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Four items related to affinity for complexity and novice view showed significant increases in TOA. Two items related to discomfort from uncertainty showed significant decreases. There was no correlation between TOA and final grade in the course. Students rated their personal frustration with ambiguity in the course as low and did not think ambiguity in cases was problematic for teaching. The results suggest that the increased TOA at the end of the course might relate to students being taught-and learning how to cope with-ambiguity through the real-life cases used for teaching.The recent emergence and subsequent global spread of COVID-19 has forced a rapid shift to online and remote learning at veterinary schools. Students in a Bachelor of Veterinary Medicine program were taught using a real-time online platform for one semester, with recorded synchronous lectures and tutorials, virtual laboratories, and clinical skills classes where possible. Students in all years of the program were surveyed twice, 8 weeks apart to assess their perceptions of online teaching and to identify challenges they experienced. Using a 10-point Likert scale, students agreed that they could achieve their learning outcomes using online learning with no more difficulty than with face-to-face teaching, allocating average scores of 7.6 and 8.2 at each time point. Students were overwhelmingly positive about the impact of online teaching on time-management of their learning due to the loss of travel time. They enjoyed aspects of teaching such as recorded lectures, online polls quizzes, and chat-boxes that allowed more student-focused learning. However, there were concerns about the reduction in face-to-face interactions including loss of classroom atmosphere and reduced interaction with peers. Students experienced technical problems in a median of 20% of lectures (range 10%-50%) at the first survey and 10% at the second (range 10%-50%). Increased use of strategies to optimize peer interactions is recommended to facilitate student learning using online platforms. JHU395 order Moving forward beyond the pandemic, allowing flexible time management and a shift toward student-centered learning using strategies such as flipped classrooms may be beneficial.Euthanasia of animals plays a significant role in veterinary practices and is a pivotal experience for veterinarians and their clients. It is good animal welfare to have a humane method of euthanasia, correctly applied, and a welleducated individual regarding such techniques. The purpose of this research was to determine how US veterinary medicine schools are preparing students to perform euthanasia. A survey of the 30 US veterinary schools was electronically mailed by the American Association of Veterinary Medical Colleges (AAVMC) in the fall of 2019, with a return rate of 10. Findings revealed that the average number of hours devoted to euthanasia methods and techniques was 2.8, yet euthanasia facilitation was considered a core competency by all schools responding. Not all veterinary students perform or are present for euthanasia. The most frequent method for teaching euthanasia was intracardiac and intravenous with dogs, cats, horses, livestock, and exotics. Whichever method of euthanasia is used, personnel performing euthanasia must be trained, knowledgeable, and proficient in the chosen techniques. The findings in this article suggest, however, that euthanasia techniques are inconsistent, and potentially incomplete, and that veterinary schools should consider incorporating more advanced euthanasia training programs into the curriculum.Over the past decade, the field of education has seen stark changes in the way that data are collected and leveraged to support high-stakes decision-making. Utilizing big data as a meaningful lens to inform teaching and learning can increase academic success. Data-driven research has been conducted to understand student learning performance, such as predicting at-risk students at an early stage and recommending tailored interventions to support services. However, few studies in veterinary education have adopted Learning Analytics. This article examines the adoption of Learning Analytics by using the retrospective data from the first-year professional Doctor of Veterinary Medicine program. The article gives detailed examples of predicting six courses from week 0 (i.e., before the classes started) to week 14 in the semester of Spring 2018. The weekly models for each course showed the change of prediction results as well as the comparison between the prediction results, and students' actual performance. From the prediction models, at-risk students were successfully identified at the early stage, which would help inform instructors to pay more attention to them at this point.Veterinary schools have traditionally used letter grading systems to assess the performance of students on clinical rotations, but pass-fail grading may enhance the learning environment and student wellbeing. When a decision to switch grading systems is discussed, concerns are often raised about the effect of removing clinical year grades from final grade point average (GPA) calculations. In order to inform the decision-making at our institution, retrospective analysis of the effects of clinical year grades on final grade point average (GPA) was performed. The specific hypothesis tested was that clinical year GPA would not have a significant effect on cumulative GPA, as defined by a decrease or increase of 0.10 points on average. When data from two classes were examined, median (range) difference final GPA (0-4 scale) compared to GPA at the end of the preclinical curriculum (referred to as delta GPA) was 0.02 (-0.19 to 0.18) for the graduating class of 2016 after removal of two outliers and 0.03 (-0.10 to 0.18) for the class of 2017. Correlations between preclinical GPA and delta GPA (were -0.83 (p less then 0.001) for both classes. The hypothesis was supported leading to the conclusion that the overall effect of clinical letter grades on final GPA was close to zero when whole classes were considered, and delta GPA ranged between -0.2 and 0.2 for all except two students. Data from this study were distributed prior to conducting a faculty vote to switch grading systems, and the motion was supported.