Summary The objectives of this study were to compare horses’ gaits in hand and when ridden; to assess static and dynamic saddle fit for each horse and rider; to apply the Ridden Horse Pain Ethogram (RHpE) and relate the findings to gait abnormalities consistent with musculoskeletal pain, rider position and balance and saddle fit; and to document noseband use and its relationship with mouth opening during ridden exercise. Data were acquired prospectively from a convenience sample of horses believed by their owners to be working comfortably. All assessments were subjective. Gait in hand and when ridden were evaluated independently, by two assessors, and compared using McNemar’s test. Static tack fit and noseband type were recorded. Movement of the saddle during ridden exercise, rider position, balance and size relative to the saddle was documented. RHpE scores were based on assessment of video recordings. Multivariable Poisson regression analysis was used to determine factors which influenced the RHpE scores. Of 148 horses, 28.4% were lame in hand, whereas 62.2% were lame ridden (P<0.001). Sixty per cent of horses showed gait abnormalities in canter. The median RHpE score was 8/24 (interquartile range 5, 9; range 0, 15). There was a positive association between lameness and the RHpE score (P<0.001). Riding School horses had higher RHpE scores compared with General Purpose horses (P = 0.001). Saddles with tight tree points (P = 0.001) and riders seated at the back of the saddle rather than the middle (P = 0.001) were associated with higher RHpE scores. Horses wearing crank cavesson compared with cavesson nosebands had higher RHpE scores (P = 0.006). There was no difference in mouth opening, as defined by the RHpE, in horses with a noseband with the potential to restrict mouth opening, compared with a correctly fitted cavesson noseband, or no noseband. It was concluded that lameness or gait abnormalities in canter may be missed unless horses are assessed ridden.

Such behaviours may be exhibited in anticipation of musculoskeletal pain during ridden exercise, which may be associated with ill-fitting tack in some horses.• Owners need to be made aware that these behaviours are not normal and may be a manifestation of underlying problems.

Proximal suspensory desmopathy (PSD) is a common cause of hindlimb lameness in sports horses; anecdotally there is an association with straight hock conformation. The objective of this prospective observational study is to describe hindlimb conformation in horses with and without bilateral PSD. Horses examined over one year with a definitive diagnosis for lameness (based on clinical assessment, response to diagnostic anaesthesia, radiography, ultrasonography AE MRI or scintigraphy), were included (n = 193). Markers were placed on predefined landmarks. Lateral photographs were acquired from the left and right sides with the horse standing squarely, using standardised techniques, with each metatarsus perpendicular to the ground, aligned to the tuber ischii marker. Before data acquisition, repeatability studies for marker placement, horse positioning and angle measurements were performed. The tarsal and metatarsophalangeal angles were measured using Image Measurement. Orthopaedic diagnosis, breed, work discipline, weight, height and age were recorded. Z-tests, Fisher's exact tests, Chi-squared tests and multivariable logistic regression were used to determine the associations between diagnosis, tarsal angles and possible confounding variables. Mann Whitney U tests were used to evaluate the relationship between metatarsophalangeal joint angle and suspensory ligament injury. Horses with PSD had larger tarsal angles than controls (P = 0.003). The proportions of Warmblood-type horses and dressage horses with PSD were different to those of other breeds and work disciplines (P = 0.001, 0.02 respectively). A final logistic regression model demonstrated a significant effect of mean tarsal angle on outcome when breed and weight-height product were accounted for. There was a an 11% increase in the odds of PSD for every degree increase in tarsal angle (CI 1.006-1.223, P = 0.04). There was no association between suspensory ligament injury and metatarsophalangeal joint angle. Assessment of tarsal angles at prepurchase examinations and prior to surgical treatment of PSD may be advisable.

Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”

Background The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders. Methods From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach. Results A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work. Conclusions This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.