Exotic Animal Practice in Africa.

This article explores the evolution, unique aspects, and challenges facing exotic animal practice in South Africa. This article delves into the slow emergence of dedicated exotic practices and the challenges faced by veterinarians in a vast and diverse landscape. The unique nature of the veterinary landscape is highlighted, emphasizing the impact of varied climates on species inhabiting different regions. The challenges are multifaceted, ranging from limited education infrastructure to dietary issues, unregulated feeds, and the complexities of herbal medicine use. The narrative explores client education challenges due to the scarcity of dedicated practices, underlining the importance of communication channels.

Can veterinary medicine improve diversity in post-graduate training programs? Current state of academic veterinary medicine and recommendations on best practices.

The American Association of Veterinary Clinicians (AAVC) convened a Diversity, Equity, and Inclusivity working group in March 2021 to address the limited diversity (including but not limited to ethnic, racial, and cultural diversity) in clinical post-DVM graduate training programs and academic faculty. Concurrent with a working group formation, the AAVC developed a strategic plan. The central mission of the AAVC is to develop, support, and connect academic leaders to fuel the future of the veterinary medical profession. House officers and their training programs are central to all goals outlined in the strategic plan. Amongst other strategic goals, the working group identified best practices for intern and resident recruitment and selection. We report herein from the current health profession literature ways to identify and recruit talented, diverse candidates especially those with non-traditional (atypical) preparation and experience. We also provide recommendations on best practices for intern and resident selection. This document highlights holistic approaches, some of which are incrementally being incorporated into the Veterinary Intern Resident Matching Program application, that emphasize diversity as a selection criteria for intern and resident selection an important step towards building a more resilient and inclusive workforce. These include expanding candidate assessment beyond grades and class rank into a more standardized method for screening candidates that includes consideration of life experiences and talents outside of veterinary medicine.

The Impact of COVID-19 on Pre-Veterinary Opportunities and Recommendations for DVM Admissions.

During the summer of 2020, a survey-based study was conducted at North Carolina State University, a land-grant university, to evaluate the impact of COVID-19 on pre-veterinary students' ability to gain experience hours for Doctor of Veterinary Medicine (DVM) admissions. Of the 286 respondents (47% of the respondent pool), 92% reported losing at least one animal, veterinary, research, extracurricular, or work opportunity due to COVID-19, and 59% were not able to find a replacement. Of the lost experiences, 74 (20.8%) were for academic credit, resulting in 131 total academic credit hours lost, while only 12 credit hours were gained via alternative experiences. Of respondents, 30% (29.7%) identified as applicants of the 2020-2021 Veterinary Medical College Application Service (VMCAS) cycle. More than half (52.6%) of the sample identified being concerned about the strength of their VMCAS experiences due to these lost opportunities. Many respondents reported considering delaying application submissions by taking a gap year (17.5%) or having had their intended graduation timeline affected (14.8%). Since the majority of veterinary colleges utilize a holistic review process, this study provides a basis for understanding the effects of COVID-19 on the duration, depth, and diversity of experiences gained by future DVM applicants. This article also provides recommendations for DVM admissions adaptations based on the outcomes of the data.

Survey of Integrative Veterinary Medicine Training in AVMA-Accredited Veterinary Colleges.

A survey approved by the Association of American Veterinary Medical Colleges was sent to the academic deans of all 49 accredited veterinary colleges to obtain information on educational programs offered in integrative veterinary medicine (IVM). Results were compared to a previous survey with a similar design performed 7 years earlier. Survey responses were received from 43 of 49 institutions (87.8%). Thirteen respondents (30.2%) reported offering a formal course in IVM, 33 (76.7%) offered some level of instruction in the curriculum, and 32 (74.4%) provided clinical services in IVM. The most common IVM topics covered in the curriculum were rehabilitation and acupuncture. Dedicated courses in IVM had decreased since the previous survey, although faculty trained in at least one aspect of IVM increased. Clinical services incorporating IVM were present in the majority of veterinary teaching hospitals. Further investigation is required to determine the effectiveness of current IVM training in preparing veterinary graduates to discuss or utilize IVM in practice.

Veterinary acutherapy in management of musculoskeletal disorders: An eye-opener to the developing countries' veterinarians.

Traditional Chinese medicine practitioners believed that the maintenance of the health status of any individual or animal is by the harmonious flow of Chi (life force) along a pathway known as the meridian. Interruption or blockage of Chi brings about disorders, pain, and diseases. Acutherapy, therefore, aims at correcting the interruption or blockage of the harmonious flow of Chi along the meridian to restore the healthy condition of the body system. This correction could be accomplished by either acupuncture or acupressure, and are both collectively referred to as acutherapy. This form of therapy has been used in both humans and animals for several decades. It is, however, just gaining popularity in the treatment of humans and is still not yet in practice among veterinarians for animal patients in most developing countries like Nigeria. This review, therefore, is aimed at exposing veterinarians from the developing countries to the general application of acutherapy with emphasis on the musculoskeletal system and associated pain where it is most applied. It is highly recommended that the universities, where Veterinary Medicine is studied in developing countries, should endeavor to train their veterinary surgeons in this area and see to how acutherapy can be included in the curriculum.

Analysis of teaching methods in anaesthesia in the undergraduate curriculum of four veterinary universities.

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.

First Experimental Study in Turkey Teaches Veterinary Students How to Break Bad News.

The importance of communication skills in veterinary medicine has been increasing for a long time. The aim of this article is to investigate how theoretical training, role-playing, and standardized/simulated client (SC) methods improve senior (fifth-year) veterinary students' skills in breaking bad news. The study was carried out with 67 volunteer senior students. The research was designed from a pre-test and post-test control group pattern. All students encountered the SC. After pre-tests, theoretical training was given to Experimental Group A (EGA) and Experimental Group B (EGB). Then, only the students in EGA role-played together. Each student completed a checklist consisting of 10 basic items after pre-tests and post-tests. After post-tests, focus group interviews with open-ended questions were conducted. In the pairwise comparisons, EGA's and EGB's adjusted post-test mean scores were significantly higher than the control group's (p < .001). EGA's and EGB's post-test scores were found to be significantly higher than their pre-test scores. Women's empathy and eye contact scores were found to be statistically higher than men's scores. This study is the first of its kind in Turkey to use SCs and peer-to-peer learning with role-play simulations in training students about breaking bad news in veterinary medicine. These findings show that theoretical training and role-playing has an impact on senior veterinary students' skills in breaking bad news.

Assessment of Progressive Muscle Relaxation (PMR) as a Stress-Reducing Technique for First-Year Veterinary Students.

The veterinary profession continually strives to address wellness issues such as compassion fatigue, burnout, stress, anxiety, and depression. Wellness issues may begin during the professional curriculum when students experience intense academic, clinical, social, and personal demands on their time. The purpose of this article was to assess the use of progressive muscle relaxation (PMR) as a simple, non-invasive stress reduction technique for first-year veterinary students (n = 101) at a US veterinary college. Students completed a 38-item questionnaire, the Smith Relaxation States Inventory 3 (SRSI3), both before and after performing PMR. Scores for the categories of basic relaxation, mindfulness, positive energy, transcendence, and stress were assessed. Female students (n = 92) had significant (p < .05) improvement in basic relaxation, mindfulness, and stress after completing PMR. Male students (n = 9) had significant (p < .05) improvement in basic relaxation and stress after completing PMR. When grouped according to age, all students had significant (p < .05) improvement in the categories of basic relaxation and stress. Students in the 22-year-old (n = 31), 23-year-old (n = 29), 24-year-old (n = 15), and 25-year-old or greater (n = 17) groups also had significant improvement (p < .05) in mindfulness. Additionally, students in the 23-year-old group had significant (p < .05) improvement in positive energy. These results support the use of PMR as a potential self-care strategy for students to implement during their academic and professional careers.

Comparison of a Silicon Skin Pad and a Tea Towel as Models for Learning a Simple Interrupted Suture.

There has been rapid growth in the range of models available for teaching veterinary clinical skills. To promote further uptake, particularly in lower-income settings and for students to practice at home, factors to consider include cost, availability of materials and ease of construction of the model. Two models were developed to teach suturing: a silicon skin pad, and a tea towel (with a check pattern) folded and stapled to represent an incision. The models were reviewed by seven veterinarians, all of whom considered both suitable for teaching, with silicon rated as more realistic. The learning outcome of each model was compared after students trained to perform a simple interrupted suture. Thirty-two second-year veterinary students with no prior suturing experience were randomly assigned to three training groups: silicon skin pad or tea towel (both self-directed with an instruction booklet), or watching a video. Following training, all students undertook an Objective Structured Clinical Examination (OSCE), placing a simple interrupted suture in piglet cadaver skin. The OSCE pass rates of the three groups were silicon skin pad, 10/11; tea towel, 9/10; and video, 1/11. There was no significant difference between the model groups, but the model groups were significantly different from the video group (p < .017). In conclusion, the tea towel was as effective as the silicon skin pad, but it was cheaper, simpler to make, and the materials were more readily available. In addition, both models were used effectively with an instruction booklet illustrating the value of self-directed learning to complement taught classes.

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

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

The point of a bullet journal.

Bullet journaling - described by its creator as 'mindfulness disguised as productivity' - has grown in popularity in recent years. For vet student Alexia Yiannouli, it's a way to express creativity and escape from pressure while also getting organised. Here she explains more.

A survey of veterinary student attitudes concerning whether marijuana could have therapeutic value for animals.

Marijuana is increasingly recognized for its therapeutic value in human medicine. Although most veterinary research to date has been concerned with marijuana toxicity, there is some interest in the potential therapeutic value of marijuana in veterinary medicine. With the recent legalization of marijuana for recreational use in Canada in October 2018, there is a need for veterinarians and veterinary students to be in a position to address client questions and concerns on this topic. We distributed a questionnaire to current veterinary students at the Ontario Veterinary College in Guelph, Ontario, to determine their attitude(s) towards marijuana as a potential therapeutic agent in animals. The overall response rate for the questionnaire was 43.5% (207/476). Most students felt that marijuana has potential therapeutic value in animals (53.6%; 111/207), fewer were unsure (38.6%; 80/207), and a small number of students felt that marijuana does not have potential therapeutic value in animals (7.7%; 16/207). Data generated by this questionnaire identified an important distinction between two major active compounds found in marijuana: cannabidiol (CBD) and tetrahydrocannabinol (THC). Potential barriers to use in veterinary practice were also identified, including stigma and toxicity. Finally, many respondents showed an awareness of the limited scientific research regarding the safety and efficacy of marijuana in animals. Until a body of scientific literature on marijuana in animals becomes available, veterinarians may benefit from having an awareness of the different physiological and pharmacokinetic effects produced by different strains (including any adverse effects, and half-life), and a general understanding of current therapeutic applications of marijuana in humans.

Downward dog, upward wellbeing.

When Chloe Hannigan experienced a tough time during her veterinary training, she turned to yoga to help her cope - as Claire Read explains.

Does Studying Veterinary Medicine Improve Students' Haptic Perception Ability? A Pilot Study With Two Age-Groups.

Haptic perception is an important tool for veterinarians. The present study analyzed the association between the haptic perception threshold of veterinary students and their palpatory experience. To approach this goal, 35 female students of veterinary medicine were divided into two groups with different levels of experience: (a) students with little practical experience, at the beginning of their studies (first year), and (b) students close to the end of their theoretical training (fourth year). To thoroughly evaluate the students' sense of touch, three different test procedures were used: the Haptic Threshold Test (HTT), the Haptic Figures Test (HFT), and tactile acuity. Contrary to our expectations, we found worse mean haptic perception thresholds (HTT) in the more experienced students than in the less experienced group. This effect was significantly correlated with age. Furthermore, we found that longer exploration times were not sufficient to compensate for shortcomings in haptic perception. We also found large interindividual differences. Future studies should investigate whether and to what extend these effects have an impact on students' palpation performance on simulators and live animals. Moreover, which beneficial effects may be achieved through an additional haptic training for students with inferior haptic thresholds should be investigated. Improving haptic perception abilities in veterinary students could be one important step toward achieving satisfactory Day One Competences in university graduates.

Effect of a mindfulness exercise on stress in veterinary students performing surgery.

OBJECTIVE: To determine students' stress while performing surgery and evaluate the ability of a mindfulness intervention to reduce this stress. STUDY DESIGN: Quasi-experimental design. SAMPLE POPULATION: Eighteen fourth-year DVM program students (n = 9 student/group). METHODS: Utilizing a quasi-experimental design, students were randomly assigned to a control or treatment group. The treatment group performed a 5-minute breathing (mindfulness) exercise immediately prior to performing surgery. Each student provided 3 samples of saliva, at time 0, at 10 minutes before surgery, and at 10 minutes after surgery. Students' salivary cortisol and α-amylase levels were compared between groups. Students' self-reported mood measures were also correlated to levels of salivary biomarkers. RESULTS: Cortisol and α-amylase levels of students in both groups greatly exceeded normative reference groups (>90th percentile) prior to surgery and diminished to average levels (50th-60th percentile) after surgery but did not differ between groups at any time point. Immediately prior to surgery when stress values were likely to peak, salivary α-amylase levels decreased approximately 30 U/L units for students in the treatment group compared with an increase of approximately 10 U/L units for students in the control group. Students in the treatment group reported being more calm (mean [M] 2.67, SD 1.03, d = 0.75) and relaxed (M 2.33, SD 1.51, d = 0.90) than students in the control group (M 3.44, SD 1.01 and M 3.44, SD 0.88, respectively). CONCLUSION: This study provides some evidence that the mindfulness intervention temporarily decreased stress levels and improved students' sense of calmness and relaxation immediately before operating on a live animal. CLINICAL IMPACT: Students who are experiencing less stress may be less likely to commit a medical error and negatively impact animal health. This study, the first of its kind in veterinary surgery, may serve as a model for related future studies.

Comparison of Point Placement by Veterinary Professionals with Different Levels of Acupuncture Training in a Canine Cadaver Model.

Veterinary acupuncture is becoming increasingly implemented for various disease processes, with growing numbers of veterinarians pursuing advanced training to meet the rising demand for this relatively new intervention. Accurate acupoint placement remains challenging, with individual practitioners relying on varying methods of point identification, often compounded by the transpositional nature of points for companion animals. The aim of this study was to assess for differences in acupuncture needle placement of select points between veterinary professionals with three different levels of acupuncture training in an academic teaching environment. Seven participants placed a total of six acupoints on a canine cadaver. Digital radiography was used to document each participant's point placement. Each participant's point location was then compared to a control "correct" point, and the distance between the two points was measured. A significant difference in placement accuracy was identified between the participants when grouped by training level (p = 0.03). These results indicate that veterinary patients receiving acupuncture treatment from veterinarians with different levels of training may subsequently experience varying effects, although further studies are warranted on more specific acupoint description as well as the clinical implications of needle placement accuracy.

Comparison of an online learning module to hands-on training in teaching a cautery disbudding technique for dairy calves including cornual nerve block application.

Disbudding and dehorning are common procedures on dairy farms. In a recent survey of Ontario dairy producers, 38% reported not using local anesthetic for these procedures. Use of pain control is important for both calf welfare and industry sustainability. Use of local anesthetic requires technical training, typically provided by a veterinarian, although online training videos also exist. Neither method has been studied for efficacy. Our objective was to compare an online module to hands-on training in teaching naïve participants (veterinary students) to effectively carry out a cornual nerve block and disbud a dairy calf. Participants were assigned to either an online or hands-on training group. Although no statistical differences were seen in success of the nerve block, online learners were less confident and had poorer technical skills. While online learning was surprisingly effective for a psycho-motor skill, best practices should include hands-on training.

Comparaison d'un module d'apprentissage en ligne avec une formation pratique pour l'enseignement de la technique d'enlèvement des bourgeons par cautérisation pour les vaches laitières incluant l'application d'un bloc du nerf de la corne. L'enlèvement des bourgeons et l'écornage sont des interventions fréquentes dans les fermes laitières. Dans une étude récente auprès des producteurs laitiers de l'Ontario, 38 % ont signalé ne pas utiliser d'anesthésie locale pour ces interventions. Le recours au contrôle de la douleur est important pour le bien-être du veau et la durabilité de l'industrie. L'utilisation de l'anesthésie locale exige une formation technique, qui est habituellement fournie par un médecin vétérinaire, quoique des vidéos de formation en ligne existent également. Ni l'une ni l'autre des méthodes d'enseignement n'a été étudiée pour en évaluer l'efficacité. Notre objectif consistait à comparer le module en ligne à une formation pratique pour l'enseignement des participants non initiés (étudiants en médecine vétérinaire) afin de réaliser efficacement un bloc du nerf de la corne et d'enlever le bourgeon chez un veau laitier. Les participants ont été assignés au hasard à un groupe de traitement. Même si aucune différence statistique n'a été observée pour le succès du bloc nerveux, les apprenants en ligne manifestaient moins de confiance et avaient des compétences techniques inférieures. Même si l'apprentissage en ligne était étonnamment efficace pour une compétence psychomotrice, les meilleures pratiques devraient inclure une formation pratique.(Traduit par Isabelle Vallières).

Resilience in Veterinary Students and the Predictive Role of Mindfulness and Self-Compassion.

Resilience is a dynamic and multifaceted process in which individuals draw on personal and contextual resources. In difficult situations, resilient people use specific strategies to learn from the situation without being overcome by it. As stressors are inherent to veterinary work, including long work hours, ethical dilemmas, and challenging interactions with clients, resilience is an important component of professional quality of life. However, while resilience in other health professionals has received attention, it has received little in the veterinary field. In this cross-sectional study, veterinary students from six veterinary schools in Australia completed an online survey, with 193 responses (23%). Very few veterinary students (6%) reached the threshold to be considered highly resilient using the Brief Resilience Scale, and approximately one third classified as having low levels of resilience. In the final linear multiple regression model, predictors of resilience included nonjudgmental and nonreactive mindfulness (Five Facet Mindfulness Questionnaire) and self-compassion (Neff Self-Compassion Scale). Students with higher nonjudgmental and nonreactive mindfulness and self-compassion had higher resilience scores. These findings indicate that fostering these qualities of mindfulness and self-compassion may be aligned with strengthening veterinary student resilience. Importantly, if the factors that help veterinary students develop a capacity for resilience can be identified, intervention programs can be targeted to educate future veterinary professionals with a high quality of life, both professional and personal.

The Impact of a Brief Embedded Mindfulness-Based Program for Veterinary Students.

Veterinary medical students, like other university students, are likely to experience elevated levels of stress, anxiety, and depression over the course of their studies. Mindfulness-based interventions have previously been effective for university students in reducing stress, depression, and anxiety. In this study, a mindfulness-based intervention was embedded in a core (compulsory) unit of a veterinary science course, in part with the aim of improving student well-being. Preliminary results suggest that, despite the mindfulness intervention, overall symptoms of stress, depression, and anxiety among participants (n=64) increased between the start and end of the semester. However, further analysis showed that most of this longitudinal increase was attributable to individuals who scored above the normal range (i.e., at least mild level of symptoms) in one or more measures at the beginning of the semester. Within this subset, individuals who regularly engaged in mindfulness practice once a week or more throughout the semester reported significantly lower depression and anxiety symptoms than those who practiced less than once a week (i.e., who had long periods without practice). Results suggest that engaging regularly in mindfulness practice potentially acted as a protective factor for students already experiencing at least a mild range of symptoms of anxiety and depression at the beginning of the semester. While not all veterinary students may derive significant benefit immediately, providing access to an embedded mindfulness program early in their program may facilitate the development of adaptive coping mechanisms, which may be engaged to increase resilience across their academic and professional life.

The Role of Veterinary Education in Safety Policies for Animal-Assisted Therapy and Activities in Hospitals and Nursing Homes.

Animal-assisted activities (AAA) and animal-assisted therapy (AAT) programs are increasing in popularity, but current programs vary in their safety and health policies. Veterinarians can have an important role in ensuring the safety of both the animals and humans involved, but it is unclear how best to educate veterinary students to serve effectively in this role. Therefore, the goal of this study was to assess the knowledge gaps and perceptions of first-year veterinary students on health and safety aspects of AAA/AAT programs by administering a survey. This information could then guide future educational training in veterinary schools to address the knowledge gaps in this area. Formal education during the veterinary curriculum had not yet been provided to these students on AAA/AAT before the survey. Of 98 first-year veterinary students, 91 completed the survey. When asked about policies on visiting animals, 58% of students responded that nursing homes are required to have a policy and 67% responded that hospitals are required to have one. Three quarters of students reported that veterinarians, animal handlers, and facilities should share the responsibility for ensuring safe human-animal interaction in AAA/AAT programs. Most (82%) of the students responded that all or most national and local therapy animal groups prohibit animals that consume raw meat diets from participating in AAA/AAT programs. The results of this survey will help veterinary schools better identify knowledge gaps that can be addressed in veterinary curricula so future veterinarians will be equipped to provide appropriate public health information regarding AAA/AAT programs.