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Unrecognised and unknown information needs can significantly impact on the quality of decision making, advice, and patient care. In the practice of veterinary medicine, additional information may be required in one or more of epidemiology, diagnosis, treatment, prognosis, control (risk reduction), and prevention (risk avoidance), in order to optimise patient care. Veterinary Evidence publishes Knowledge Summaries, which aim to answer a specific and focused clinical query by appraising the best available evidence published in peer-reviewed scientific journals. By presenting the evidence in a structured and easily digestible format, Knowledge Summaries enable veterinary professionals to stay informed and apply the best available evidence to their decision-making. To assist in the identification of unrecognised deficits and the generation of clinical queries Veterinary Evidence has developed a list of common conditions for each species, alongside the different categories of information. The aim is to prompt and support the generation of new clinical queries in a more systematic format. This resource sits alongside our species-based lists of clinical queries that have already been suggested by practicing veterinarians, veterinary nurses, and other paraprofessionals (see veterinaryevidence.org/index.php/ve/clinical-queries). We hope readers and prospective authors will use these resources to generate new clinical queries or as a starting point for writing their own Knowledge Summaries. Most of the papers published in Veterinary Evidence are Knowledge Summaries, but the journal has always accepted and will continue to accept and encourage other types of reviews and original research that provide evidence to inform clinical practice. For example, in this issue we have published a commentary paper by Professor Jonathan Elliott regarding the processes and evidence required for the registration of veterinary medicinal products which provides some important insights and debate into the publication of evidential information (Elliott, 2024). A Knowledge Summary may not always be the best format to synthesise and summarise evidence on a multifaceted topic; scoping reviews, systematic reviews, or narrative reviews maybe more appropriate. Munn et al. (2018) provide a useful account of scoping reviews and how they differ from traditional literature and systematic reviews. In particular, we are keen to receive articles on artificial intelligence applications, sustainability, and quality improvement in clinical practice, as the impact and importance of these topics grows. We are also making some changes to the presentation of Knowledge Summaries in Veterinary Evidence, to help readers more easily understand the details and context of the summarised evidence. In order to support everyone in appraising and understanding quantitative clinical studies, we will be publishing a glossary and guidance on basic statistical terms and tests on the journal website.

Abstract Background The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders. Methods From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach. Results A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work. Conclusions This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.

Quantitatively eliciting perspectives about a large number of similar entities (such as a list of competences) is a challenge for researchers in health professions education (HPE). Traditional survey methods may include using Likert items. However, a Likert item approach that generates absolute ratings of the entities may suffer from the “ceiling effect,” as ratings cluster at one end of the scale. This impacts on researchers’ ability to detect differences in ratings between the entities themselves and between respondent groups. This paper describes the use of pairwise comparison (this or that?) questions and a novel application of the Elo algorithm to generate relative ratings and rankings of a large number of entities, on a unidimensional scale. A study assessing the relative importance of 91 student “preparedness characteristics” for veterinary workplace clinical training (WCT) is presented as an example of this method in action. The Elo algorithm uses pairwise comparison responses to generate an importance rating for each preparedness characteristic on a scale from zero to one. This is continuous data with measurement variability which, by definition, spans an entire spectrum and is not susceptible to the ceiling effect. The output should allow for the detection of differences in perspectives between groups of survey respondents (such as students and workplace supervisors) which Likert ratings may be insensitive to. Additional advantages of the pairwise comparisons are their low susceptibility to systematic bias and measurement error, they can be quicker and arguably more engaging to complete than Likert items, and they should carry a low cognitive load for respondents. Methods for evaluating the validity and reliability of this survey design are also described. This paper presents a method that holds great potential for a diverse range of applications in HPE research. In the pursuit quantifying perspectives on survey items which are measured on a relative basis and a unidimensional scale (e.g., importance, priority, probability), this method is likely to be a valuable option.

Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”

The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on those perspectives. This descriptive, questionnaire-based study of 62 characteristics categorised into six themes was conducted within the Surrey School of Veterinary Medicine completed by 139 students commencing their final clinical year. The Friedman test and post-hoc Wilcoxon signed rank sum test explored for differences in ranking across the themes. Ordinal logistic regression and Mann-Whitney U pairwise comparisons were utilised to investigate for effects of gender, age, and graduate status on theme ranking. There was a significant difference (P 0.05) of gender, age or graduate status on student rating of preparedness characteristics. Integrating learning opportunities of those preparedness characteristics in the pre-clinical curriculum may improve students' preparedness for the clinical environment.

Summary: Although thousands of solid tumors have been sequenced to date, a fundamental under-sampling bias is inherent in current methodologies. This is caused by a tissue sample input of fixed dimensions (e.g., 6 mm biopsy), which becomes grossly under-powered as tumor volume scales. Here, we demonstrate representative sequencing (Rep-Seq) as a new method to achieve unbiased tumor tissue sampling. Rep-Seq uses fixed residual tumor material, which is homogenized and subjected to next-generation sequencing. Analysis of intratumor tumor mutation burden (TMB) variability shows a high level of misclassification using current single-biopsy methods, with 20% of lung and 52% of bladder tumors having at least one biopsy with high TMB but low clonal TMB overall. Misclassification rates by contrast are reduced to 2% (lung) and 4% (bladder) when a more representative sampling methodology is used. Rep-Seq offers an improved sampling protocol for tumor profiling, with significant potential for improved clinical utility and more accurate deconvolution of clonal structure.

The Veterinary Evidence Journal will now provide an annual list of Knowledge Summaries where the strength of evidence to answer the question in the primary literature is weak or non-existent. This will provide the veterinary research community with topics that have been identified as requiring further high-quality research to increase the strength of evidence. To read the Editorial see Full Text.

The aim of this review is to provide dairy farm advisors, consultants, nutritionists, practitioners, and their dairy farmer clients with an additional toolkit that can be used in the assessment of the quality of their dairy cattle nutrition. Cow signs are behavioral, physiological, and management parameters that can be observed and measured. They are detected by examining and observing the cattle. Other physiological parameters such as fecal scoring, rumen fill, and body condition scoring are also included in ‘cow signs’. The assessment should be both qualitative and quantitative; for example, is the cattle individual lame and what is the severity of lameness. The ‘diagnosis’ of a problem should be based on establishing a farm profile of ‘cow signs’ and other relevant information. Information gathered through assessment of cow signs should be used as an advisory tool to assist and improve decision making. Cow signs can be used as part of an investigation and or farm audit.

Veterinary Evidence champions the use of evidence to enhance the quality of care provided to animals, and I am pleased to announce that the Journal will now include quality improvement case studies.

As Editor-in-chief I would like to thank all of our editors and reviewers for their continued support of the Veterinary Evidence journal and their diligence in meeting demanding timelines. Their knowledge, expertise and insights are duly acknowledged and highly valued. All reviewers who have taken the time to review for Veterinary Evidence are listed in the full text. The Veterinary Evidence Editorial Board Meeting was held on November 8th. There were some important strategic initiatives discussed and some key action points defined. These included the implementation and promotion of the new format of the clinical bottom line, the implementation of a systematic approach for generating knowledge summary questions for important conditions, initiatives to increase the engagement and scope of topics submitted by veterinary nurses, commissioning of articles on work-placed based education and other key topics, the publication of consolidated annual lists of knowledge summaries identifying weak or no evidence to sign post areas requiring future research and the promotion of quality improvement and audit case studies. I look forward to realising these important initiatives in the coming year and acknowledge the support and dedication of everyone involved in the continued innovation and success of the Journal.

The clinical bottom line in a Knowledge Summary provides the reader with a qualified answer to the clinical question posed. It is important that this section has a consistent format and that the readers are able to understand what the clinical bottom line means and how to interpret the information.

The public health implications of the Covid-19 pandemic have caused unprecedented and unexpected challenges for veterinary schools worldwide. They are grappling with a wide range of issues to ensure that students can be trained and assessed appropriately, despite the international, national, and local restrictions placed on them. Moving the delivery of knowledge content largely online will have had a positive and/or negative impact on veterinary student learning gain which is yet to be clarified. Workplace learning is particularly problematic in the current climate, which is concerning for graduates who need to develop, and then demonstrate, practical core competences. Means to optimise the learning outcomes in a hybrid model of curriculum delivery are suggested. Specific approaches could include the use of video, group discussion, simulation and role play, peer to peer and interprofessional education.

As Editor-in-chief I would like to thank all of our editors and reviewers for their continued support of the Veterinary Evidence journal and their diligence in meeting demanding timelines. Their knowledge, expertise and insights are duly acknowledged and highly valued. All reviewers who have taken the time to review for Veterinary Evidence are listed in the full text.In the coming year we hope to develop a new approach and construct for the recognition and delivery of important information needs. This will take the form of a condition specific decision support algorithm with links to Knowledge Summaries providing the best current evidence. We also intend to publish a series of papers from targeted invited authors to highlight important areas of evidence-based practice including patient safety, quality improvement, business and workplace learning. We have also launched a Knowledge Summary competition for students studying veterinary medicine, veterinary nursing and veterinary bio-science, so that we may engage with the next generation of practice professionals.I look forward to a challenging and innovative new year with your continued support.Thank you to all who have contributed.

The work of a reviewer is a challenging commitment. There are no monetary rewards and their time and dedication often go unrecognised although no journal could exist without them. All scientific journals have an enormous responsibility in ensuring the papers that it publishers reflect the accepted principles and methods of scientific research. Their impact as gate keepers of scientific validity and good communication is immense and critical to ensure misleading information is not propagated, whether it be either in ignorance or in error.The bridge between science and clinical practice is hastened and shortened by the practice of evidence-based veterinary medicine. An important aim of this journal is to provide Knowledge Summaries for important questions that support decision making in clinical practice. These papers provide an important conduit of knowledge from science into practice. The immediacy of the adoption and propagation of new knowledge into practice increases the responsibility both of the authors and the reviewers.As Editor-in-chief I would like to thank all the reviewers listed below for their support of the new journal and their diligence in meeting demanding timelines. Their knowledge, expertise and insights are duly acknowledged and highly valued.