veterinarios que obtuvieron el título en el periodo.

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Após abordar a comemoração, em 2004, dos "70 Anos de Criação e Implantação da Universidade de São Paulo" e as festividades, paralelas que a Pró-Reitoria de Pós-Graduação promoveu sobre os "35 Anos da Pós-Graduação na USP", argumenta que as comemorações da Pós-Graduação foram promovidas e divulgadas com registro errado de data. Destaca que os primeiros títulos de Mestre em Medicina Veterinária foram obtidos na Faculdade de Medicina Veterinária da Universidade de São Paulo, São Paulo, SP, no período de 1965 a 1970. Apresenta anexo ao artigo a relação dos médicos veterinários que obtiveram o título de Mestre nesse período.(AU)

Having addressed the celebration, in 2004, ofthe "70 Years of the Creation and lmplantation of the University of São Paulo ", and the other festivities promoted by the Post-graduation Vice-presidency on accounl ofthe "35 Years of Post-Graduation at USP ", it argues that the Post-Graduation celebrations were promoted and disclosed wilh wrong date registers. lt points out that the first Master titles in Veterinary Medicine were obtained at the School of Veterinary Medicine ofthe University ofSão Paulo, São Paulo, Sp, Brazil, between 1965 and 1970. The veterinarians who obtained the Master tille during this period are listed in an annex to this document.(AU)

Después de abordar la conmemoración en 2004 de los "70 Anos de Creación e lmplantación de la Universidad de São Paulo" y las festividades paralelas que el Rectorado de Posgrado realizó sobre los "35 Anos dei Posgrado en la USP ", argumenta que las conmemoraciones dei Posgrado fueron promovidas y divulgadas con un registro equivocado de fecha. Destaca que los primeros títulos dei Máster en Medicina Veterinaria se obtuvieron en la Facultad de Medicina Veterinaria de la Universidad de São Paulo, São Paulo, Sp, Brasil, en el periodo de 1965 a 1970. Presenta como adjunto ai artículo, la relación de los médicos veterinarios que obtuvieron el título en el periodo.(AU)

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