Effectiveness of rural internships for veterinary students to combat veterinary workforce shortages in rural areas.

Veterinarians are a pivotal force in addressing animal health and welfare surveillance, with a critical role in improving public health security and increasing the profits of livestock farmers. Yet, the veterinary profession is adversely affected by personnel shortages, particularly in rural areas. Since the health of people, animals and their shared environment are interconnected in a One Health perspective, a set of policies are required to ensure public health by attraction and retention of veterinarians in rural areas. In France, a tutored internship programme, financially subsiding students and mentors to execute a training period in remote rural areas, was promoted to better integrate and retain veterinary students ending their veterinary training. This paper aims to evaluate how veterinarians' tutored internships influences students' choices for rural practice, using three different statistical methods derived from causal inference theory. Using survey data for the period 2016-2020, we show that: (i) the average effect of the tutored internship on veterinarians' work in food animal sector is not significant; and that (ii) the tutored internship leads veterinarians with a low share of work in the food animal sector to have a rural practise after they graduated between 13 and 20% greater than those who did not participate in the tutored internship.

Use of sources of final-year veterinary students to answer clinical research questions.

OBJECTIVE: Until now, sources used by final-year veterinary students to develop clinical questions have not yet been investigated. Thus, the aim of this study was to record the use of sources by final-year veterinary students. This data should assist with the improvement of future veterinary teaching and enable it to meet the needs of students and veterinarians. MATERIAL AND METHODS: For this purpose, the use of sources by 172 students in the compulsory development of a clinical question was evaluated. RESULTS: The most frequently cited sources were textbooks (37.7%), lecture notes (27.0%), websites (15.4%), professional articles (11.8%), scientific papers (7.8%), and, least frequently, the category of legal texts (0.3%). CONCLUSION: This study demonstrates that students primarily use sources with which they are familiar from their studies. Educators should be aware of this and design their lecture materials accordingly. CLINICAL RELEVANCE: Teaching students competence in the use of scientific literature is a task for teachers in the future.

A Practical Guide to Clinical Studies in Veterinary Oncology.

This article explains the authors' experiences about opportunities, perspectives, and considerations required to initiate clinical studies in a veterinary oncology practice. These details include the infrastructure required for appropriate study training for all staff. Negotiation of scope of work and fees for service with study sponsors is also discussed. Finally, although generally similar, the article also describes management of clinical studies in academic and private practice settings.

Application of augmented reality models of canine skull in veterinary anatomical education.

Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three-dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first-year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

Top Veterinary Practice Issues that Negatively Affect Culture, Retention, and Performance.

With over 70 years of experience and having consulted with nearly 2000 veterinary hospitals in the United States and abroad, this top 10 list has been consistent through the years with some different approaches since the pandemic. Beyond consulting and advising, we teach practice management for veterinary students at Washington State University (Rick) and University of Georgia (Jeff). As a part of the 4th year curriculum, we conduct on-site evaluations for practices where the veterinary students observe appointments, interpret practice and financial data, and make recommendations for improvement to the owners. From these reports, often over 100 pages long and from debrief meetings with owners, we offer the following as our list of the TOP 10challenges we see in practices today. For each issue, we identify the issue, describe common findings, and then suggest some changes that practices can institute to either treat or avoid these issues for their practices.

How do veterinary students perceive and prepare for compulsory slaughterhouse visits?

BACKGROUND: Veterinary students in the UK must visit a slaughterhouse as part of their studies. There is currently limited evidence exploring how students perceive these visits or which activities have been implemented to support learning during a visit that may be emotionally challenging. METHODS: Veterinary students at the Royal Veterinary College and the University of Glasgow were invited to complete an online survey and participate in follow-up focus groups. RESULTS: Participants appreciated the important role that veterinarians play in the slaughterhouse. Most (69%) agreed that in-person visits are important and would choose to visit, with around half (49%) thinking it should be optional. Previous slaughterhouse experience improved students' views towards compulsory in-person visits. Teaching events covering the slaughter process, videos and discussion sessions were perceived as useful preparatory activities. Anxiety was the most common emotion associated with visits. LIMITATIONS: The response rate was low, at 15.6%, and a small number of students participated in focus groups. Data on diets and gender were not collected. CONCLUSION: Slaughterhouse visits are valued by students, although they can cause negative emotions. Managing expectations and increasing awareness of visitation requirements during the application process and subsequent studies may improve the educational and emotional experience of visits.