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Veterinary professionals need to maintain currency with the rapidly expanding knowledge, techniques, and diagnostic skills available to the profession, while also accommodating the developing needs and expectations of clients and other veterinary stakeholders. Today, societal influence and expectations impose a heavy demand on veterinary practitioners, making it essential for tertiary veterinary education to equip veterinary graduates with the skills necessary to face these challenges and flourish in their profession. This paper explores four challenges faced by veterinary education in the development, maintenance, and upkeep of professional skills training: the divarication between employer expectations and veterinary education, the impact of demographic changes on the profession, the influence of institutional structures on the teaching of professionalism, and the risks associated with outdated models of professionalism training. The teaching of professionalism in veterinary education must continually evolve. One issue that may hinder this process is a divergence between the expectations of employers and tertiary institutions regarding the employability skills required by veterinary graduates. Veterinary professionalism education must also consider changing demographics within the profession and within society to provide all new graduates with the skills and tools necessary to succeed in the workplace, establish a sustainable work–life balance, combat burnout in new graduates, and be equipped to serve the general public. Failure to do this could result in professionalism teaching becoming complicit in a socialization process that perpetuates gender and cultural inequalities. This paper outlines some of the changes that have occurred in the veterinary profession and their implications on veterinary professionalism education. The article champions the necessity for veterinary professionalism education to evolve in concert with the constant changes in the profession.

The aim of this study was to validate the combination of ovariectomy and glucocorticoid treatment in sheep as a large animal model for osteoporosis by measuring the concentration of specific biomarkers in the blood of the sheep and measuring bone loss over five months. Aged Merino ewes were randomly allocated into four groups: control, ovariectomy (OVX), and two OVX groups receiving glucocorticoids—one group once-monthly for five months (OVXG), and the other for two months followed by no treatment for three months (OVXG2). Parameters measured were biochemical markers of bone turnover, areal bone mineral density, volumetric bone mineral density, and total and trabecular bone parameters. Ovariectomy increased the concentrations of bone resorption marker C-terminal telopeptides of type 1 collagen (CTx-1) and bone turnover marker serum osteocalcin (OC) concentrations in the OVX group compared to control sheep. The combination of ovariectomy and glucocorticoid treatment increased the concentrations of CTx-1 and decreased serum OC concentrations in the OVXG group compared to OVXG2. Femur and lumbar spine bone density were lower in experimentally treated groups when compared with the control group. Total and trabecular vBMD in the proximal tibia were significantly lower in the treatment groups when compared with the control group. A significant negative correlation between femoral bone density and CTx-1 was found. The results of this study suggest that the combination of OVX and glucocorticoids induces bone loss in a short period of time in sheep. Keywords: Osteoporosis, Sheep, Ovariectomy, Glucocorticoids, Bone mineral density, Bone turnover markers

The importance of professional skills teaching and assessment within veterinary education has recently been highlighted in the veterinary education literature. This academic discourse follows the acknowledgement by both veterinary employers and graduates themselves that new graduates often lack the professional skills and attitudes needed for success in clinical veterinary practice. Traditionally, veterinary curricula have focused solely on teaching content knowledge and clinical skills; however, veterinary education curricula clearly must also contain dedicated instruction in veterinary professionalism. This must include instruction in communication skills, emotional intelligence, cultural awareness, teamwork abilities, dispute resolution strategies and the awareness that multiple approaches may be required to resolve challenges. It has become unrealistic to expect students to rely on observation and role modelling to foster the development of professionalism. There is a need to incorporate explicit learning activities that reinforce the knowledge, attitudes, values, and behaviours that characterise veterinary professionalism. While role modelling remains a key aspect of the veterinary professionalism learning that takes place through the informal/hidden curriculum, many students have often had more experiences with negative role models than with positive ones. This can lead to the development of a tolerance or normalisation of negative behaviours and a decline in students’ perceptions of professionalism. This article aims to continue recent conversations on professional skills teaching within veterinary education, define what is meant by veterinary professionalism and consider the plethora of terminology used when trying to establish a definition, highlight those attributes of veterinary professionalism deemed important by veterinary stakeholders for career success and employability, and explore the challenges of incorporating the teaching and assessment of professional traits into veterinary education.

The recent review of the Veterinary Science degree program of the University of Peradeniya, Sri Lanka, emphasised student-centred learning. Towards this end, courses were introduced throughout the program to integrate concurrent discipline-based material, which were delivered via problem-based learning (PBL) methodology. As PBL was novel to the veterinary education in Sri Lanka, students' perceptions of such learning were evaluated via a questionnaire survey (Likert-scale and open questions) across all four academic-year groups in the program. Most (89.2%, CI: 87.3-91.5) students considered that PBL had been an effective method of learning. Potential to improve critical thinking had the highest score (96.5%, CI: 92.5-98.7). There were significant differences between year groups; which may reflect differences in content or facilitators' experience. Overall, PBL was well-received by students as a learning method per se and as a vehicle for horizontal and vertical integration.

A proposed animal welfare assessment protocol for semi-arid rangeland-based cow–calf systems in Namibia combined 40 measures from a protocol developed for beef cattle in New Zealand with additional Namibia-specific measures. Preliminary validation of the protocol had been undertaken with five herds in one semi-commercial village. The aim of the current study was to apply this protocol and compare animal welfare across three cow–calf production systems in Namibia. A total of 2529 beef cows were evaluated during pregnancy testing in the yards of 17 commercial, 20 semi-commercial, and 18 communal (total: 55) herds followed by an assessment of farm resources and a questionnaire-guided interview. Non-parametric tests were used to evaluate the difference in the welfare scores between the production systems. The results indicated a discrepancy of animal welfare between the three farm types, with a marked separation of commercial farms from semi-commercial, and communal village farms in the least. The differences in these production systems were mainly driven by economic gains through access to better beef export market for commercial farms and semi-commercial villages, as well as by the differences in the available grazing land, facility designs/quality, and traditional customs in the village systems. The results indicate an advantage of commercialization over communalization.

This paper aims to develop standards for a welfare assessment protocol by validating potential categorisation thresholds for assessing beef farms in various beef cow-calf production systems in Namibia. Forty measures, combined from a New Zealand-based protocol plus Namibia-specific measures, are applied to 55 beef farms (17 commercial farms, 20 semi-commercial and 18 communal village farms) during pregnancy testing, and a questionnaire guided interview. The categorised measures on a 3-point welfare score (0: good, 1: marginal, and 2: poor/unacceptable welfare) are subsequently compared with the derivation of thresholds based upon the poorest 15% and best 50% of herds for each measure. The overall combined thresholds of continuous measures across the three farm types show 10/22 measures that posed welfare compromise across Namibia, whereas commercial farms have 4/22 measures, and semi-commercial and communal village farms have 12/22 and 11/22, respectively, with high thresholds. Most measures-imposed thresholds are retained because of significant importance to the welfare of animals and preventiveness of the traits, while leniency was given to adjust good feeding and mortality measures to signify periods of drought. Handling measures (fearful, falling/lying) and abrasions thresholds are adjusted to reflect the temporary stress caused by infrequent cattle handling, and faulty yard designs/design and possible cattle breed influence on handling. Hence, Namibia needs prioritised investigation of underlying contributing factors and remediation to reduce the high thresholds.

One key area where animal welfare may relate to productivity is through reproductive performance. This study assesses welfare on 25 extensively managed pastoral New Zealand beef farms, and explores the relationship between welfare and reproductive performance. Relationships between welfare measures and key reproductive performance indicators (pregnancy rate, weaning rate, mating period and bull: cow ratio) are investigated using an exploratory principal components analysis and linear regression model. Seven welfare measures (thinness, poor rumen fill, dirtiness, blindness, mortality, health checks of pregnant cows and yarding frequency/year) showed a potential influence on reproductive performance, and lameness was retained individually as a potential measure. Mean pregnancy rates, in both 2018 (PD18) and 2017 (PD17), were ~91% and mean weaning rate was 84%. Of the welfare measures, only lameness had a direct association with pregnancy rate, as well as a confounding effect on the association between mating period and pregnancy rate. The bull: cow ration (mean 1:31) and reproductive conditions (dystocia, abortion, vaginal prolapse) did not influence pregnancy and weaning rates. In the study population, there was no clear association between welfare and reproductive performance, except for the confounding effects of lameness.

The intention of this study was to develop standards for a welfare assessment protocol by validating potential categorisation thresholds for the assessment of beef farms in New Zealand. Thirty-two measures, based on the Welfare Quality and the University of California (UC) Davis Cow-Calf protocols, plus some indicators specific to New Zealand, that were assessed during routine yardings of 3366 cattle on 25 cow-calf beef farms in the Waikato region were categorised on a three-point welfare score, where 0 denotes good welfare, 1 marginal welfare, and 2 poor/unacceptable welfare. Initial categorisation of welfare thresholds was based upon the authors’ perception of acceptable welfare standards and the consensus of the literature, with subsequent derived thresholds being based upon the poorest 15% and best 50% of farms for each measure. Imposed thresholds for lameness, dystocia, and mortality rate were retained in view of the significance of these conditions for the welfare of affected cattle, while higher derived thresholds appeared more appropriate for dirtiness and faecal staining which were thought to have less significant welfare implications for cattle on pasture. Fearful/agitated and running behaviours were above expectations, probably due to the infrequent yarding of cows, and thus the derived thresholds were thought to be more appropriate. These thresholds provide indicators to farmers and farm advisors regarding the levels at which intervention and remediation is required for a range of welfare measures.

Potential measures suitable for assessing welfare in pasture-based beef cow–calf systems in New Zealand were identified from Welfare Quality and UC Davis Cow-Calf protocols. These were trialled on a single farm and a potential protocol of 50 measures created. The aim of this study was to assess the feasibility of the measures included in this protocol on multiple farms in order, to develop a credible animal welfare assessment protocol for pasture-based cow–calf farms systems in New Zealand. The assessment protocol was trialled on 25 farms over two visits and took a total of 2.5 h over both visits for a 100-cow herd. The first visit in autumn included an animal welfare assessment of 3366 cows during pregnancy scanning, while the second visit in winter included a questionnaire-guided interview to assess cattle management and health, and a farm resource evaluation. Through a process of eliminating unsuitable measures, adjustments of modifiable measures and retaining feasible measures, a protocol with 32 measures was created. The application of the protocol on the farms showed that not all measures are feasible for on-farm assessment, and categorisation of identified animal welfare measures into scores that indicate a threshold of acceptable and non-acceptable welfare standards is necessary.

Farm animal welfare assessment protocols use different measures depending on production systems and the purpose of the assessment. There is no standardized validated animal welfare protocol for the assessment of beef cattle farms in New Zealand, despite the importance of beef exports to the country. The aim of this study was therefore to identify welfare measures that would be suitable for an animal welfare assessment protocol for use in extensive pasture-based cow–calf beef cattle systems in New Zealand. The proposed animal welfare assessment measures were selected from the Welfare Quality protocol and the rangeland-based UC Davis Cow–Calf Health and Handling assessment protocol. Measures that were deemed impractical and/or unsuitable were excluded from the protocol. After testing the applicability of selected measures at one farm, additional measures that were deemed to be practical to undertake in New Zealand were identified and incorporated into the protocol. The intention was to identify animal welfare indicators that were assessable in the yard during a single farm visit, a questionnaire guided interview, and a farm resource assessment visit that evaluated cattle health and management. Further testing of the 50 measures that were identified as being appropriate will be undertaken on commercial beef farms to develop a practicable welfare protocol for extensive pasture-based beef systems.