Students' opinions on welfare and ethics issues for companion animals in Australian and New Zealand veterinary schools

Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.

Work preferences and Animal Welfare Perception of Veterinary Medicine and Animal Science Students in Northeastern Mexico

Veterinary medicine and animal science (VMAS) students coexist in asocial, geographic, and economic context that influences personal and career decisions. The goal of this study was to analyze students' perceptions of Animal Welfare (AW) and World Organization for Animal Health (OIE) topics by gender, religion, and stage of study at the school of veterinary medicine in the northeastern Mexican border area. Survey response rate was 60% of VMAS student enrollment, which was divided in basic, intermediate, and advanced academic levels. Student respondents reported animal production followed by animals for companionship and wildlife appreciation as their job placement expectations after graduation. Students in the basic training stage rated AW in general practice to be more important compared with those in intermediate and advanced training (p < 0.005). Compared with intermediate and advanced level students, students at the basic level considered bioethics, sustainable food production, and OIE animal welfare topics more important (p < 0.05). Regarding gender differences, compared with male students, their female counterparts rated AW more important, depending on areas of work practice and OIE topics (p < 0.05).

Professional Skills Teaching within Veterinary Education and Possible Future Directions

Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.

VETERINARY STUDENTS' OPINIONS ON THEIR REQUIRED COMPETENCE IN DEALING WITH WELFARE AND ETHICS ISSUES PERTAINING TO WILDLIFE

The aim of this research was to determine what veterinary students in Australia and New Zealand consider important for animal welfare and ethics (AWE) competence when dealing with wildlife, and to determine how these priorities correlate with gender and stage of study. These students were asked to state their gender and stage of veterinary education and to rank the importance of six AWE topics: (1) "disaster preparedness," (2) "veterinarians' duties to wild animals," (3) "methods and justification for wild animal use" (e.g., harvesting/ hunting, wildlife parks), (4) "tensions between animal-welfare concerns and environmental concerns," (5) "the nature and status of semiowned animals," and (6) "euthanasia," pertaining to wildlife for competence on the first day after their graduation. Data were then analyzed. Of 3,320 students invited to participate, 556 responded to questions about animals in the wild. The AWE topic ranked as the most important was "veterinarians' duties to wild animals," followed by "euthanasia." Senior students ranked "euthanasia" as the most important topic. The rankings of "methods and justification for wild animal use" and "tension between animal welfare and environmental concerns" were significantly less important for students in the later years of study than for those in early years. Male respondents ranked "euthanasia" as more important than female respondents did, especially in later years of study. Senior veterinary students ranked "euthanasia" as the most important AWE topic for day one competency.

Review of the Online One Welfare Portal: Shared Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics

This article introduces the online One Welfare learning and teaching portal (OWP) and describes its development, use, importance and relevance to animal welfare and ethics (AWE) stakeholders. As animal welfare issues increase in importance, veterinarians must be trained to lead the science that underpins AWE discourses. The OWP is a collection of resources designed to engage and challenge veterinary science students as they become advocates for animals. It was developed collaboratively by all eight veterinary schools in Australia and New Zealand, and funded by the Australian Government Office for Learning and Teaching. Surveys to investigate the attitudes of students and educators to AWE issues in six context-specific themes based on the Australian Animal Welfare Strategy (AAWS) (companion animals; animals used in research and teaching; livestock/production animals; animals used for sport, recreation or display; animals in the wild and aquatic animals) were administered through all participating schools. Students assigned more importance to Day One competence in knowledge of welfare concepts than did educators for the following groups: production animals, companion animals, animals in the wild, aquatic animals, animals used in research and teaching, and animals used for sport, recreation or display (all p < 0.01). Agreement between educators and students was closer regarding the importance of Day One competence for euthanasia for all six context-specific themes (p < 0.01 - 0.03). Students assigned more importance than educators to social, economic and cultural drivers of welfare outcomes in production animals (p < 0.01); slaughter and preslaughter inspections in production animals (p < 0.01); animal abuse and hoarding in companion animals (p < 0.01); shelter medicine in companion animals (p < 0.01); disaster preparedness in wildlife animals (p < 0.01); pain and distress caused by fishing in aquatic animals (p < 0.01); conscientious objection related to animals held for research and teaching (p < 0.01); behaviour, selection and training of animals used for sport, recreation and display (p = 0.046) and educating the public around sporting animal welfare (p < 0.01). Agreement between educators and students was closer for strategies to address painful husbandry procedures in production animals (p = 0.03); behaviour and training of companion animals (p = 0.03); veterinarians' duties to wild animals in wildlife (p = 0.02); the 3Rs in animals held for research and teaching (p = 0.03) and ownership responsibility in sporting animals (p = 0.01). This report discusses the reasons for differences among students and educators as they approach these issues. The portal is expected to gather more content as veterinary schools in other countries use its resources and users submit scenarios and discussion topics that reflect local needs.

Discipline-Based Education Research for Animal Welfare Science

Animal welfare science features interdisciplinary and collaborative working across fields, spanning behavioural ecology, psychology, veterinary sciences, economics, and fundamental biology. However, education research is not yet prevalent within the animal welfare literature. In a Web of Science topic search there were 188 papers which specifically discussed or explored how to teach animal welfare from 1978 to 2017. Of these, only 34% (n = 61) specifically focused on instructional design or pedagogical research, and these were predominantly within veterinary education (57%). Despite this, the literature is in broad agreement that animal welfare education is an important topic that should be done well. Within the UK, there were a possible 586 animal-related courses within Universities College Admissions Service database for potential students to choose from, highlighting the significance of robust and considered educational practice. The current gaps identified in the literature were discussion of hidden curriculums outside of veterinary degrees, animal-centered education, the blueprinting of assessment, and authentic assessment. Therefore, this review proposes that animal welfare scientists interested in education consider discipline based educational research (DBER) practices, and engage more fully with the educational research literature. A key component of DBER is the recognition that specialist knowledge needs to be taught by specialists, and so it is important that animal welfare scientists begin to access educational research too.

Perception, knowledge and attitudes of small animal practitioners regarding animal abuse and interpersonal violence in Brazil and Colombia

Identification and report of animal abuse by veterinarians are fundamental to the promotion of animal welfare and the prosecution of this crime. Likewise, these professionals have an important responsibility to cope with the cycle of violence. This study aims to characterize the perception, knowledge, and attitudes of small animal practitioners regarding animal abuse and interpersonal violence in Brazil and Colombia. An online survey containing 27 questions was distributed to small animal practitioners of both countries. Multiple correspondence analysis (MCA) was employed to construct relationships among categorical variables and the chi-square statistic was used for testing these relationships. An important number of respondents had suspected that their patients could be victims of animal abuse (Brazil 48.1%; Colombia 64.5%). However, only a minority reported this situation to competent authorities (Brazil 32.7%; Colombia 10.8%). To receive training about veterinary forensics and/or animal welfare sciences in veterinary college was associated with identifying and denouncing animal abuse (p < .05). Deficiency in training received by veterinarians on veterinary forensic and animal welfare science in veterinary college was evident. Despite this, small animal practitioners recognize the existence of an association between animal abuse and interpersonal violence (Brazil 94.2%; Colombia 96.8%). The results highlight the need to strengthen education on animal abuse and promote the participation of veterinarians in the prosecution of this crime in Latin America.

Attitudes and Practices of Australian Veterinary Professionals and Students towards Early Age Desexing of Cats

Simple Summary

Globally, desexing is used to reduce/prevent overpopulation of cats. However, its effective use is hampered by widely held views that it should occur at around six months of age, whereas female cats can breed from four months of age. As a result, many cats may have an unplanned litter before they are desexed. In Australia, increasing numbers of municipalities are mandating desexing of cats by three months of age, before the traditional age of 4–6 months. Achieving this goal requires support from veterinary professionals, so we used online and face-to-face surveys to determine the preferred desexing ages for cats and rationale of 957 Australian veterinarians, veterinary nurses, veterinary science students, and veterinary nursing students. A complementary survey of 299 veterinary practice websites across Australia documented information provided about desexing cats. Vet nurses and nursing students were more conservative than vets or vet students, preferring to desex cats (especially females) after four months because of concerns about anaesthetic risk. Over half of surveyed websites provided no information about desexing cats or offered desexing without explaining why it was necessary or when to perform it. In Australia, the preferences and practices of some current/future veterinary professionals do not match changing cat legislation.

Abstract

Surgical desexing of cats is typically carried out after six months of age (Mature Age Desexing, MAD); between 4–6 months (Traditional Age Desexing, TAD); or before four months (Early Age Desexing, EAD). We complemented existing surveys of veterinarians’ acceptance of EAD with online and face-to-face surveys, to ascertain the preferred desexing ages for cats and rationale of 957 Australian veterinarians, veterinary nurses, veterinary science students, and veterinary nursing students. A complementary survey of 299 veterinary practice websites across Australia documented any information provided about desexing cats. The most common reason for preferred desexing ages was reducing stray cat populations (30%); 78% of these respondents chose ages aligning with EAD. Vet nurses and nursing students were more conservative than vets or vet students, preferring to desex cats >4 months. Perceived anaesthetic risk was a major motivation, especially for nurses ≤5 years’ experience. Across 299 urban practices in Australian capital cities, 55% of surveyed websites provided no information about desexing cats or listed desexing without explaining why it was necessary, or when to perform it. Increasingly, Australian legislatures mandate desexing of cats by three months of age, so the practices of some current/future veterinary professionals do not match changing legislation.

Australian and New Zealand Veterinary Students' Opinions on Animal Welfare and Ethical Issues Concerning Animal Use within Sport, Recreation, and Display

Animals used for sport, recreation and display are highly visible and can divide community attitudes. The study of animal welfare and ethics (AWE) as part of veterinary education is important because it is the responsibility of veterinarians to use their scientific knowledge and skills to promote animal welfare in the context of community expectations. To explore the attitudes of veterinary students in Australia and New Zealand to AWE, a survey of the current cohort was undertaken. The survey aimed to reveal how veterinary students in Australia and New Zealand rate the importance of five selected AWE topics for Day One Competences in animals used in sport, recreation and display and to establish how veterinary students' priorities were associated with gender and stage of study. The response rate (n = 851) across the seven schools was just over 25%. Results indicated little variation on ratings for topics. The topics were ranked in the following order (most to least important): Pushing of animals to their physiologic/behavioral limits; ownership/responsibility; euthanasia; educating the public; and behavior, selection, and training for sport and recreation displays. In contrast to related studies, ratings were not associated with stage of study and there were few differences associated with gender. More females rated the pushing of animals to physiologic/behavioral limits as extremely important than did males ( p < .001). The role of veterinarians in advocating for and educating the public about the welfare of animals used in sport, recreation and display merits further discussion.

Educators' Perspectives on Animal Welfare and Ethics in the Australian and New Zealand Veterinary Curricula

The current study was designed to explore the importance that veterinary science educators in Australian and New Zealand universities assign to animal welfare and ethics (AWE) topics as Day One/Initial Competences for new graduates. An online questionnaire was deployed in parallel with an equivalent study of veterinary science students at these educators' schools. Responses were received from 142 educators (51% females n=72 and 49% males n=70), representing an overall participation rate of 25%. Questions were clustered according to seven areas of veterinary employment: general practice, production animals, companion animals, wild animals, aquatic animals, animals kept for scientific purposes, and animals used in sport and recreation. The most highly rated topics for each of these clusters were: professional ethics in general practice, euthanasia in companion animals, strategies to address painful husbandry procedures in production animals, veterinarians' duties to wild animals in animals in the wild, aquatic animal health and welfare issues in aquatic animals; competence in the 3Rs (replacement, refinement and reduction) in animals kept for scientific purposes, and responsibilities of ownership in sport and recreation. Female educators rated many of the topics as significantly more important than did their male counterparts. Educators teaching one or more ethics-related subjects were less likely to rate neutering and euthanasia as important as those not teaching these subjects. The educators' focus on practical issues clashes with a perceived need for veterinarians to actively embrace animal ethics. Overall, the perspectives of these educators should be carefully considered as they are likely to influence student attitudes.

Familiarity and Interest in Working with Livestock Decreases the Odds of Having Positive Attitudes towards Non-Human Animals and Their Welfare among Veterinary Students in Italy

Simple Summary

Veterinary students are the future generation of veterinary practitioners. Therefore, their attitudes towards non-human animals and animal welfare have a substantial impact on animal welfare itself. This study investigated the attitudes of veterinary students in Italy. The findings suggest that factors such as female gender, familiarity with pets, or the intention to work with pet species, as well as an animal-free diet, and membership in an animal rights association are the predictors of a very positive attitude towards animals and their welfare. Familiarity and intention to work with livestock is instead associated with a less positive attitude. Students also considered the freedom to express normal behaviours and the freedom from fear and distress to be less important for livestock than for pets. Veterinary curricula should take these findings into account to improve the attitudes of students in order to improve animal welfare, especially the welfare of livestock.

Abstract

We investigated the attitudes of veterinary students towards animals and their welfare in Italy. Regression analyses revealed predictors that are significant in differentiating students’ scoring tendency based on their gender, familiarity, and intention to work with a specific animal species, type of diet, and membership in an animal rights association. Female students, who were mostly familiar with pets and aspired to work with species other than livestock, following an animal-free diet and being a member of an animal rights association, had a significantly greater odds of having a high Animal Attitude Scale score (AAS), i.e., very positive attitude towards animals, versus a less positive attitude. Conversely, the familiarity with livestock and preference for working with livestock significantly increased the odds of a low AAS. Overall, students considered all of the Brambell Report’s Five Freedoms important for animal welfare protection. However, students scored higher for companion animals than for livestock, particularly regarding the freedom to express normal behaviour and the absence of fear and distress. This study suggests that veterinary students place less importance on the psychological aspects of welfare for livestock, and there is a tendency for students who are mostly familiar, or aspire to work, with livestock to have a less positive attitude towards non-human animals and their welfare. These findings should be considered within the veterinary educational curriculum due to their potential impact on animal welfare.

VetCompass Australia: A National Big Data Collection System for Veterinary Science

Simple Summary

The VetCompass Australia program collects real-time clinical records from veterinary practices and aggregates them for researchers to interrogate. It delivers Australian researchers sustainable and cost-effective access to authoritative data from hundreds of veterinary practitioners, across Australia and opens up major international collaborative opportunities with related projects in the United Kingdom and elsewhere.

Abstract

VetCompass Australia is veterinary medical records-based research coordinated with the global VetCompass endeavor to maximize its quality and effectiveness for Australian companion animals (cats, dogs, and horses). Bringing together all seven Australian veterinary schools, it is the first nationwide surveillance system collating clinical records on companion-animal diseases and treatments. VetCompass data service collects and aggregates real-time, clinical records for researchers to interrogate, delivering sustainable and cost-effective access to data from hundreds of veterinary practitioners nationwide. Analysis of these clinical records will reveal geographical and temporal trends in the prevalence of inherited and acquired diseases, identify frequently prescribed treatments, revolutionize clinical auditing, help the veterinary profession to rank research priorities, and assure evidence-based companion-animal curricula in veterinary schools. VetCompass Australia will progress in three phases: (1) roll-out of the VetCompass platform to harvest Australian veterinary clinical record data; (2) development and enrichment of the coding (data-presentation) platform; and (3) creation of a world-first, real-time surveillance interface with natural language processing (NLP) technology. The first of these three phases is described in the current article. Advances in the collection and sharing of records from numerous practices will enable veterinary professionals to deliver a vastly improved level of care for companion animals that will improve their quality of life.