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The present study is an evaluation of published papers in the field of scientometrics–bibliometrics in veterinary or animal studies. The objective was the quantitative evaluation of the scientific content and the bibliometric details of papers that had used scientometrics as a methodological approach to assess various topics within the broad field of veterinary or animal studies. For the search of published papers, the Web of Science database was used; the search string {ALL FIELDS = [scientometric* OR bibliometric*]} AND {ALL FIELDS = [veterinary OR animal*]} was employed. In all, 163 papers were evaluated individually. There was a progressive increase in the number of papers published annually (slope 0.314 ± 0.063) which originated from 58 countries, mostly from the United States of America (n = 24) and 306 organizations. The databases employed most frequently for record search were the Web of Science, Scopus and PubMed (in 105, 60 and 21 papers, respectively); the median timespan of the searches was 25 years (interquartile range (IQR): 31) and the median number of records was 1082.5 (IQR: 4708) (min.: 14, max.: 207,894). The papers were published in 106 journals (Animals (n = 21), Scientometrics (n = 8)), classified into 56 Web of Science categories (‘veterinary sciences’ (n = 26 journals)). Searches related to 88 different topics. There were 517 unique keywords in the papers, among which ‘bibliometric(s)’ (n = 45) occurred most often. The median number of co-authors per paper was 4 (IQR: 3) (min.: 1, max.: 17), with a total of 689 individual authors. Most papers (n = 110 (67.5%)) were published under open access. The median number of citations received per paper was 4 (IQR: 9) (max.: 68) and the h-index was 21. In multivariable analysis, the higher number of cited references in papers and the inclusion of specific animal species in the record search emerged as significant for the number of citations received per paper yearly.

One of the characteristics by which we can estimate the stage of development of a certain discipline is its degree of mathematization. Thus, Galileo Galilei said that „The great book of nature can be read only by the one who knows the language in which this book was written and this language is the mathematics”. We understand by this the extent of interdisciplinary use of the mathematical ideas and techniques. It is obvious, from the viewpoint of the respective discipline, that a high degree of mathematization does not show a high intrinsic value. Situations exist in which important mathematical developments did not lead to progress in a certain discipline, such as the endowment with sophisticated equipment’s did not result implicitly in notable results. Truly important is the effective contribution and not the sophistication or elegance of the used mathematical instrument. A relatively simple mathematical idea can have an unexpected effect if used with skill. On the other hand, very elegant mathematical considerations may be of no use for the actual problems of that particular discipline.

As it is known, the management of chemicals, pesticides and fertilizers in the field during combat weeds and fertilizes agricultural land and crops is a very serious problem for the animals of the hunting fund. The most important measure to be taken in connection therewith is to prohibit the use of substances that are toxic to animals, birds and fish and the environment. Another measure would be appropriate administration and dosage of different mixtures used to combat weeds and pests of agriculture, crop treatments in accordance with the instructions of the environment. It may take action against losses fertilizers treated seeds in large quantities and especially at the ends where crops are fed back or machinery.

This paper seeks to open discussion on the teaching of problem-solving skills in veterinary learners. We start by defining the term problem before discussing what constitutes problem-solving. For veterinary medical learners, problem-solving techniques are similar to those of decision-making and are integral to clinical reasoning. Problem-solving requires the veterinary learner to organize information logically to allow application of prior or new knowledge in arriving at a solution. The decision-making must encompass choices that provide the most beneficial and economical approach. In a modification of an existing protocol, we suggest the inclusion of the 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. During problem-solving activities, the instructor should take the role of facilitator rather than teacher. Skills utilized in the facilitation of problem-solving by learners include coaching, differential reinforcement, effective feedback, modelling and ‘think out loud’. Effective feedback must inform learners of their progress and performance, as this is fundamental to continued learning and motivation to succeed. In order to put the above into context, we end with an example case scenario showing how we would approach the teaching of problem-solving to veterinary learners.

Targeted nucleases are powerful genomic tools to precisely change the target genome of living cells, controlling functional genes with high exactness. The clustered regularly interspaced short palindromic repeats associated protein 9 (CRISPR-Cas9) genome editing system has been identified as one of the most useful biological tools in genetic engineering that is taken from adaptive immune strategies for bacteria. In recent years, this system has made significant progress and it has been widely used in genome editing to create gene knock-ins, knock-outs, and point mutations. This paper summarizes the application of this system in various biological sciences, including medicine, plant science, and animal breeding.