Veterinary Students Research Articles

An investigation of the perceptions of laboratory animal welfare issues among undergraduate and graduate veterinary students in southeastern China.

Animal experiments have played a significant role in advancing scientific knowledge and enhancing people's quality of life. In order to better understand the opinions and knowledge of veterinary students in the domain of laboratory animal welfare and to explore and advance the teaching methods used in animal ethics education, a questionnaire was designed and used to conduct a survey among undergraduate and postgraduate students majoring in veterinary medicine. The survey encompassed various topics, such as students' level of knowledge about animal welfare, their perspectives on laboratory animals, their proficiency with animal experiments, and their opinions on teaching methods and content. The respondents were a total of 150 undergraduate students and 148 graduate students. The survey results indicated that most students expressed a strong sense of responsibility for the safeguarding of the welfare of experimental animals. However, there were a few students who lacked compassion for animals. Additionally, there was a general lack of basic theoretical knowledge of animal ethics and an inadequate grasp of experimental techniques among current students. Furthermore, most of the participants expressed a strong sense of responsibility to advocate for animal welfare. Although a substantial number of students were unaware of the existence of agencies for the supervision of work involving laboratory animals, they supported teaching and supervision in the domain of animal welfare and were open to various teaching methods and topics of content. In conclusion, targeted training and education regarding laboratory animal welfare and ethics should be conducted in the future to address the specific needs of students. This study provides a foundation for future animal welfare education and will help to improve the professional skills and humanistic qualities of veterinary students.

Collaborative Development of a Farm Systems Learning Platform "4D Virtual Farm".

Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.

Veterinary students’ proximity to and interpretation of a simulated “aggressive” dog before and after training

Dog “aggression” in the veterinary practice is commonplace. Therefore, student knowledge and education about dog behaviour and the ability to interpret “aggressive” behaviour is important from a human injury prevention and dog welfare perspective. The study aimed to compare first-year veterinary students’ perceived safest proximity to both an “aggressive” and non-reactive simulated dog, both before and after a teaching intervention about canine behaviour and a handling practical. It also examined student confidence and their ability to identify “aggressive” behaviours. Forty first year veterinary students took part in two surveys. Each survey included two videos: one of a simulated dog displaying “aggressive” behaviour, based on the ‘Canine Ladder of Aggression’; and another displaying non-reactive (passive behaviours without reaction to the participants) behaviours. Each video depicted the slow and consistent approach towards the virtual dog within a virtual indoor environment, and participants were asked to press stop if or when they would stop approaching the dog. In the “aggressive” scenario, there was a reduction in the approach-stop time from survey 1 (median = 17.8 s) to survey 2 (median = 15.2 s) in the intervention group (p = 0.018) but not in the control group (p = 0.147). Regarding confidence, there was a significant increase in the self-reported confidence rating relating to a participant’s ability to interpret canine behaviour in both the control (p = 0.011) and intervention (p = 0.003). In conclusion, these results indicate that students using approach-stop videos stayed further away from an “aggressive” virtual dog model if they had undertaken a canine behaviour educational intervention. This novel approach has the potential for further use in teaching and assessment of student knowledge and behaviour which may otherwise be difficult to demonstrate.

An intervention to improve antibiotic prescription behavior in veterinary students: A protocol based on the multi-theory model to tackle antimicrobial resistance.

Antimicrobial resistance (AMR) is a global health threat. Moreover, incorrect and inappropriate drug prescription behavior is considered a fundamental risk factor. Thus, the present study aims to develop, implement, and evaluate the effectiveness of an educational program based on the multi-theoretical model (MTM) in improving antibiotic prescription behavior in veterinary students of Iran. The present study will include four phases including a qualitative phase, an instrument design and psychometric test phase, and a cross-sectional, and an interventional phase. In the first phase, the sampling will be purposive with a maximum variety. The interviews will be conducted with a sample of veterinarians. The data will be analyzed in MAXQDA 10. In the second phase, the face and content validity will be tested by a panel of experts as field specialists. A confirmatory factor analysis will be used to test construct validity, and Cronbach's alpha coefficient and intracluster correlation coefficient will be used to determine the internal consistency of the instrument. Then, at this stage, a number of veterinary students will be selected through a multi-stage sampling method. In the cross-sectional phase, another sample of veterinary students will complete a researcher-made questionnaire. Then, Spearman's correlation coefficient test will be used to test the relationship between the two stages of behavior initiation and behavior continuation. The data will be analyzed in SPSS 22. In the third phase, some veterinary students will be selected through a census and will be randomly divided into a control and an intervention group. To collect data in the final phase, the researcher-made questionnaire that was designed in the second phase of the study based on a multi-theory model will be used to extract data. To compare demographic characteristics, compare the correlation between the constructs of the multi-theory model with antibiotic prescribing behavior in the cross-sectional phase and compare the scores of the constructs of the MTM in two intervention and control groups paired-samples T test and independent-samples T test will be used. The present study will aim to improve antibiotic prescription behavior in veterinary students based on a MTM. The findings can be used as a model for training students in clinical fields such as veterinary medicine and general medicine at university at a national level. After verification and approval by experts and university professors, we can expect a change in the educational curriculum to include instructions on how to write out prescriptions for students. There are hopes that the present study if conducted accurately and widely to help prevent AMR in livestock, humans, and society.

Conditioned Canine Cadavers for Near-Natural Interprofessional Veterinary and Human Surgery Training.

Both medical and veterinary students find that the use of cadavers is critical to learning anatomical structures and surgical techniques. The use of human cadavers and the resulting user emotions are driven by serious ethical issues that are currently much less pronounced in veterinary education. Ethically sourced canine cadavers, thus, are more readily available. Aesthetics such as odor and visual appearance, though, influence both learner and educator motivation.We have investigated a way of delaying cadaver decomposition by post-mortem in situ, chemical-free, gastrointestinal lavage.We are convinced that canine cadavers, conditioned as described here, will improve the outcome of cadaver-based surgical skills training by facilitating preparation, reducing the number of required cadavers, postponing decomposition, improving the surgeon's haptic-tactile response to organ and tissue handling and suturing, and, possibly most importantly, increasing learners' and educators' focus due to the significantly improved aesthetics. We hypothesize that skill transfer for medical students and doctors, because of the similar abdominal anatomy, may be easier when training with conditioned canine cadavers as compared to artificial simulators or pigs in vivo.

Use of sources of final-year veterinary students to answer clinical research questions.

Until now, sources used by final-year veterinary students to develop clinical questions have not yet been investigated. Thus, the aim of this study was to record the use of sources by final-year veterinary students. This data should assist with the improvement of future veterinary teaching and enable it to meet the needs of students and veterinarians. For this purpose, the use of sources by 172 students in the compulsory development of a clinical question was evaluated. The most frequently cited sources were textbooks (37.7%), lecture notes (27.0%), websites (15.4%), professional articles (11.8%), scientific papers (7.8%), and, least frequently, the category of legal texts (0.3%). This study demonstrates that students primarily use sources with which they are familiar from their studies. Educators should be aware of this and design their lecture materials accordingly. Teaching students competence in the use of scientific literature is a task for teachers in the future.

Good Practices in Animal Research: A Web-Based Platform for Training in Laboratory Rodent Experimental Procedures.

The advancement of technology has revolutionized education, particularly through video-based learning. In response, the Good Practices in Animal Research (BPEA, "Boas Práticas em Experimentação Animal" in Portuguese) platform was established as a contemporary educational tool for training in laboratory rodent experimental techniques. Designed to replace traditional animal-centered teaching methods, BPEA provided scientifically accurate video content tailored for veterinary medicine students. Mastering animal handling skills is crucial for veterinary students, and BPEA addressed this by offering video demonstrations of experimental procedures, allowing visualization and confidence-building before live animal interaction. The platform's video library covered diverse procedures, such as substance administration and blood collection, accompanied by protocols, images, and diagrams for enhanced learning. The intuitive menu facilitated easy navigation, enabling students to access content aligned with their needs. Website traffic analysis demonstrated widespread usage, with users from Portuguese-speaking countries being prominent. Integration of BPEA into the Laboratory Animal Science course at the University of São Paulo garnered positive student feedback, highlighting its value as a supplementary resource for bridging theoretical and practical learning. While BPEA showed promise in promoting ethical teaching practices and reducing animal stress, it could not entirely replace hands-on training. A balanced approach between video-based learning and live demonstrations is necessary for a comprehensive learning experience. In conclusion, BPEA was a valuable resource contributing to Laboratory Animal Science education, aligning with ethical standards, and benefiting students, researchers, and animal care professionals. Continuous improvements based on feedback make the platform a dynamic tool for future advancements in laboratory animal science education.

Religious Affiliation's Influence on How Veterinary Students and Scientist’s View Bioethical Concerns

Animal welfare advocates and veterinarians are concerned with bioethical issues. The need for high animal production efficiency has been satisfied with the aid of biotechnological production systems. But it's believed that these are jeopardizing welfare and posing moral and ethical dilemmas, especially for vets. In light of the paucity of information on this topic, a survey was conducted to ascertain scientists' and students' opinions regarding animal ethics at the Lala Lajpat Rai University of Veterinary and Animal Sciences in Hisar, Haryana. Random selection was used to select the scientists and students in the sample. The perception—which was defined as a positive or negative tendency toward acceptance of cloning, xenotransplantation, animal rights, stem cell research, and factory farming—was measured using a questionnaire. It was clear from the average response score that respondents' opinions on scientific advancements were unbiased. Researchers found that respondents' average response score indicated a neutral opinion regarding scientific advancements, with scientists being much more accepting than students. Religion does not seem to have a significant influence on perception about bioethical matters. It is further supported by the fact that there is little variation in the respondents' opinions that cultural and traditional values, as well as veterinary education, play a role. It is stated that further research into the factors related to perception is necessary.

A Unique Spectrum of Care Tool Provides a Self-Regulated Learning Opportunity and Facilitates Client Communication.

Providing only the most state-of-the-art, intensive, and expensive level of treatment available does not meet the needs of every pet owner and pet. To overcome this barrier, veterinarians are working to provide spectrum of care (SOC) options to pet owners. This teaching tip describes the creation of a Spectrum of Care Options Presentation and Explanation (SCOPE), a tool which can serve a variety of educational purposes and improve delivery of care across the spectrum of care. The SCOPE considers andragogy, evidence-based medicine and pet owner preferences related to communication as well as the cost of care. Using a SCOPE during oncology consultations led by an intern on an oncology service rotation demonstrated the utility of the SCOPE to identify evidence-based SOC options for pets with cancer, serve as a self-regulated learning experience for the participating intern and elicit pet owner, and pet contextual issues impacting the care plan. The SCOPE can used to promote the implementation of SOC in veterinary medicine. The SCOPE has flexibility and may be adapted for use in disciplines other than oncology and with a variety of learners such as veterinary students or in early career mentoring programs.

Mental Health in Swiss Veterinary Medicine Students: Variables Associated with Depression Scores.

Mental health and wellbeing in veterinary students have become an important area of study, given the high levels of mental distress compared to other professions. Although research has identified poor mental health of veterinary students, few studies have examined positive factors such as self-compassion, which can have a favorable effect on mental health. The aim of this study was to examine self-reported symptoms of depression and factors influencing this construct, such as loneliness, self-compassion, and various demographic aspects in Swiss veterinary students. A sample of 374 Swiss veterinary students completed online measures including a demographic questionnaire, the Center for Epidemiological Studies Depression Scale-Revised (CESD-R), a short form of the University of California Loneliness Scale (UCLA-9), and the short form of the Self-Compassion Scale (SCS-SF). Results showed that 54.3% of the students were above the CESD-R cut-off score for depression, indicating a higher likelihood to suffer from depression. Results from the backward selection linear regression showed loneliness to be a risk factor, while self-compassion and rural upbringing were protective of depression. Findings suggest that Swiss veterinary students are highly burdened and may benefit from interventions aimed at reducing loneliness and improving self-compassion.

Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine.

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

Application of augmented reality models of canine skull in veterinary anatomical education.

Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three-dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first-year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students

A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka.&#x0D; PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL.&#x0D; Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups.&#x0D; PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.

Survey of UK veterinary students' perceptions about a career in equine practice

SummaryBackgroundWorkforce shortages are challenges facing veterinary practice. Anecdotal evidence suggests that veterinary students are less interested in entering equine practice than previously.ObjectivesInvestigate veterinary students' perceptions about equine veterinary education and about working in equine practice.Study designObservational study: online survey.MethodsSurvey distributed via social media to veterinary students in the United Kingdom. Open and closed questions to document intended career path of students and evaluate perceptions about careers in equine practice.ResultsSeven hundred and forty‐four students completed the survey—from 10 veterinary schools. 88.8% intended to work in clinical practice (32.9% mixed; 25.3% small animal; 20.2% equine; 10.9% farm; 10.7% other/undecided). Factors considered most important for their first job included: mentoring and support (47.0%), team and practice culture (26.2%), working hours (including out‐of‐hours; 9.2%), location (6.6%), salary and benefits (5.7%) and familiarity with the practice (3.1%). 55.2% felt there were barriers to entering equine practice. 46.9% had ridden a horse regularly; 14.2% had never ridden. Respondents in clinical years rated their university training in equine practice as ‘Excellent’ (10.0%), ‘Good’ (45.9%), ‘OK’ (35.3%), ‘Poor’ (7.0%) and ‘Rubbish’ (1.8%). 48.9% of respondents felt extra mural studies (EMS) had contributed most to their equine training. Statistical associations were identified between the following variables and intention to work in equine practice: owning a horse, having ever ridden a horse, confidence in handling horses, student membership of BEVA and desire to undertake an internship.Main limitationsPotential selection bias.Conclusions20% of students reported an intention to work in equine practice, but risk of selection bias. The results indicate a potential mismatch between the number of students interested in equine practice and the availability of equine jobs for new graduates. Students with pre‐existing equine interest/experience are more likely to want to enter equine practice. EMS appears important for students' training in equine medicine.

Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study.

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants' attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen's Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the "Professional Identity" subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.

Veterinary High-Stakes Immersive Simulation Training With Repeat Practice Following Structured Debriefing Improves Students' Ability to Cope With High-Pressure Situations.

Immersive simulation is used increasingly in medical education, and there is increasing awareness of the impact of simulation scenarios on emotional state and cognitive load and how these impact learning. 1 There is growing awareness of the requirement to equip veterinarians with skills for managing high-pressure environments and provide training on human factors. Veterinary students participated in a high-fidelity immersive simulation of a road traffic collision involving multiple casualties. The students took part in the same simulation twice, the second time after a debrief. Each participant's emotional state and cognitive load were assessed after participating in each simulation. Each participant was asked to score the effect of pressure on their performance. One hundred twenty-five students participated and demonstrated a higher cognitive load with more positive emotional states during the second scenario after the completion of a structured debrief and discussion focusing on pressure relief techniques (cognitive load - ¯ μ Scenario run 1 = 4.44 ± 1.85 [SD], ¯ μ Scenario2 = 5.69 ± 1.74 [SD]). Most (63%) participants described being in a low-performance state of frazzle during the first scenario compared with most (61%) who described being in a high-performance state of flow during the second. Immersive simulation scenarios, with structured debriefing, may allow the measurement of emotional state and cognitive load in participants. Furthermore, this study suggests that curriculum training in human factors and pressure relief techniques, coupled with immersive simulation and debrief, may improve future performance in high-stakes and high-pressure scenarios.

Analytical Variability and Agreement of Leukocyte Quantification Methods in Inland Bearded Dragons (Pogona vitticeps)

Abstract Hematology is a common diagnostic assay for evaluation of health in veterinary species. Several manual methods exist to evaluate the leukocyte component of reptile complete blood counts; however, there is no single method that has been proven reliable for all reptiles. To investigate the analytical variability and agreement of commonly used leukocyte quantification methods, blood was collected from ten clinically healthy bearded dragons (Pogona vitticeps) and analyzed in triplicate using Natt-Herricks (NH), eosinophilic leukopet (LO), and estimated white blood cell counts on peripheral blood smears made from fresh whole blood or blood anticoagulated with lithium heparin (LH). To investigate inter-observer variability, blood film white blood cell estimates were generated by both a novice veterinary student and a boarded clinical pathologist and analyzed for agreement. Analytical variability was highest using the LH blood film estimate by a boarded clinical pathologist (21.0%), followed by Natt-Herricks method (student) (20.8%), fresh whole blood film estimate from the clinical pathologist (16.6%), eosinophilic leukopet (student) (8.7%), and blood film estimates using fresh whole blood (6.5%) and LH blood (4.5%) read by the student. Bland Altman plots revealed there was agreement between LO and NH methods and between the two blood film estimate methods, and Passing-Bablok regression analysis revealed constant and proportional error between LO and both estimate methods and between NH and both estimate methods. There was agreement between the veterinary student and clinical pathologist for both blood smear leukocyte estimates. These results highlight the importance of considering which leukocyte quantification method is used when clinically assessing reptile patients.

Did the Rapid Transition to Online Learning in Response to COVID-19 Impact Students' Cognitive Load and Performance in Veterinary Anatomy?

COVID-19 safety required rapid transitions to online learning across education. This posed unique challenges for veterinary anatomy, which is a practical subject. This study compares the cognitive load and academic performance of first- and second-year veterinary students studying anatomy in 2019 (pre-COVID-19) and 2020 (post-COVID-19 teaching adjustme nts). Importantly, the core teaching content remained identical for both courses in 2019 and 2020 apart from teaching method (in-person vs. online), allowing us to isolate the effects of teaching method on cognitive load and academic performance. Cognitive load was measured among first- (n2019 = 105, n2020 = 49) and second-year students (n2019 = 85, n2020 = 42) at the end of each teaching semester, using a validated instrument. The instrument measures intrinsic load (IL, study material complexity), extraneous load (EL, presentation of material), and germane load (GL, self-perceived learning). t-Tests compared the 2019 and 2020 cohorts with respect to both cognitive load and academic performance. The results indicated that 2019 and 2020 cohorts did not differ on IL or EL in either the first- or second-year subject. However, among both first- and second-year students, the 2020 cohort reported significantly less GL compared to the 2019 cohort. Additionally, the first-year 2020 cohort performed at a significantly lower level than the first-year 2019 cohort. No significant difference in performances was reported between second-year cohorts. Therefore, despite being less inclined to perceive that online course activities enhanced their understanding of anatomy, second-year students with previous experience of learning anatomy in an in-person tertiary environment adjusted better than first-year students with limited experience.

Stress factors in veterinary medicine-a cross-sectional study among veterinary students and practicing vets in Austria.

Although the issue of high mental health burden among veterinarians is well-documented in previous studies, little is known about the specific occupational stress factors associated with mental health issues. Therefore, the aims of this study were twofold: (1) to assess occupational stress factors within the veterinary profession, with a particular emphasis on comparing the expectations of veterinary students with the experiences of practicing veterinarians and (2) to link the experienced stress with mental health indicators in veterinarians. All registered veterinarians and veterinary-medicine students in Austria were invited to participate in a cross-sectional online survey. The data collection took place during the winter of 2022/2023 and included standardized questionnaires on mental well-being (WHO-5), depression (PHQ-9), anxiety (GAD-7), stress (PSS-4), and insomnia (ISI-2). Additionally, participants were asked about various estimated (students) or experienced (vets) occupational stress factors, which were to be rated on a 5-point Likert scale ranging from "not at all" to "very strongly". An open question invited respondents to identify in free text further experienced/anticipated sources of work-related stressors in veterinary practice. A total of 430 students and 440 veterinarians participated in the study. The results of a repeated measures analysis of variance (ANOVA) indicate that the burden of bureaucracy is perceived as less stressful by students than experienced by veterinarians, all other areas are perceived as more stressful by students than by veterinarians. In veterinarians, bureaucracy is experienced as the most burdensome, followed by animal suffering, and communication with animal owners. Further analysis of possible associations between the extent of perceived stressors and indicators of mental health shows that while bureaucracy is the most burdensome, it has the smallest correlation with mental health indicators. On the other hand, financial concerns, which are not ranked among the main stressors, have the strongest correlation with impaired mental health. The results suggest that financial security for veterinarians is crucial to safeguard their mental health. The training of veterinary medicine students and practicing veterinarians in the areas of administration, time management, handling animal suffering, and communication with animal owners might be beneficial in reducing their job-related stressors.

Availability and issues of 3D-printed skull models for veterinary anatomy laboratories from students' perspective before and during the COVID-19 pandemic.

Three-dimensional (3D)-printed models of bones are a convenient and durable alternative to real bone specimens, and they have been used in anatomy laboratories. It is necessary to identify the precise advantages of 3D-printed models from all perspectives; not only the improvement in students' knowledge of anatomy but also the students' assessment of such models. Here, students of veterinary medicine and animal science evaluated the reproducibility and effectiveness of 3D-printed models as a learning tool by completing our questionnaires, with a focus on their understanding of the skull-morphological differences among dog breeds. With the COVID-19 pandemic having obliged veterinary universities to provide courses online, we also investigated how the pandemic affected the students' evaluation of the 3D-printed models. The questionnaire results revealed that the animal science students were satisfied with the reproducibility of the 3D-printed models, but the veterinary students were not (they preferred to use real specimens). The skull differences were well understood by both types of students, indicating that 3D-printed models are effective for learning about rare skeletal specimens. The veterinary students who experienced the COVID-19 pandemic tended to choose real specimens more often than those who did not have this experience. Our results suggest that the use of 3D-printed models as an introduction and the use of real specimens in anatomy laboratory courses can be adequate for veterinary students. Together our findings suggest ways to improve the educational performance of 3D-printed models for veterinary students who need to understand the anatomy of many species.