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Veterinarians are considered leaders in animal welfare, but veterinary curricula often lack training in welfare. Our aims were to describe veterinary student values, assess whether a frame reflection assignment can encourage student willingness to engage with others with differing values surrounding animal welfare, and determine if sex and career area of emphasis related to responses. Two cohorts of second-year veterinary students at the Ohio State University (n = 314) articulated their values (including which of biological functioning, affective states or natural living they value most), interviewed someone with differing values, reported their interviewee's views as if they were their own (frame reflection), then reflected on the process (post-interview reflection). Qualitative and quantitative analyses were used. Docetaxel in vitro Students identified as 83% female and 17% male, with small animal (56%), large animal (11%), mixed animal (15%), or other (19%) career areas of emphasis. Students valued affective states (45%) and biological functioning (42%) more than natural living (11%). Food animal students were more likely to value biological functioning. In their post-interview reflections, students articulated both productive and unproductive views (e.g., likely or unlikely to improve future conversations, respectively), though productive views were more common. Students reported that the assignment would benefit their careers by improving their communication strategies with clients. Female students were more likely to use themes related to unproductive and career-related views. We conclude that a frame reflection assignment is a novel and effective method for improving veterinary student communication skills when discussing controversial animal welfare topics.Developing assessment literacy is important for veterinary students because the demands of a veterinary medicine course require students to rapidly adapt to new ways of learning and assessment. In this study, we investigate the understanding of assessments at university from applicants and current veterinary students and how this understanding can be improved and developed throughout the course. Data were gathered from three groups-applicants, naïve veterinary students, and experienced veterinary students-using questionnaire-based surveys. Of the applicants, 69% expected university assessments to be different from those at school, whereas only 13% agreed they had a good idea of what assessments would be like at university. More than 50% of students in their first term agreed they had a good understanding of assessments at university, although students had no significant improvement in their understanding of assessments as they progressed through the course. All three groups agreed that having a better understanding of assessments would make them feel more confident about exams. We conclude that more could be done to prepare prospective veterinary students for different styles of assessments and that current veterinary students would benefit from the opportunity to develop their assessment literacy. An assessment literacy curriculum is therefore proposed to develop students' assessment literacy from high school through graduation. Further research could investigate the development of assessment literacy interventions aimed at both applicants and veterinary students.Veterinary dental cleaning prevents and treats periodontal disease, one of the most common diagnoses in small animal practice. Students learn to perform dental cleaning through deliberate practice, which can be gained through working on models. This study compared educational outcomes after students (n = 36) were randomized to practice on one of three dental cleaning models a low-fidelity ceramic tile, a mid-fidelity three-dimensional (3D) printed canine skull model, or a high-fidelity canine head model. Students provided survey feedback about their model and later performed a dental cleaning on a canine cadaver while being video-recorded. Experts (n = 10) provided feedback on each model. Experts agreed that all models were suitable for teaching dental cleaning, but the 3D skull and full head models were more suitable for assessing student skill (p = .002). Students were also more positive about the realism and features of those two models compared to the tile model. Students practicing on each of the models were equally effective at removing calculus from the cadavers' teeth. Students who learned on the tile model were a median of 4 minutes slower to remove calculus from their cadaver's teeth than students who trained on the canine head model. Although students may be more accepting of the 3D skull and full head models, all three models were equally effective at teaching the skill. Experts approved all models for teaching, but recommended the 3D skull or full head model if student skills were to be assessed. Low-fidelity models remain effective training tools with comparable learning outcomes.The objective of this article is to compare the occurrence of hemorrhagic complications in student performed feline ovarian pedicle ligations using the traditional suture pedicle double-ligation (PDL) to the suture-less auto-ligation (AL) techniques, and to describe the stepwise method of teaching the AL technique to students. A total of 287 cats underwent an ovariohysterectomy (OHE) performed by a fourth-year veterinary student trained by veterinary faculty to perform the AL technique beginning with a low-fidelity model and progressing to live patient surgeries. Students performed the AL and PDL techniques on 146 and 141 cats respectively. Hemorrhagic complications occurred in 4 of 146 cats (2.7%) in the AL group and 8 of 141 (5.7%) in the PDL group and were not found to be significantly different (p-value = 0.2496). This article demonstrates that novice surgeons can safely perform the AL technique on feline ovarian pedicles without significantly increasing complications compared to the traditionally taught method when a stepwise training program is implemented. Additionally, this technique has been shown to be safe, effective, and more efficient when performed by experienced veterinary surgeons.1 Veterinary institutions should consider including the AL technique in their core curricula as a standard method for feline ovarian pedicle ligation. Doing so will facilitate the development of more proficient entry-level practitioners who are better able to serve their patients, clients, employers, humane societies, and their communities by using a more efficient and safe feline ovariohysterectomy technique.