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Lecture recording is now common in many educational institutions, leading to discussion about how best to support student learning. In this mixed methods study, we used a survey (n = 46 participants), think-aloud methodologies in observed study sessions (n = 8 participants) and recording analytics (n = 637 recordings) to characterize how veterinary students utilize recordings during their studies. Only 48% of survey respondents considered they were more likely to use recordings as exams approached, but 78% considered they used recordings more when the topic was difficult. In the observed study sessions, students characterized their use of recordings as helping them to control their learning environment, allowing them to pause and rewind challenging topics, and as a jumping off point for future study, allowing them to structure the seeking out of additional information. In a linear model describing the recording analytics, students who had entered higher education directly from high school were more likely to watch more of a lecture than graduate entry students. In addition, the most visited lectures were also the ones with more view time (F(5, 631) = 129.5, R2 = 0.50, p less then .001). Overall, this study suggests that veterinary students were selective about their use of recordings in their study strategies, often using them to make up for deficits in their knowledge and understanding, or to supplement their experience at veterinary school. We discuss the consequences and implications for student study skills support.Online resources are being increasingly used by veterinary students to complement their learning. However, their use by veterinary students, especially for cardiology learning, remains poorly understood. This article investigates the extent to which clinical veterinary students use online resources to study cardiology and whether this is affected by factors of gender, age, year of study or entry status. This was a questionnaire-based study distributed to clinical veterinary students across eight UK universities achieving 213 respondents. The lecturer was the most preferred resource except for direct entry students and students aged 27 or more who preferred recommended textbooks. 95.3% of students use search engines to research cardiology topics and 93.4% indicated that they would first search for answers online rather than contacting their instructor. Online video clips were popular as 71.8% of students accessed them at least once per week for cardiology learning. 89.3% of those students found online videos useful for understanding cardiological concepts. Social media was only rarely used (6.6%) to discuss cardiology information. Nonetheless, most students (64.3%) stated that they would enjoy interacting with course material on an instructor-led social media page. Despite most students (62%) not automatically trusting online resources only 46.9% of students indicated that they verify online cardiology information. Online resources play an important role in complementing traditional resources in cardiology learning and suggest that some level of academic oversight may be necessary to ensure students use these resources in an appropriate manner.Online-based processing of case reports is often used and well accepted in veterinary medical education. However, lecturers usually develop cases from their own point of view, without input from students. In order to give students the chance to create online cases for students, an elective course, "Creative Workshop Case Creation", was held three times between 2017 and 2019 at the Faculty of Veterinary Medicine, Freie Universität Berlin. During this course, students created cases based on animal welfare and epizootics issues through a problem-based blended learning approach. In this approach, students worked on an assigned veterinary public health problem and actively solved it in small groups in class and then used the issue as the basis to create cases for their fellow students. The cases were implemented in interdisciplinary lectures, which are mandatory for every student in semesters six to eight. After taking these classes, fellow students evaluated one of these cases, specifically, on animal welfare and another one on epizootics. Evaluations showed these cases were received well. Moreover, we received excellent feedback from students participating in the elective course and working with a proactive and motivated group of six students throughout the course was a very productive experience. The course made it possible to create cases that are more accurately tailored to the needs of students. The students' good ideas and preparatory work also saved time in the preparation of cases for lecturers.Loneliness is a public health problem. Its assessment is important to identify older adults who experience greater loneliness and appropriate interventions can be carried out. The De Jong Gierveld Solitude Scale (DJGLS) is one of the most widely used, at least in the European context, to measure loneliness. Although the Spanish version of the DJGLS has shown reliability and validity in Spanish samples of older adults, there is no evidence of adequacy in the Latin American context. Therefore, this study aims to evaluate the psychometric properties of the DJGLS in Peruvian older adults. Specifically, factorial validity, internal consistency and criterion-related validity were studied, based on a double analytical perspective Classical Test Theory (SEM models) and Item Response Theory. The participants were 235 Peruvian older adults with ages ranging from 61 to 91 years old (Mean = 72.69, SD = 6.68) that assisted to Centers for the Elderly in the city of Trujillo, Peru. [https://www.selleckchem.com/products/5-ethynyluridine.html https://www.selleckchem.com/products/5-ethynyluridine.html] Together with the DJGLS, information from the three-item UCLA loneliness scale, Satisfaction with Life Scale, Brief Resilient Coping Scale and the Patient Health Questionnarie-2 was also gathered. The results support a one-dimensional structure of the DJGLS but with the presence of method effects associated to the negatively worded items. Additionally, the IRT multidimensional model applied also indicated the presence of a second dimension related to these negative items. Finally, other evidences of reliability and validity were adequate. In summary, the DJGLS may be considered a reliable and valid instrument to be used in the Peruvian (older adults) context.