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" Students usually responded with a biomedical focus, including asking medical questions and giving medical explanations. Although students demonstrated various communication skills, they failed to demonstrate a complete verbal compassionate empathic response (a novel code) that includes exploring and verbalizing accurate understanding of the clients' perspectives and offering help based on this understanding. These findings suggest that strategies to teach compassionate empathy and support its use in the clinical setting are not fully effective, and veterinary students risk entering practice unprepared to employ this vital competency. The authors also introduce an operational definition for compassionate empathy.As critical components of individual well-being, nutrition and physical activity have important physical and psychological implications. Veterinary students face demanding schedules and potentially high rates of psychological distress. Though veterinary students' strategies for healthy eating have been explored, factors influencing their ability to achieve a healthy diet are less understood. This study assesses incoming veterinary students' perceived attitudes to their dietary habits and physical activity levels. Incoming students (n = 322) at five Canadian and five randomly selected US veterinary schools completed a questionnaire inquiring about demographic information, dietary attitudes and habits, and activity levels. More than half (58%) of students perceived their diet to be moderately healthy. A desire to feel better and have more energy was the most reported (79%) motivating factor to modifying personal eating habits and was significantly associated with improved odds of having a perceived healthy diet (OR = 2.22, p less then .024). A busy lifestyle was perceived as a barrier to changing current eating habits by 92% of respondents. Students reporting a desire to maintain their health (OR = 3.42, p less then .001) and moderate (OR = 2.81, p less then .003) or high (OR = 2.30, p less then .044) routine physical activity levels were also more likely to perceive their diet as healthy. Findings show that incoming veterinary students' perceptions may influence their goals of achieving a healthy lifestyle. An understanding of incoming veterinary students' barriers and motivators could be applied in future research to assist students in achieving personalized goals.Happiness is a new field of study in various fields, including health care and veterinary science. Workplace-related happiness, or subjective well-being in the work environment, has become a prominent research field. The happiness of veterinarians has gained academic interest globally over recent years. Previous research indicated that increased happiness levels of employees have social, personal and possible financial gain for employers and employees. selleck chemicals llc The objectives of this study were to determine the factors that affect the happiness of South African veterinarians and develop a conceptual model based on the identified factors. A cross-sectional study using a quantitative survey was conducted using a standardized questionnaire. Of 2,182 registered veterinarians, 360 practicing veterinarians completed the survey and the results were statistically analyzed using exploratory factor analysis. The results indicated that the factors influence in the workplace, social relationships, satisfaction with work-life balance, purpose, optimism, work satisfaction, work stress, and leisure were identified as having significant statistical relationships with the happiness of veterinarians. Managerial recommendations are provided based on the research findings. This study is the first known study to examine the factors that affect the happiness levels of veterinarians. The study forms the base for similar research to be conducted in other countries.Teaching approaches to veterinary clinical pathology in the final (clinical) year of veterinary school are often different than those for other specialties. Anecdotally, many schools teach these rotations separately from the routine diagnostic service, but minimal published data are available on this topic or on approaches to teaching and assessment in these rotations. An online survey of 69 veterinary institutions around the world was conducted in 2019. A total of 30 completed surveys were received from 10 countries; 22 completed responses were from North American institutions (73.3%). Survey question categories included information on basic rotations, including microscopy format, personnel involved in instruction, and assessment methods; information on advanced rotations; and challenges and successes with clinical pathology instruction. Data were analyzed and, when appropriate, compared with results from a similar survey conducted in 1997. Formats and content varied greatly among institutions. Several shifts in teaching strategies and rotation format over time were found since the 1997 survey, including increased use of projection microscopy and decreased use of multiheaded microscopy in 2019. More teaching by medical technologists and residents, less teaching by faculty, and a significant increase in the number of students per rotation were seen in 2019 compared with 1997. Several free-text comments referred to challenges related to increasing class size. These data and the comparison with the prior survey highlight common challenges and potential solutions to final-year clinical pathology instruction. Creation of specific, measurable objectives for clinical pathology competence may aid future development and refinement of clinical pathology teaching.Failing a student is difficult for both educator and student, but administering a failing grade is critical for protecting and ensuring adequate learning for an unsafe student. The failure to fail clinical students has been commonly reported and explored among educators in the human health professions but has not been formally addressed in veterinary education. Forty-three participants attending the Veterinary Educators Collaborative symposium were surveyed concerning their attitudes and experiences failing clinical veterinary students. Results indicated that the failure to fail phenomenon exists among veterinary educators, as the majority of veterinary educators often felt reluctant and unprepared to fail a student on clinical rotations. The most common barriers to failing students were institutional culture and unsatisfactory assessor development or evaluation tools. Veterinary educators must face this fear of failure and explore strategies to overcome existing barriers that can ultimately transform student failure into success.To study changes in Journal of Veterinary Medical Education (JVME) content, this article presents the results of an analysis of a purposeful sample (n = 537) and demographic analysis of all 1,072 articles published from 2005 to 2019. The findings were compared to a prior analysis of articles from 1974 to 2004. Article length increased, as did the number of authors and institutions per article. Female first author numbers grew at a greater rate than the proportion of female faculty at AAVMC-accredited colleges. Close to 85% of articles were by authors in the US, UK, Canada and Australia, while 40 other countries contributed the remainder. The primary topics of papers published from 2005 to 2019 were student affairs (17.3%), professional skills (15.1%), courses and curricula (12.7%), specialty/disciplinary training (12.5%), and technology/information resources (11.5%). The prevalence of articles with an identified research methodology grew from 14.2% in 1974-2004, to 55.9% (n = 300) in 2005-2019. Among research articles, 54.7% reported an intervention and 70.3% included a comparison. Random assignment to experimental or control conditions occurred in 32 articles (15.2%). Qualitative inquiry expanded, with 16.3% of research articles using this methodology alone. The most cited article was a review paper discussing the human-animal bond. Descriptions of courses and curricula constituted the majority of articles over the journal's lifespan, while no pattern was discerned between major reports in veterinary education and subsequent publications on that topic. Over the last 45 years, JVME has transitioned from a newsletter to a scholarly publication, with ongoing evolution.In spring 2020, the COVID-19 pandemic forced educators to adjust the delivery and assessment of curriculum. While didactic courses moved online, laboratory courses were not amenable to this shift. In particular, assessment of clinical skills courses through common methods including objective structured clinical examinations (OSCEs) became inadvisable. This article describes decisions made for first-, second-, and third-year veterinary students (n = 368) with respect to clinical skills at one US college. This includes the remote completion of a surgical skills curriculum using instructional videos and models and the delaying of laboratory sessions deemed impossible to deliver remotely. First- and third-year students were subsequently assessed using modified remote OSCEs. Second-year students were assessed using the standard surgical skills examination, video-recorded. All first- and third-year students successfully passed their OSCE upon either first attempt or remediation. Two second-year students failed their remediation examination and were offered additional faculty tutoring and another remediation attempt at the start of the fall semester. The remediation rate on the surgical skills examination was not different from that of previous years. One incident of suspected academic dishonesty occurred in the first-year OSCE. Students learned surgical skills successfully at home by practicing on models and receiving feedback of their skills on video recordings. While disappointing, one case of academic dishonesty among the 368 total students tested was not surprising. Remote assessment using modified OSCEs and surgical skills exams appears feasible and fair when in-person testing is not possible.One Health recognizes the interconnection of people, animals, and the environment and encourages a multidisciplinary approach. Several high-level European and global policy recommendations call for close intersectoral collaboration to better understand and manage health challenges faced today. Academic education has a fundamental role in preparing all health professionals in that respect. Our research investigates whether, and how, European Veterinary Education Establishments (VEEs) implement interdisciplinarity. We collected data on undergraduate education, post-graduate programs, and academic research through a pan-European survey. Our aim was to identify policy actions that could encourage cross-sectoral education and a culture of One Health at universities. Input from 41 VEEs showed that interdisciplinary education for undergraduates is still in the early stages. The models of academic structure, undergraduate curricula, and education policies established so far hinder interdisciplinarity. One Health interdisciplinary post-graduate education is easier, at least in some countries, while research successfully integrates multidisciplinary interdisciplinary and transdisciplinary approaches . To conclude, we propose five recommendations to promote interdisciplinary education in veterinary and other curricula and to further encourage the intersectoral cooperation in research (1) the need for the development of One Health transdisciplinary competencies across different discipline curricula in the European Union (EU); (2) the need for an integrated strategy of university structures and policies (for undergraduates and post-graduates) to encourage and support interdisciplinarity; (3) the need for a harmonized approach to academic education via accreditation; (4) the need for appropriate legislation to facilitate interdisciplinary training; and (5) the need to encourage One Health research.