A vast global literature documents that free‐roaming domestic cats (Felis catus) have substantial negative effects on wildlife, including through predation, fear, disease and competition‐related impacts that have contributed to numerous wildlife extinctions and population declines worldwide. However, no study has synthesized this literature on cat impacts on wildlife to evaluate its overarching biases and major gaps. To direct future research and conservation related to cat impacts on wildlife, we conducted a global literature review that entailed evaluation and synthesis of patterns and gaps in the literature related to the geographic context, methods and types of impacts studied. Our systematic literature search compiled 2245 publications. We extracted information from 332 of these meeting inclusion criteria designed to ensure the relevance of studies analysed. This synthesis of research on cat impacts on wildlife highlights a focus on oceanic islands, Australia, Europe, and North America, and on rural areas, predation, impacts of unowned cats, and impacts at population and species levels. Key research advances needed to better understand and manage cat impacts include more studies in underrepresented, highly biodiverse regions (Africa, Asia, and South America), on cat impacts other than predation, and on methods designed to reduce impacts on wildlife. The identified areas of needed research into cat impacts on wildlife will be critical to further clarifying the role of cats in global wildlife declines and to implementing science‐driven policy and management that benefit conservation efforts.
This article highlights some of the advantages that comparative psychology offers the veterinary student and veterinary education generally. Comparative psychology is the oldest of the social sciences and, as such, has accumulated over three centuries of experience in such areas as research design, animal–human interactions, and animal behavior. To establish whether comparative psychology is taught in veterinary schools, we survey all course catalogs of U.S. veterinary schools. None of the schools surveyed offered a course in comparative psychology, and inconsistencies were noted among the schools in regard to courses in animal–human interaction, animal behavior, and ethics. Suggestions are provided on how to incorporate principles of comparative psychology in veterinary education at both the undergraduate and graduate levels.
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