Practical animal-handling classes at University College Dublin

Evaluation of the Attitudes and Confidence of Veterinary Undergraduates toward Working with Cats in the Veterinary Hospital Environment

An understanding of feline behavior is required to successfully handle cats in the hospital environment and avoid triggering escalation to fear-aggression due to heightened anxiety. Some veterinary students appear to misinterpret feline behavioral cues, resulting in frustration and poor success when performing basic handling. This article investigates the following in regard to veterinary students and feline handling: (a) attitudes toward working with feline patients in the hospital environment; (b) experience of working with feline patients; (c) satisfaction in acquisition of feline handling and examination skills; and, (d) confidence in feline handling skills; and to explore influencing factors. An electronic questionnaire was circulated to fourth and final year veterinary students (May 2012) and final year students (June 2013) for anonymous voluntary completion. One hundred and seventy-three of 293 students completed the questionnaire. Of final year respondents, 87/115 (75.7%) indicated that they enjoy interacting with cats in veterinary hospitals; 95/115 (82.6%) indicated that they were satisfied with their cat handling skills; 105/115 (91.3%) felt confident handling quiet and wriggly cats; significantly fewer 63/115 (54.8%) felt confident handling unpredictable cats (p < .05). Factors significantly affecting confidence in handling unpredictable cats included: frequency of examination practice during extra-mural studies (p < .05), enjoyment of interacting with cats in veterinary hospitals (p < .05), self-perceived understanding of feline behavior (p < .05), self-perceived ability to interpret cats' behavioral expressions (p < .05), satisfaction with cat handling skills (p < .05), and perception of feline versus canine handling ability (p < .05).

Incorporation of Equine Learning Theory into the Undergraduate Curriculum

Working as an equine veterinarian carries a high risk of occupational injury, with the behavior of the horse frequently reported as a cause for these injuries. Risk of injury is one reason cited by undergraduate veterinary students that would prevent them from entering large animal practice, and newly graduated veterinarians have been shown to be at increased risk of sustaining an occupational injury compared with more experienced colleagues. A cohort of pre-final-year undergraduate veterinary students were given a 45-minute lecture on learning theory and its application in equine practice, completing a questionnaire before (pre) and after (immediately [post] and several weeks [delayed post]) to investigate whether receiving a single lecture alters undergraduate veterinary students' perception of dealing with difficult horses in equine practice. The undergraduate veterinary students' attitudes to the behavior scenarios altered from the pre-questionnaire to the post- and delayed post-questionnaires. They were less likely to choose more traditional methods of restraining or controlling the horse (such as a twitch) and more likely to choose an option based on learning theory after the lecture. They also reported that if they had to deal with one of these scenarios in practice following the lecture, they would feel more confident, more likely to succeed in completing the intervention, and less likely to be injured. This study suggests that an educational intervention can help change the attitudes and confidence of undergraduate students when working with difficult horses.

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

Simple Summary

Many equine and veterinary science degree programmes use horses during practical teaching classes. The use of horses during teaching was studied over a calendar year. The teaching horses were characterised as older non-reactive mares and geldings that had been used for teaching for a number of years after retirement from (harness) racing or sport. These horses were grouped into and managed as different herds based on suitability for specific practical teaching classes. The frequency of teaching activities per horse was relatively low (1–2 sessions per week). Two broad types of practical classes were identified which were characterised by the restraint method used (yards vs. stocks), duration of the class, and number of students per horse. The classes included rectal examinations (in stocks, shorter duration, few students) and general animal handling and husbandry, which included handling, lameness evaluation, clinical examination and foot trimming (in yards, longer duration, more students). Although the workload from teaching within this cohort of horses was low, more work to determine additional markers of teaching horses’ welfare may be required.

Abstract

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.

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

Simple Summary

First-year veterinary students often lack recognition of horse behavioural signals and exposure to animals. Based on self-assessments, we studied their level of knowledge of equine behaviour and their equine handling competency before starting the programme. A previous exposure to horses and/or companion animals (on their own property) seemed to confer an advantage in the interpretation of equine behaviour and self-reported equine handling competency.

Abstract

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.

The Challenges of Using Horses for Practical Teaching Purposes in Veterinary Programmes

Simple Summary

Veterinary students often lack previous experience in handling horses and other large animals. This article discusses the challenges of using horses for veterinary teaching purposes and the potential consequences to student and equine welfare. The article proposes a conceptual model to optimise equine welfare, and subsequently student safety, during practical equine handling classes.

Abstract

Students enrolled in veterinary degrees often come from an urban background with little previous experience in handling horses and other large animals. Many veterinary degree programmes place importance on the teaching of appropriate equine handling skills, yet within the literature it is commonly reported that time allocated for practical classes often suffers due to time constraint pressure from other elements of the curriculum. The effect of this pressure on animal handling teaching time is reflected in the self-reported low level of animal handling competency, particularly equine, in students with limited prior experience with horses. This is a concern as a naive student is potentially at higher risk of injury to themselves when interacting with horses. Additionally, a naive student with limited understanding of equine behaviour may, through inconsistent or improper handling, increase the anxiety and compromise the welfare of these horses. There is a lack of literature investigating the welfare of horses in university teaching facilities, appropriate handling procedures, and student safety. This article focuses on the importance for students to be able to interpret equine behaviour and the potential consequences of poor handling skills to equine and student welfare. Lastly, the authors suggest a conceptual model to optimise equine welfare, and subsequently student safety, during practical equine handling classes.

The use of eutectic mixture of lidocaine and prilocaine in mice (Mus musculus) for tail vein injections

OBJECTIVE

To investigate a topical local anesthesia technique as a means to prevent and/or diminish pain in mice in a laboratory setting associated with tail vein injections performed by personnel in training.

STUDY DESIGN

Prospective, randomized experimental trial.

ANIMALS

Thirty six adult female, 23-28 g CD-1 mice from an in-house training colony. They were acclimated to routine training and handling classes.

METHODS

Eutectic mixture of local anesthetics (EMLA) cream (2.5% lidocaine/2.5% prilocaine) or a bland ointment control (n = 18) was applied on the tail prior to intravenous injection. The injections were performed by novices, who had never attempted the procedure, and experienced personnel. All participants were blinded to treatment groups. Three injection attempts were allowed per animal. The mice were observed and scored by blinded evaluators for behavioral and physiological changes, including respiratory rate, vocalization, tail flick, and escape behaviors, during and after the injection.

RESULTS

This study demonstrates that aversive behaviors induced by lateral tail vein injection were not changed by the preemptive application of EMLA cream. The aversive behaviors associated with lateral tail vein injection were significantly affected by the number of injection attempts and the individual's experience level.

CONCLUSIONS AND CLINICAL RELEVANCE

Topical EMLA cream did not reduce signs of aversive reaction to tail vein injection and thus we did not find support for its use in mouse training programs for tail vein injections.

Development of the Animal Management and Husbandry Online Placement Tool

The workplace provides veterinary students with opportunities to develop a range of skills, making workplace learning an important part of veterinary education in many countries. Good preparation for work placements is vital to maximize learning; to this end, our group has developed a series of three computer-aided learning (CAL) packages to support students. The third of this series is the Animal Management and Husbandry Online Placement Tool (AMH OPT). Students need a sound knowledge of animal husbandry and the ability to handle the common domestic species. However, teaching these skills at university is not always practical and requires considerable resources. In the UK, the Royal College of Veterinary Surgeons (RCVS) requires students to complete 12 weeks of pre-clinical animal management and husbandry work placements or extramural studies (EMS). The aims are for students to improve their animal handling skills and awareness of husbandry systems, develop communication skills, and understand their future clients' needs. The AMH OPT is divided into several sections: Preparation, What to Expect, Working with People, Professionalism, Tips, and Frequently Asked Questions. Three stakeholder groups (university EMS coordinators, placement providers, and students) were consulted initially to guide the content and design and later to evaluate previews. Feedback from stakeholders was used in an iterative design process, resulting in a program that aims to facilitate student preparation, optimize the learning opportunities, and improve the experience for both students and placement providers. The CAL is available online and is open-access worldwide to support students during veterinary school.

Practical classes: a platform for deep learning? Overall context in the first-year veterinary curriculum

The aim of this study is to evaluate the many practical formats that support the first-year veterinary curriculum. These practical classes are diverse in content and style. They include laboratory-based formats, classes involving live animals and cadavers, classes conducted using computer-aided learning tools, study groups, and information technology training. This preliminary study examines ratings for these practical classes, but also relates these ratings to students' approaches to study with the aim of understanding how a deep learning approach manifests itself in the practical setting. The diverse behaviors and attitudes to practical classes are also evaluated in the light of the approaches to study. A questionnaire that evaluated (1) a total of 24 practical classes, (2) the 52-item Approaches to Study Inventory, and (3) 13 behaviors within and attitudes to practical classes was distributed to 69 first-year veterinary students in their final term. Practical classes that involved live animals and cadavers were rated most positively by this group of students. These ratings, however, did not correlate significantly with the deep or surface learning score. The majority of practical classes where the ratings were found to be associated with deep and surface learning were laboratory-based, although overall these practical classes tended to be rated lower than those involving animals. Ratings did not correlate significantly with the strategic approach. A number of behaviors and attitudes to practical classes were also found to be positively and significantly (p=0.0001) associated with the deep learning approach. This preliminary study indicates that this cohort of veterinary students has an overall positive perception of practical classes that permit contact with live animals or cadavers. Although the perception of laboratory-type practical classes was lower overall, the ratings for these practical classes appeared to be influenced by their deep and surface learning scores. We hypothesize that these approaches influence student engagement with and appreciation of laboratory-type classes, but not of classes involving live animals or cadavers. This would suggest that a different "type" of learning is taking place in these different contexts.