Efficacy of vitamin D2 in maintaining serum total vitamin D concentrations and bone mineralisation in adult dogs fed a plant-based (vegan) diet in a 3-month randomised trial.

Dogs are considered omnivores based on their evolution consuming diets including animal tissue. Few feeding trials evaluating the nutritional suitability of exclusively plant-based (vegan) diets in dogs have been published, and the efficacy of vitamin D2 in maintaining canine serum vitamin D levels has not been clearly determined. A blinded dietary trial included sixty-one healthy desexed adult dogs: thirty-one fed an experimental extruded vegan diet (PLANT) and thirty fed a commercial extruded meat-based diet (MEAT) for 3 months. Dogs were screened via veterinary examination and routine laboratory analyses prior to enrolment, at baseline and exit timepoints. Body composition was measured by dual-energy X-ray absorptiometry and blood was collected for vitamin D profiling. All dogs maintained health parameters, body weight and composition throughout the study. Dogs maintained on PLANT demonstrated a significant reduction in platelet count, creatinine, blood urea nitrogen and cholesterol, though values remained within normal reference ranges. Dogs fed PLANT also demonstrated a shift from vitamin D3 to vitamin D2 metabolites, though total vitamin D analogue levels were unchanged, with the exception of 24,25-dihydroxyvitamin D. Bone mineral content and density did not differ from baseline values. Health status was maintained in dogs fed PLANT and vitamin D2 appeared efficacious in maintaining serum total vitamin D concentrations and bone mineralisation. Findings support the hypothesis that PLANT was comparable to MEAT for maintenance of healthy adult dogs for at least 3 months and identified areas where further research is warranted to elucidate the potential risks and benefits of plant-based (vegan) diets.

Subsequent pregnancy after stillbirth: a qualitative narrative analysis of Canadian families' experiences.

BACKGROUND: In Canada, nearly nine pregnancies end in stillbirth daily. Most of these families will go on to have subsequent pregnancies, but research into how best to care for these parents is lacking. This study explores the lived experiences and the most important aspects of person-centred care for Canadian families experiencing a pregnancy after a stillbirth. METHODS: This qualitative descriptive design used secondary data collected from an online, international survey for bereaved parents who reported having experienced a pregnancy subsequent to a stillbirth. Only parents who identified as Canadian were included in this study. Three open text questions were asked about parents' experiences in their subsequent pregnancy. An inductive thematic analysis approach was used with open coding and a constant comparative method. RESULTS: Families' responses fell into six main themes that identified what they would have preferred for high quality, excellent care. These included: (1) recognizing anxiety throughout the subsequent pregnancy, (2) wanting one's voices and concerns to be heard and taken seriously, (3) needing additional and specific clinical care for reassurance, (4) desiring kindness and empathy from caregivers and others, (5) seeking support from others who had also experienced pregnancy after stillbirth; and (6) addressing mixed emotions including guilt, continuity of care and carer, positive thoughts versus more realistic ones, and poignant feelings of self-blame. CONCLUSIONS: Participants' responses identified that pregnancy after stillbirth is an extremely stressful time requiring patient-oriented care and support, both physically and psychologically. Families were able to articulate specific areas that would have improved the experience of their subsequent pregnancy. Parents asked for high-quality clinical and psychosocial prenatal care that was specific to them having experienced a prior stillbirth. They also requested connections to others experiencing this similar scenario. Further research is needed to delineate what supports and resources would be needed to ensure this care would be available to all families experiencing pregnancy after stillbirth across Canada and their caregivers.

Teaching Accuracy through Repeated Gamified Echography Training (TARGET): Assessment of an Ultrasound Skill Simulator in Teaching Ultrasound-Guided Needle Placement, a Prospective Observational Study.

The increasing use of ultrasound in veterinary private practice and demand for skilled operators upon graduation has placed an increased burden on the ever-dwindling number of academic radiologists. Simulation-based medical education can help prepare for and consequently reduce this burden, allowing for the acquisition of clinical skills through deliberate practice in a safe, controlled, and low-stakes environment. Ultrasound-guided fine needle placement is the foundation for more advanced interventions such as ultrasound-guided fine needle aspirates and centeses. A reusable novel ultrasound skill simulator consisting of metal targets wired to a circuit and suspended in ballistics gel was created to teach ultrasound-guided fine needle placement. Forty-seven second-year veterinary students watched an instructional video and performed two ultrasound-guided fine needle placement skill tests on the simulator with a period of practice between. Significant improvement in time to task completion (p = .0021) was noted after the period of practice. The majority of student feedback was positive with 89% (42/47) indicating they would use the simulator again to practice and that it should be incorporated into the curriculum, 74% (35/47) indicating their basic skills, knowledge, and confidence using ultrasound improved using the simulator, and 55% (26/47) indicating they could now teach this skill to a peer. The authors suggest further development of this model for ease of manufacture and increased variation in difficulty, and veterinary curriculum incorporation for basic ultrasound-guided fine needle placement training.

Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video during Basic Skills Training.

Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants' perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance (p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.

Validation of a Novel Ultrasound Simulation Model for Teaching Foundation-Level Ultrasonography Skills to Veterinary Students.

Veterinary ultrasonography is a complex, advanced skill requiring repetitive exposure and supervision to gain competence. Consequently, newly graduated veterinarians are underprepared and lack the resources to achieve basic ultrasound proficiency upon graduation. Ultrasound simulation has been proposed as an adjunct educational tool for teaching entry-level ultrasound skills to student veterinarians. The objectives of this multicentric prospective observational cohort study were to describe the development of a novel ultrasound training model, establish model construct and face validity, and seek participant feedback. The model was constructed using three-dimensional silicone shapes embedded in ballistics gel within a glass container. A novice cohort of 15 veterinary students and 14 expert participants were prospectively enrolled in the study. Each cohort underwent training and assessment phases using a simulation model. Participants were asked to (a) determine shape location, (b) identify shape type using a shape bank, and (c) measure shape axes using the caliper tool. Time for each phase was recorded. Anonymous post-participation survey feedback was obtained. For most shapes (4/6), experts performed significantly better than novices in identifying shape type and location. Generally, no significant difference was found in mean axis shape measurements between cohorts or compared to the true mean axis measurements. No significant difference was found in scan time for either phase. This study's results support the validation of this ultrasound simulation model and may demonstrate early evidence for its use as a training tool in the veterinary curriculum to teach entry-level ultrasound skills.

Investigating the Relationship between Multiple Mini-Interview Communication Skills Outcomes and First-Year Communication Skills Performance and Reflections in Students at the Ontario Veterinary College.

An important outcome for veterinary education is ensuring that graduates can provide an appropriate level of care to patients and clients by demonstrating core competencies such as communication skills. In addition, accreditation requirements dictate the need to assess learning outcomes and may drive the motivation to incorporate relevant and appropriate methods of entry assessments for incoming students. Predicting the success of Doctor of Veterinary Medicine (DVM) students based on entry assessment performance has been scantly investigated and can be challenging. Specifically, no research presently exists on predicting DVM students' first-year performance in relation to communication skills at the time of program entry. Objectives of this exploratory study were to investigate (a) the relationship between communication skills outcomes from multiple mini-interview (MMI) data and first-year academic performance related to communication and (b) the relationship between communication skills outcomes from MMI data and self-reported first-year communication reflections. A retrospective single-class study was conducted. Data were analyzed using descriptive statistics, correlation statistics, regression models, and paired t-tests to identify relationships among variables. Paired t-tests showed that students felt more prepared to meet second-year expectations over first-year expectations. Spearman's correlation revealed an association between MMI communication scores and one pre-year 1 survey question related to professionalism. Noo relationships were observed between MMI communication scores and marks from a self-reflection assignment in a communications course, or grades from a clinical medicine course that included clinical communication. The merit for further exploration of the relationship between communication competencies and student performance is discussed.

A cross-sectional study of owner-reported health in Canadian and American cats fed meat- and plant-based diets.

BACKGROUND: Cats, being obligate carnivores, have unique dietary requirements for nutrients most commonly found in dietary ingredients of animal origin. As such, feeding a diet devoid of animal-derived ingredients has been postulated as a possible cause of nutrient imbalances and adverse health outcomes. A small proportion of cat owners feed strictly plant-based diets to the cats in their care, yet the health and wellness of cats fed these diets has not been well documented. RESULTS: A total of 1325 questionnaires were complete enough for inclusion. The only exclusion criterion was failure to answer all questions. Most cats, 65% (667/1026), represented in the survey were fed a meat-based diet and 18.2% (187/1026) were fed a plant-based diet, with the rest fed either a combination of plant-based with meat-based (69/1026, 6.7%) or indeterminable (103/1026, 10%). Cat age ranged from 4 months to 23 years, with a median of 7 years, and was not associated with diet type. No differences in reported lifespan were detected between diet types. Fewer cats fed plant-based diets reported to have gastrointestinal and hepatic disorders. Cats fed plant-based diets were reported to have more ideal body condition scores than cats fed a meat-based diet. More owners of cats fed plant-based diets reported their cat to be in very good health. CONCLUSIONS: Cat owner perception of the health and wellness of cats does not appear to be adversely affected by being fed a plant-based diet. Contrary to expectations, owners perceived no body system or disorder to be at particular risk when feeding a plant-based diet to cats. This study collected information from cat owners and is subject to bias, as well as methodological limitations. Further research is warranted to determine if these results are replicable in a prospective investigation.

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.

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.

An Exploratory Study of Veterinary Professionals' Self-Reported Support of Bereaved Clients Before, During, and After Companion Animal Euthanasia in Southwestern Ontario, Canada.

Veterinary professionals are recognized as an important source of support for many veterinary clients, particularly during companion animal euthanasia and end-of-life care. While many veterinary professionals recognize the importance of their role, many also report feeling unsure about what methods of support are most effective. Furthermore, few evidence-based guidelines currently exist to inform veterinary professionals on the support of grieving clients. To begin bridging this gap, this study qualitatively explored how veterinary professionals currently report supporting grieving clients before, during, and after companion animal euthanasia. Findings suggest that veterinary participants in this study strive to be meaningful sources of support for grieving clients and employ an array of support practice to do so. However, opportunities exist for veterinary professionals to better explore clients' needs, expectations, and feelings as they relate to companion animal euthanasia, including offering more grief-related resources and access to professional counseling services.

A survey of veterinarian mental health and resilience in Ontario, Canada.

Our goal was to help address a lack of mental health research on Canadian veterinarians through estimation of the prevalence of depression, anxiety, compassion fatigue, burnout, and resilience in veterinarians in Ontario. We conducted a cross-sectional study using an online survey that investigated demographics, mental health, self-reported overall health, and satisfaction with sources of support. Validated, psychometric scales were used to measure depression, anxiety, burnout, compassion fatigue, and resilience. The mental health indices of participating veterinarians were in line with those of veterinarians in other regions, and reflective of poorer mental health compared to the general population. The scores for females tended towards poorer mental health relative to males. Reported levels of burnout and secondary traumatic stress were of particular concern. These results can be used to support evidence-based interventions to help veterinarians and veterinary students build their resilience so that they may better thrive in the face of occupational stresses.

Enquête sur la santé mentale et la résilience des vétérinaires en Ontario, Canada. Notre objectif était d'aider à résoudre un manque de recherche en santé mentale chez les vétérinaires canadiens par une estimation de la prévalence de dépression, anxiété, fatigue de compassion, épuisement, et résilience chez les vétérinaires en Ontario. Nous avons mené une étude transversale en utilisant un sondage en ligne qui examinait les données démographiques, la santé mentale, l'état de santé général auto-rapporté, et la satisfaction avec les sources de soutien. Des échelles psychométriques validées furent utilisées pour mesurer la dépression, l'anxiété, l'épuisement, la fatigue de compassion, et la résilience. Les indicateurs de santé mentale des vétérinaires participants étaient conformes avec ceux de vétérinaires dans d'autres régions, et révélateurs d'une moins bonne santé mentale comparativement à la population générale. Les pointages pour les femmes tendaient vers une moins bonne santé mentale relativement aux hommes. Les niveaux rapportés d'épuisement et de stress traumatique secondaire étaient particulièrement inquiétants. Ces résultats peuvent être utilisés pour soutenir des interventions factuelles afin d'aider les vétérinaires et les étudiants vétérinaires à développer leur résilience afin qu'ils soient en mesure de mieux se développer vis-à-vis les stress occupationnels.(Traduit par Dr Serge Messier).

Case-Based e-Learning Experiences of Second-Year Veterinary Students in a Clinical Medicine Course at the Ontario Veterinary College.

Exposure to real-life clinical cases has been regarded as the optimal method of achieving deep learning in medical education. Case-based e-learning (CBEL) has been considered a promising alterative to address challenges in the availability of teaching cases and standardizing case exposure. While the use of CBEL has been positive in veterinary medical education, insight into students' learning experience with a CBEL tool have not been considered. This article investigates students' views around the utility and usability of a CBEL tool, as well as perceived effectiveness, clinical confidence, and impact of veterinary students' learning preferences on CBEL use. Through focus groups as well as pre- and post-use questionnaires, students expressed that the design and utility of the online cases, including their authenticity, played an instrumental role in perspectives and acceptance of the CBEL tool. Students perceived the CBEL tool as highly effective in both achieving CBEL outcomes and teaching a methodical approach to a clinical case. CBEL elements were also perceived to potentially contribute to increased clinical confidence after CBEL use. Additionally, exploration of students' preferred approach to learning revealed that hands-on learners and those who prefer to learn by practicing and applying knowledge were more likely to show positive perceptions of a CBEL tool. This article's findings can help guide educators in the future design and implementation of online cases in various capacities and provide a platform for further exploration of the effectiveness and use of CBEL in veterinary medical education.

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.

The Impact of Distraction on Laparoscopic Skills in Veterinary Medical Students.

OBJECTIVE: To investigate the impact of distraction on the performance of a simulator-based laparoscopic task in veterinary students. STUDY DESIGN: Prospective, randomized trial. SAMPLE POPULATION: Years 1-4 veterinary students (n=41). METHODS: Participants repeated a simulated laparoscopic peg transfer task to eliminate any learning effects and were subsequently randomized to receive either a cognitive (double-digit addition questions, n=21) or sensory distraction (dogs barking and anesthesia monitor alerts, n=20). The laparoscopic task scores were compared between baseline and in the presence and absence of each distraction. The number of addition questions attempted, and the number of questions answered correctly in 1 minute were compared between baseline and during a concurrent laparoscopic task. RESULTS: Baseline laparoscopic task scores were not significantly different between groups (P=.09). Laparoscopic task scores were significantly lower than baseline when performed with the cognitive distraction (P<.001) and significantly higher than baseline when performed with the sensory distraction (P=.005). Participants undergoing cognitive distraction attempted significantly fewer addition questions (P<.001) and answered significantly fewer addition questions correctly (P<.001) when a concurrent laparoscopic task was performed. CONCLUSION: Cognitive distraction had a negative impact on the performance of a laparoscopic task in this cohort of veterinary students, whereas sensory distraction had a positive effect.

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

Pet owners prefer face-to-face consultations, with many being open to considering virtual consultations with veterinarians.

OBJECTIVE: To explore pet owners' use of information and communication technologies (ICTs) during virtual veterinarian-client-patient consultations and to examine pet owners' attitudes toward virtual consultations. SAMPLE: 714 pet owners. METHODS: In an anonymous online survey distributed using snowball sampling, all participants were asked about utilization of ICTs, preferred method of interaction (face-to-face and 5 ICTs), opinion on virtual communication, and demographics. Sentiment toward virtual veterinarian consultations was measured for participants who had experienced a "virtual only" or "combination virtual and face-to-face" consultation in the previous 6 months using the Net Promoter Score. For these participants, multivariable logistic regression was used to explore factors associated with recommending virtual consultations. RESULTS: 92% (583/632) of participants resided in Ontario, Canada. Most (85.6% [611/714]) participants had experience using the telephone for veterinary care, while only 5.2% (37/714) had used live videoconferencing. Participants ranked face-to-face interactions as most preferred (P < .001), followed by telephone and then live videoconferencing. Participants were significantly (P < .001) less confident communicating during virtual consultations, particularly for building rapport. For participants experiencing a virtual consultation in the previous 6 months (n = 348), the overall Net Promoter Score was neutral at -1.43. Participants were divided about recommending virtual consultations, with 33.3% (116/348) being promoters and 34.8% (121/348) being detractors. Age of participant and comfort using videoconferencing were positively associated (P < .05) with recommending virtual consultations. CLINICAL RELEVANCE: Although participating pet owners significantly preferred face-to-face consultations with veterinarians, many appear willing to consider virtual consultations. Further exploration of pet owners' preferences and concerns around virtual care, including communication, is needed.

Cat caregivers' perceptions, motivations, and behaviours for feeding treats: A cross sectional study.

There is an abundance of research focusing on the nutritional needs of the cat, though aspects surrounding treat feeding have received far less attention. Feeding practices have the potential to cause nutrient imbalances and adverse health outcomes, including obesity. The objective of this study was to identify and describe the perceptions, motivations, and behaviours surrounding treats, and factors that influence treat feeding by cat caregivers. A 56-question online survey was disseminated to cat caregivers (n = 337) predominantly from Canada and the USA to collect data regarding caregiver and cat demographics, the pet-caregiver relationship, perceptions surrounding treats, and feeding practices and behaviours. Descriptive statistics, chi-square tests, Kruskal-Wallis one-way ANOVA, Wilcoxon signed-rank tests, and multivariable logistic regression models were used to analyze the survey data. Caregivers had varying interpretations of the term 'treat' and how treats relate to the primary diet, and these perceptions appeared to influence the quantity of treats provided. Aspects relating to the human-animal bond were highlighted as an important factor in decisions and behaviours surrounding treat feeding in our results. Though the majority (224/337, 66%) of respondents indicated they monitor their pet's treat intake, using an eyeball estimate was the most frequent (139/337, 41%) method reported to measure treats. Multivariable logistic regression results revealed feeding jerky, bones, dental treats, and table scraps in select frequencies were predictive of caregivers perceiving their cat as overweight/obese. Results provide valuable new insights to cat caregiver feeding practices and perceptions of treats and can be used to inform veterinary nutrition support to caregivers. More research is warranted to further our understanding and ensure that cats receive optimal nutrition and care.

Reporting perceived capability, motivations, and barriers to reducing treat feeding amongst dog and cat caregivers.

Obesity remains a significant concern for dogs and cats, and reducing or eliminating treats is commonly recommended as a strategy for weight management. Caregivers can struggle with adherence to such dietary recommendations. Previous research suggests caregivers are reluctant to reduce treats but there is limited understanding of the underlying factors contributing to these behaviours and decisions. The objective of this study was to explore caregivers' motivations and barriers to reducing treat feeding, and their reported capability to do so. An online questionnaire including multiple choice and Likert scale questions was disseminated to dog and cat caregivers (n=1053) primarily from Canada and the USA from September to November 2021. Caregivers commonly expressed a wide range of motivations to reduce treat feeding with their pet, though barriers to reducing treat feeding were less defined. Changing their pet's routine was a reported barrier by more than 30% of respondents and was predictive of caregivers finding reducing treat giving to be difficult (OR=1.67, p=0.017). Results from multivariable logistic regression also revealed that caregivers who consider their companion animal to be obese as more likely to perceive reducing treats to be difficult. The results highlight the role of treats in the relationship and routine of caregivers' and their pets, and the importance of considering the individualised needs and circumstance of the caregiver and pet in veterinary discussions surrounding reducing treat feeding. Identifying these perspectives can improve self-efficacy with veterinary nutrition recommendations surrounding treats.

Talking treats: A qualitative study to understand the importance of treats in the pet-caregiver relationship.

Treats are a prevalent aspect of pet care, frequently given by dog and cat caregivers for varying reasons. However, recommendations of reducing or eliminating treat feeding poses a common challenge, leading to potential non-adherence surrounding weight management practices. To explore caregivers' perceptions and experiences surrounding treat feeding, we conducted five online focus groups with 24 dog and cat caregivers, recruited via an infographic shared on social media using snowball sampling. NVivo12© was used to organize and analyze verbatim transcripts using inductive thematic analysis. Outcomes illustrated three major themes: 1) the role of treats as an important tool for caregivers; 2) considerations for treat selection and provision; and 3) caregivers' need for more and better information and support related to treats. Participants emphasized the importance of treats for managing behaviours, health-related activities, and enhancing the pet-caregiver relationship. Results suggest that the diverse and valued applications of treats, caregivers' satisfaction associated with treat-giving, and perceived lack of guidance surrounding treats may present challenges for caregivers in reducing treat feeding with their pets. Findings highlight opportunities to enhance the available resources that can empower both veterinary professionals and caregivers to make well-informed decisions and foster sustainable changes in treat feeding practices to support weight management and overall health. Such considerations can improve client compliance with veterinary recommendations, to promote companion animal health and well-being while fostering the human-animal bond.

Dog caregivers' perceptions, motivations, and behaviours for feeding treats: A cross sectional study.

Treats are commonly fed by most dog caregivers and can constitute a significant proportion of a dog's diet, potentially contributing to obesity. Feeding aspects related to treats specifically, remain underexplored. An e-survey was voluntarily completed by 716 dog caregivers predominantly from Canada and the USA to identify and describe caregivers' perceptions, motivations, and behaviours surrounding treats, and factors that influence decisions about feeding treats. Survey responses were analyzed using descriptive statistics, chi-square tests, Kruskal-Wallis one-way ANOVA, and Wilcoxon signed-rank tests. Multivariable logistic regression analyses were performed to analyze (1) measurement methods associated with monitoring treat intake, and (2) frequency of feeding different types of treats with perceiving dog as overweight/obese. Most caregivers considered the term 'treat' in a nutritional context, but respondents expressed mixed perceptions of how they consider treats in relation to their dog's primary diet. Alongside training and sports activities, aspects relating to the human-animal bond were highly reported to influence decisions surrounding treats. Most respondents were motivated to provide treats because it makes their pet happy, and to strengthen the bond with their dog, and nearly 40% of caregivers frequently feed treats to show love to their dog. Human food and table scraps were frequently fed by 30-40% of caregivers and feeding human food weekly was predictive of caregivers perceiving their dog to be overweight/obese (OR=2.24, p = 0.007). Caregivers estimated treats to account for a median of 15% of their dog's total diet, based on estimated quantity. Caregivers who reported using a measuring cup/scoop to measure their dog's treats were more likely to monitor their dog's treat intake (OR=3.38, p = 0.002). Most caregivers monitor their dog's body condition (60%) or consider their dog's recent activity level (43%) to decide on the amount of treats to feed; only 22% of caregivers reported veterinary advice to support their decisions on the amount of treats to feed. Findings from this research offer new insights to dog caregiver feeding habits and their perceptions of treats in relation to the canine diet. These results can be used to inform veterinary counselling strategies and caregiver education initiatives to promote animal health and well-being.