Horses Used for Educational Purposes in New Zealand: A Descriptive Analysis of Their Use for Teaching.

Horses are used in practical teaching classes in many equine and veterinary science degree programmes to develop and refine the handling and clinical skills of students. In this study, the activities of 24 teaching horses grouped in three herds were investigated over an entire calendar year. Although also used for research and general husbandry, teaching-related activities were the predominant use of the horses. Herd B was used for a greater number of teaching sessions (median = 28, IQR = 27-29.5 per year) than herds M (median = 21, IQR = 20-21 per year) and T (median = 19.5, IQR = 13.75-25.5 per year), which translates to a relatively low workload (one or two weekly sessions during the teaching semester). Sedation was used in dentistry classes (in alignment with national best practice standards) but was rarely required for other teaching activities. Mare reproductive rectal- and medical rectal examination practical classes (specific to 5th-year veterinary teaching and characterised by more restraint (in stocks)) were significantly shorter and had fewer students per horse than the other practical classes. Although the low workload reported suggests an opportunity to increase students' exposure to horses without compromising the horses' welfare, further investigation to determine specific stressors to the horses in the teaching environment may be required.

Hamsters in the city: A study on the behaviour of a population of common hamsters (Cricetus cricetus) in urban environment.

Animals in urban environments face challenging situations and have to cope with human activities. This study investigated the ecology and behaviour of a population of European hamsters (Cricetus cricetus) living in the city centre of Vienna (Austria). We recorded the surface activities of 35 hamsters in May 2015. Each focal animal was observed for 15 minutes, and a total of 66 focal samples were analysable. As a prey species in an environment teeming with human activities, we predicted a high level of vigilance by the hamsters. The results show that while animals dedicated a lot of time to vigilance, most of their time was spent foraging. The study also explores whether the frequency of vigilance behaviours differ between males and females. We found that vigilance behaviours were expressed in a different manner by males and females. Finally, we investigated the distribution of the burrows on green spaces depending on proximity to trees and on noise levels. We found a biased distribution of burrows, with a spatial preference for location protected by the vegetation and distant to noise sources. Although burrows were located preferentially under vegetation cover, levels of noise did not determine their positions. Moreover, this species does not respond to disturbances like daily urban noises, probably due to habituation. The common hamster is an endangered species; our results lead to a greater knowledge of its behaviour in a persistent urban population.

Benefits of Animal Exposure on Veterinary Students' Understanding of Equine Behaviour and Self-Assessed Equine Handling Skills.

Horses are one of the most dangerous animals veterinarians have to work with. For many veterinary students, their first exposure to horses occurs during practical classes. To evaluate the level of knowledge students have of equine behaviour and their equine handling competency when entering the programme, 214 veterinary students (1st and 4th year) were recruited to participate in a questionnaire. Participants were asked to choose one out of 12 terms that best represented the affective state of a horse in a picture, and to self-assess their equine handling skills. Half (n = 56/115) of the first-year students correctly interpreted the horse's behaviour. The majority had (1) a poor understanding of equine learning mechanisms and (2) poor self-rated equine handling skills. A history of pet ownership (p = 0.027) and the presence of horses on their family property (p = 0.001) were significantly associated with a correct understanding of equine behaviour. Fourth-year students were three times more likely to accurately interpret the horse's behaviour (p = 0.01) and rated their handling skills higher than first-year students (p = 0.006). These results suggest that previous animal experience confers a considerable advantage to interpret equine behaviour and highlight the critical importance of practical training in the veterinary programme.