Animal handling as an integrated component of animal and veterinary science programs at the University of Queensland.

Students in animal science and veterinary science at the University of Queensland (UQ) have similar introductory courses in animal handling in year 1 of their degree programs. Veterinary students take animal-handling instruction in farm and companion animals, whereas animal science students are instructed in handling farm animals, horses, and rodents. Veterinary students are introduced to rodents, and animal science students to dogs and cats, in subsequent years of the curriculum. Both cohorts receive additional training, with clinical emphasis for veterinary students in years 3, 4, and 5 of their five-year curriculum. The introductory course is well received by students; both student cohorts appreciate the opportunity provided and the effort that goes into the animal-handling classes. Undergraduates realize that acquiring animal-handling skills will increase their proficiency in their subsequent careers; veterinary graduates recognize that their handling prowess will give their clients confidence in their abilities. Most clients cannot judge the competence of a veterinarian's diagnosis or treatment but will judge their ability based on their handling skills. Ongoing practice allows students to become competent in animal handling.     

Factors influencing veterinary students career choices and attitudes to animals

The purpose of the study was to investigate the influence of demographic and experiential factors on first-year veterinary students career choices and attitudes to animal welfare/rights. The study surveyed 329 first-year veterinary students to determine the influence of demographic factors, farm experience, and developmental exposure to different categories of animals on their career preferences and on their attitudes to specific areas of animal welfare and/or rights. A significant male gender bias toward food-animal practice was found, and prior experience with particular types of animals--companion animals, equines, food animals--tended to predict career preferences. Female veterinary students displayed greater concern for possible instances of animal suffering than males, and prior experience with different animals, as well as rural background and farm experience, were also associated with attitude differences. Seventy-two percent of students also reported that their interactions with animals (especially pets) had strongly influenced the development of their values. Animals ranked second in importance after parents in this respect. The present findings illustrate the importance to issues of animal welfare of the cultural context of past experience and influences on attitude development. The results also suggest that previous interactions with animals play a critical role in guiding veterinary students into their chosen career, as well as in helping to determine their specific employment preferences within the veterinary profession. From an animal welfare perspective, the dearth of women choosing careers in food-animal practice is a source of concern.     

Teaching international animal agriculture

Students who major in animal science at U.S. institutions are generally exposed to a curriculum that emphasizes commercial, large-scale production of the few traditional food animals: cattle, poultry, sheep, and swine. Globally, most farmers live in lesser-developed countries under limited-resource conditions of land, feed supplies, equipment, and capital. The promotion of commercial animal production enterprises may not be appropriate for such farms because it can subject farmers to considerable economic risk. Rather, use of limited numbers of large livestock, locally adapted breeds, or smaller livestock (e.g., ducks, goats, guinea pigs, and rabbits) may be more appropriate under subsistence, integrated farming systems. In this global context, a course in international animal agriculture has been taught for 15 yr to undergraduate and graduate students. The course consists of a review of traditional and potential livestock species well suited for impoverished families on small farms and methods to implement sustainable livestock projects, including feasibility, design, implementation, monitoring, and evaluation stages. To enhance student understanding, global food issues and challenges are illustrated with case studies. A term paper is also assigned for which students choose three suitable livestock species or local breeds that would be complementary on a small crop farm (< 5 ha). Daily dietary requirements of protein and energy per family member are calculated. Itemized enterprise budgets and production tables are prepared. Early in the course, the general consensus of students was that people who are malnourished and live in poverty have low personal ambition and motivation, and that their problems should be amenable to solution by application of American technology and expertise. The course modifies such attitudes and enhances a student's critical thinking and problem-solving abilities and communication skills. Course evaluations indicated that students believed that it is important to acquire some international knowledge and understanding when seeking a job, and that certain animal science courses should contain some international content. Students gain an understanding of global animal agriculture and an appreciation of the complexity of food production and hunger issues.     

A longitudinal study of veterinary students and recent graduates: 1. Backgrounds, plans and subsequent employment

Objective To examine factors that influence career choies by veterinary graduates.
Design Longitudinal study.
Population Students – 77 female and 77 males - who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were arranged into an aggregated data set, then analysed using the SAS System for Windows.
Results These students chose veterinary science, many cases at an early age, because of their attitude towards animals rather than advice from other people. Most had extensive experience with animals, and many gained this in cities rather than on farms. Between half and two-thirds of them looked forward to a career in private practice when they were in first year. The proportion planning a career in private practice was highest for those who chose veterinary science before they were 12 years old. One-quarter of those in first year were undecided about what they would do after graduation. When they were surveyed in fifth year, most planned to enter mixed private practice at least initially. In fact, 59% entered mixed practice and 28% small animal practice. There were no significant relationships between prior experience with animals and either career plans or success in the job market. When asked in their second year after graduation, about half planned to continue in private practice over the longer term, and a quarter were undecided.
Conclusions The decision to study veterinary science is often made at a young age, and is influenced mainly by attitudes towards animals. The career path planned by the majority involves private practice, but for about a quarter the future is unclear, both when they enter the course and after they have worked as veterinarians.     

Practical animal-handling classes at University College Dublin

The first two years of the veterinary program at University College Dublin (UCD) include two modules whereby students gain experience in basic animal handling. Practical Animal Husbandry uses both lectures and animal handling classes aimed at teaching students to approach, restrain, and carry out routine husbandry procedures on food-producing and companion animals humanely and competently and to be aware of the risks to human health of inappropriate animal approach and handling. Staff and students are given lists of animal-handling competencies designed to ensure that students attain relevant handling skills for beef and dairy cattle, pigs, horses, sheep, cats, dogs, and exotics (e.g., rabbits, guinea pigs). Students are allotted up to 12 weeks of Farm and Companion Animal Experience, an extramural (EMS) activity, according to their prior experience; the objectives are to become proficient in the handling and management of animals and to develop an understanding of the key husbandry factors in food-production systems (milk, beef, lamb, pork) at the farm level. Students are assessed in practical examinations at the end of the second year and cannot progress until they have achieved the required competence. In addition to the pedagogic strategies, special consideration is given to the welfare of the animals used in teaching practicals and to the health and safety of teaching staff and students.     

Student training in large-animal handling at the School of Veterinary and Biomedical Sciences, Murdoch University, Australia

The ability to handle animals safely, competently, and with confidence is an essential skill for veterinarians. Poor animal-handling skills are likely to compromise credibility, occupational health and safety, and animal welfare. In the five-year veterinary science degree at Murdoch University, animal handling is taught in a prerequisite unit in the second semester of the second year. From 2008, however, this unit will be taught in the first year of the five-year course. Students are taught to handle sheep, cattle, pigs, and horses safely and competently. Each student receives 30 hours of formal practical instruction. Animal-to-student ratios are 2:1, and staff-to-student ratios vary from 1:8 (sheep, cattle, horses) to 1:17 (pigs). Students must pass the practical exam to proceed into third year. Additional experience with animals is gained during third year (14 hours of practical instruction with sheep, goats, pigs, and cattle) and during the 5 weeks and 2 days of vacation farm experience during the second and third years. In the fourth and fifth years, students consolidate their handling experience with sheep (including rams), goats, pigs, cattle (including bulls), horses (including stallions), and alpacas. As a result, students are able to handle and restrain client animals with confidence. There is no formal course in small-animal handling at Murdoch University. Factors that have enhanced the success of the large-animal handling program include purpose-built on-campus facilities. Inadequate resources (time, facilities, and animals) remain the main impediment to effective learning, further compounded by the increasing tendency of university administrators to make decisions based on economic expediency rather than educational benefit.     

A longitudinal study of veterinary students and recent graduates 4. Gender issues

Objective To study differences in experiences, attitudes and opinions between female and male veterinary students and recent graduates.
Design Longitudinal study.
Population Students – 77 males and 77 females – who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results Females decided to study veterinary science at a younger age than males and were more influenced by 'a love of animals', the image of veterinarians as portrayed on television, an interest in living things and in the scientific study of disease. Males were more influenced than females in aspects of the workplace: bosses and money. There were no gender differences in their background in relation to farms, or to animals, or in their career plans. However females when in first year expected a lower initial income than males; an expectation that was realised in the first year after graduation. As first year students and also as veterinarians, females had stronger views than males on animal welfare issues, and also felt that the veterinary profession had a lower status relative to other professions.
Conclusions Significant differences in attitudes and experiences exist between males and females entering the veterinary profession. The situation of females in relation to income and status is consistent with that in other professions, where females have been disadvantaged compared with males.     

Effect of different methods of selection on the background, attitudes and career plans of first year veterinary students

OBJECTIVES: To compare the family, educational and animal-related backgrounds and career aspirations of students who were selected on the basis of academic criteria with those selected using additional criteria. METHODS: Questionnaires were completed during class time in the first few weeks of enrolment by incoming veterinary students at the University of Sydney, who had been selected on the basis of academic background, and at Charles Sturt University, selected using more broadly-based criteria. The data were transferred to an Excel spreadsheet, and frequency distributions and chi2 statistics estimated using the SAS System for Windows 8. RESULTS: Students selected principally on academic criteria alone had higher average UAI scores, were more likely to have completed high school in a capital city, and to have parents with higher education levels than those selected using additional criteria. Both groups indicated that their choice of veterinary science was based largely on their affinity for animals and keenness to work in a veterinary practice. However, those at CSU placed much greater importance than those at Sydney on a desire to live and work in a rural area, and a desire to help farmers. The broad-based selection methods were the main reasons for students applying to CSU whereas the reputation of the university was the main attraction for Sydney students. Two-thirds of CSU students, but one-third of Sydney students, planned to enter rural mixed practice when they graduated, and most planned to stay for at least 10 years. Conversely, no CSU students, but 42% of those at Sydney, planned to enter small animal practice initially. The percentage planning to work full-time in the first, fifth and tenth year after graduation was not significantly different between the two groups. CONCLUSIONS: Criteria which included actual experience with farm animals have resulted in the selection of more students who plan to enter and remain in rural mixed practice. Further studies over the longer term will be necessary to assess the extent to which these plans are realized.     

Description of empirical movement data from Canadian swine herds with an application to a disease spread simulation model

We report the methods and findings of a survey of Canadian swine producers summarizing farm-types at-risk of foreign animal disease (FAD) and the routine movement of animals, semen and workers among swine farms, as observed during a 42-day period. Of the 311 producers who returned completed questionnaires, 17% represented swine-herds with no swine or semen movement on or off the farm during the 42 days, 57% were sow herds or farrow-to-finish herds with limited movement onto the farm but movement off the farm, and 26% were swine-herds with movements on and off the farm. A substantial number of premises (>50% in some provinces) with swine also kept other animal species on the same premises. We applied the empirical movement data from the survey in a stochastic simulation model to estimate the number of herds infected and the basic regional distribution of infection that could be expected to occur if the FAD was not detected and routine movements were permitted to occur up to 42 days after infection with a FAD of a single randomly selected herd. Forty-five percent of the simulations did not involve spread beyond the index farm, whereas 34.8% involved spread among five or more farms after 42 days of routine movement.     

Assessing attitudes toward farm animal welfare: a national survey of animal science faculty members

A survey to measure attitudes toward farm animal welfare was developed. We targeted animal science faculty because of their influence on animal production in the United States. We initially interviewed 34 faculty members from a large Midwestern public university to assist with questionnaire development. After our written survey was developed, we pilot-tested our questionnaire at this same university. Thereafter, we sent an e-mail advance notice, first survey, and follow-up survey/thank-you to the national population of animal science faculty members. With an n = 446 (response rate = 45%), we observed the following: 51% (for layer birds), 58% (for meat birds), 66% (for swine), 84% (for dairy), 86% (for sheep), and 87% (for beef) of our respondents agreed that the predominant methods used to produce various types of animal products provided appropriate levels of animal welfare. Our findings showed that greater than 90% of respondents support general principles of animal welfare, such as keeping animals free from unnecessary fear and distress. However, specific practices that have been shown to elicit distress (e.g., castration without anesthetic) were deemed a concern by only 32% of the respondents. Various industry practices/outcomes were assessed for level of concern and varied from a high of 83% of respondents agreeing that flooring effects on lameness in intensively farmed animals are a concern, to a low of 16% agreeing that early weaning in pigs is a concern. Summed attitude scores showed significant relationships with the demographic variables of gender (P < 0.01) and political ideology (P < 0.01), with women and those holding more liberal political views being more concerned about farm animal welfare issues. Gaining an awareness of various stakeholders' attitudes (e.g., animal scientists, veterinarians, producers, and consumers) toward farm animal welfare will assist animal welfare scientists in knowing which research topics to emphasize and, perhaps, where critical gaps in accessibility of knowledge exist.     

Is experience on a farm an effective approach to understanding animal products and the management of dairy farming?

The understanding of animal products and dairy farming is important for the promotion of dairy farming. Thus, to examine the effects of farm experience on the understanding of animal products and the management of dairy farming, the interaction between students and dairy cows was investigated in groups of first‐year veterinary nursing students in 2011 and 2012 (n = 201). These students included 181 women and 20 men. Nine items about dairy cows were presented in a questionnaire. The survey was performed before and after praxis on the educational farm attached to the authors' university. After praxis on the farm, increases occurred in the number of positive responses to the items involving the price of milk, dairy farming and the taste of milk. For these items, a significant difference (P < 0.05) was found between the scores obtained before and after training. The results of the study suggested that farm experience is useful for improving the understanding of animal products and dairy farming.     

A simulation exercise to teach principles of bovine reproductive management

Students in Reproductive Management (a senior-level course with approximately 20 to 50 students per semester) at the University of Missouri-Columbia are required to participate in a simulation exercise that is designed to improve reproductive efficiency in a beef herd. During a simulated 5-yr period, students must 1) improve reproductive efficiency in a beef cow-herd through implementation of reproductive management principles; 2) determine the economic impact of reproductive management decisions in a beef herd; and 3) evaluate the constraints of different geographical locations on approaches to reproductive management. Groups of three to four students are provided with the reproductive and economic records of a farm/ranch located in different parts of North America. Students create reproductive management plans consisting of 1) detailed discussion of farm/ranch environment (climate, terrain, forage and grain availability, and stocking rate; season for breeding and calving; and justification for choice of breed); 2) assessment of current level of reproductive performance; 3) identification and economic justification of specific (measurable) objectives; 4) discussion of alternatives for accomplishing specific objectives; 5) prediction of reproductive performance (pregnancy rate, quantity of calf weaned per cow exposed, and cost per quantity of calf weaned) in response to implementation of specific management practices; and 6) an annual and 5-yr reproductive and economic summary. Students obtain livestock marketing information for their assigned location via the Internet. Spreadsheets were developed to calculate the reproductive efficiency of postpartum cows and replacement heifers based on management decisions made by the groups and to calculate a yearly economic summary for each of the 5 yr. Management decisions are justified in a written report, and oral presentations are given to the class when the project is completed. Greater than 85% of students indicated that the exercise increased their understanding of how management decisions affect reproductive efficiency and profitability in a beef operation and also provided added confidence for students that applied for beef management positions.     

Distribution of Salmonella in Humans,Production Animal Operations and a Watershed in a FoodNet Canada Sentinel Site

Salmonella is an important human pathogen, and production animals as well as water are known potential sources. This study helped provide insight into the epidemiology of Salmonella by comparing Salmonella strains found in humans to those detected in production animals and water in the same geographic area and time frame. Salmonella was found in 55% of broiler, 30% of swine, 13% of dairy, and 10% of beef manure samples and 23% of water samples. At the farm level, Salmonella was found on 93% of broiler, 81% of swine, 32% of beef and 30% of dairy farms. Salmonella strains of importance to public health were found in all sources tested; however, they appeared to be more common in the broilers. A number of the farms in this study were mixed farms, in that they had more than one production animal species on the farm. At both the sample and farm levels, beef‐only farms had a significantly lower Salmonella prevalence (5% and 7%, respectively) than beef farms with additional production animal species (e.g. poultry) (12% and 42%, respectively) (P ≤ 0.05). Additionally, a number of mixed farms had more than one commodity sampled for this study and similar Salmonella strains by phage type and PFGE were found in the poultry and the other sampled commodity on the farm. This information can help inform the evidence base needed to help target interventions and modify best practices in production agriculture.     

ASAS Centennial Paper: The future of teaching and research in companion animal biology in departments of animal sciences

Departments of animal sciences must be relevant to a society in which a small number of people can raise almost all the food animal products needed. The declining number of people involved in animal agriculture has decreased enrollment of students interested in food animals in many departments of animal science. However, several departments welcomed students from a diverse background and began research on animals other than food animals. In many states, the undergraduate enrollment is made up primarily of students interested only in companion animals. A benefit of this is that we have recruited new students into animal agriculture and they have gone on to excellent careers. We have a new challenge now: how to maintain and expand the efforts in teaching, research, and outreach of companion animal science. Departments wishing to expand in teaching have examples of successful courses and curricula from other departments. Some departments have expanded their teaching efforts across their own university to teach about pets to a wider audience than their own majors; other departments can follow. In research, a small number of faculty have been able to establish extramurally funded projects on pets, including horses. But it will be difficult for more than a handful of departments to have a serious research effort in dogs, cats, birds, fish, or exotic animals. Departments will have to make a concerted effort to invest in such endeavors; joint ventures with other universities and colleges of veterinary medicine (or medicine) will probably be required. Funding sources for "traditional" efforts in nutrition, reproduction, and physiology are small and inconsistent; however, with the progress of the equine, canine, and feline genome projects, there should be opportunities from federal funding sources aimed at using animal models for human health. In addition, efforts in animal behavior and welfare can be expanded, perhaps with some funding from private foundations or animal-supportive organizations.     

Influence of alumni careers and students' educational pathways on animal science undergraduate teaching programs

In an attempt to aid the planning of courses and curricula in animal science, a survey instrument concerning careers, opinions and suggestions regarding education received was sent to 1,398 alumni who had graduated during the years 1956 to 1987. Longitudinal studies of 1972-82 entering animal science students, and a telephone survey of students who entered as freshmen in 1985-86, provided information concerning student profiles and educational interests. Fifty-two percent of alumni were women, 61% had obtained advanced degrees, about 50% were veterinarians, laboratory or medical scientists, business owners or managers, only 8% were ranch owners or managers, and the rest were engaged in a multiplicity of careers. Undergraduate experiences judged most important by alumni were obtaining academic skills, followed by advanced biology courses, animal science courses, work experience and developing the ability to continue learning. Alumni suggestions for change gave priority to offering more practical subject matter and business and economics in the animal science program, followed by more general education, research, science and theory, or no change. Approximately 30% of entering freshmen students graduated in the animal science major. Fifteen percent expressed interest in livestock, 23% in horses, 29% in companion animals, and the rest in a wide variety of animals.     

Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States

The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.     

Teaching veterinary students beef production medicine with student/producer teams

Veterinary colleges face difficulties in meeting the demand for rural veterinarians with the scope to practice quality production medicine. Increasing population density around veterinary colleges, retaining the interest of students with a background in animal agriculture, and educating students without a farm background requires that veterinary colleges consider innovative ways to not only teach traditional food-animal practice but give future veterinarians the advanced skills the food industry demands. This article describes a three-year elective program, Beef Records Analysis, in which beef production medicine is taught by teaming a student and a beef producer together early in the student's veterinary education. These producer/student teams complete risk assessments, balance rations, collect financial and production information, and evaluate back-grounding and feedlot enterprises. Students learn how to evaluate their producers using industry benchmarks and past performance records and how to communicate their findings back to their producer. Producers often make management decisions based on the students' findings, and, because the students maintain their relationships with producers for three years, they can assess the outcomes of the producers who follow or ignore their recommendations and interventions. Students share recommendations and outcomes associated with their herd with the entire class. This allows students to learn how to establish best management practices through objective analysis of outcomes of recommended practices of all herds represented in the class. While a formal assessment of the course is needed, the students rate the program very high on evaluations.     

Externship program for large animal clinical education at the University of Minnesota: description and evaluation.

In 1970, the College of Veterinary Medicine at the University of Minnesota started an externship program as part of their large animal clinical education program. The basic idea was to work in cooperation with practitioners, using their practice world as a teaching resource. During the 1973-1974 school year, this program was evaluated by the University of Minnesota Measurement Services Center. In this externship program, senior year students spend 1 or 2 weeks in practice that closely matches each student's career interest, eg, cow-calf, dairy, swine, or zoo. The participating veterinarians are charged with the responsibility of performing as teachers during the field experience and of assisting the student in preparing a seminar topic. This seminar topic is presented in a discussion format during the spring quarter to other externship students, faculty, and attending practitioners. Since 1970, a total of 176 students have taken externships, and every year 15 to 20 group practices have participated. The principal evaluation results were based on questionnaire responses from 36 students and 20 practices during the 1973-1974 academic year. Students and practitioners indicated that the externship had been a beneficial experience for them. Many felt that the period of externship should have been longer. In general, practitioners agreed that students were able to manage most diagnostic situations and manipulative procedures that occurred during the externship. The seminar was judged by students and practitioners to be a valuable part of the program, and faculty who participated in the seminar believed that it made them more aware of field situations facing practicing veterinarians.     

Presence of Neospora caninum specific antibodies in three dairy farms in Georgia and two in Texas

Neospora caninum is known to cause abortion in cattle. This study demonstrated the presence of specific IgG to Neospora in milk and serum samples obtained from three dairy farms in Georgia and two in Texas. Samples from four hundred fourteen dairy cows were examined using a western blot assay of which 362 were milk and 87 were serum. Samples with antibodies to Neospora were identified in 32.1% (105/327) of the examined animals in Georgia, whereas in Texas it was identified in 10.3% (9/87). Positive Georgia samples were found in 24.4% from farm A (28/115), 21.6% from farm B (30/139), and 64.4% from farm C (47/73). In Texas, 13.5% (7/52) of animals in farm D and 5.71% (2/35) from farm E also had specific antibodies to Neospora. The number of animals from Georgia dairy farms with antibodies to Neospora was significantly higher than the Texas dairy farms. This may be related to the age of the animals examined in this study (more than 2 years old). Antibodies present in sera had excellent agreement with the antibodies present in milk. Collection of milk samples for serological testing is easier and less invasive than obtaining bovine sera, therefore offering an alternative for animal testing.