Three penetrating captive bolt (PCB) placements were tested on cadaver heads from swine with estimated body weight (BW) >200 kg (sows = 232.9 ± 4.1 kg; boars = 229.3 ± 2.6 kg). The objectives were to determine tissue depth, cross-sectional brain area, visible brain damage (BD), regions of BD, and bolt-brain contact; and determine relationships between external head dimensions and tissue depth at each placement. A Jarvis PAS – Type P 0.25R PCB with a Long Stunning Rod Nosepiece Assembly and 3.5 gr power loads was used at the following placements on heads from 111 sows and 46 boars after storage at 2-4° C for approximately 62 h before treatment: FRONTAL (F) – 3.5 cm superior to the optic orbits at midline, TEMPORAL (T) – at the depression posterior to the lateral canthus of the eye within the plane between the lateral canthus and the base of the ear, or BEHIND EAR (BE) – directly caudal to the pinna of the ear on the same plane as the eyes and targeting the middle of the opposite eye. For sows, the bolt path was in the plane of the brain for 42/42 (100%, 95% CI: 91.6-100.0%) F heads, 39/40 (97.5%, 95% CI: 86.8-99.9%) T heads, and 34/39 (87.5%, 95% CI: 72.6-95.7%) BE heads; for the heads that could reliably be assessed for BD damage was detected in 25/26 (96.2%, 95% CI: 80.4-99.9%) F heads, 24/35 (68.6%, 95% CI: 50.7-83.2%) T heads, and 5/40 (12.5%, 95% CI: 4.2-26.8%) BE heads. For boars, the bolt path was in the plane of the brain for 17/17 (100.0%, 95% CI: 80.5-100.0%) F heads, 18/18 (100.0%, 95% CI: 81.5-100.0%) T heads, and 14/14 (100.0%, 95% CI: 76.8-100.0%) BE heads; damage was detected in 11/12 (91.7%, 95% CI: 61.5-99.8%) F heads, 2/15 (13.3%, 95% CI: 1.7-40.5%) T heads, and 7/14 (50.0%, 95% CI: 23.0-77.0%) BE heads. Tissue depth was reported as mean ± standard error followed by 95% one-sided upper reference limit (URL). For sows, total tissue thickness was different (P < 0.05) between placements (F: 52.7 ± 1.0 mm, URL: 64.1 mm; T: 69.8 ± 1.4 mm, URL: 83.9 mm; BE: 89.3 ± 1.5 mm, URL: 103.4 mm). In boars, total tissue thickness was different (P < 0.05) between placements (F: 41.2 ± 2.1 mm, URL: 56.3 mm; T: 73.2 ± 1.5 mm, URL: 83.4 mm; BE: 90.9 ± 3.5 mm, URL: 113.5 mm). For swine > 200 kg BW, F placement may be more effective than T or BE due to less soft tissue thickness, which may reduce concussive force. The brain was within the plane of bolt travel for 100% of F heads with brain damage for 96.2% and 91.7% of F sow and boar heads, respectively.
Porcine reproductive and respiratory syndrome virus (PRRSV) continues to mutate, causing disruptive PRRS outbreaks in farms that lead to reproductive failure and respiratory disease-associated mortality. We present four new PRRSV type 2 variants in the United States belonging to four distinct orf5 sublineages within lineage 1.
The definition of animal welfare includes how an animal dies. As such, euthanasia is intrinsically linked to animal welfare and ensuring a good death through effective, safe, and validated practices is a critical piece of promoting positive animal welfare. The objective of this review is to provide a better understanding of the literature on the euthanasia of swine via penetrating captive bolt (PCB) and nonpenetrating captive bolt (NPCB), as well as a history of captive bolt use, and indicators of sensibility and insensibility. To do this, we performed a systematic review that included 30 peer-reviewed articles and 17 other publications. Nonpenetrating captive bolt devices have been validated as an effective single-step euthanasia method for neonatal and pre-weaning swine, as well as a two-step euthanasia method for nursery swine. Penetrating captive bolt devices have been validated as an effective euthanasia method for nursery and market swine up to 120 kg, but further investigation is required for the use of captive bolt devices on mature breeding sows and boars.
Veterinary schools are facing the challenge of increasing animal welfare (AW) training while also attracting future practitioners to livestock medicine. Both objectives may be better achieved through farm visits early in veterinary training. First year veterinary students at the University of Minnesota (n = 103) were surveyed during the Spring 2019 Professional Development II course to document their knowledge, attitudes, and values relative to pigs, AW, and the industry before and after classroom and online lectures and a visit to a farrow-to-wean farm. Quantitative (Kruskal-Wallis, Kendall tau-c and Chi-Square) and qualitative (content analysis) analyses were used to identify shifts in knowledge and attitudes and associations with demographics and use of the AW values of biological functioning, affective state, and natural living. Most students were female (85.4%), from urban/suburban backgrounds (68.9%), and did not wish to work with livestock (66.0%). Knowledge scores (p <.05) and attitudes toward pigs (p = .0152) improved after visiting the farm. Satisfaction with AW on most commercial farms shifted after the farm visit (p = .0003), with those valuing biological functioning becoming more satisfied (p = .0342). In contrast, students who visited the farm when enrichment was provided were more dissatisfied compared to those who toured the farm without enrichment (p = .0490). Those referencing natural living (p = .0047) rated the toured farm as a poorer steward of welfare. Students’ AW concerns included behavioral restriction in individual stalls and injury and lameness in group pens. Farm visits are an important tool in veterinary education, but may result in segmentation in student knowledge and attitudes relative to livestock welfare.
IntroductIon Flipped classrooms are designed so that students prepare before class, studying concepts and memorizing key points, to be able to participate in active-learning activities within the classroom. Students are thus expected to attain the lowest levels of Bloom's taxonomy, such as memorizing and understanding, through individual work at home, to be able to apply this new knowledge in class. Faculty members may elect to provide study materials in a large variety of ways but the majority tend to lean toward giving access to diverse types of material to review before class. A survey of veterinary faculty showed that 65% of them expected their students to review materials before class, either paper based or online, and only 16% included active learning-type activities to be completed before class. [1] Using a flipped classroom model led to increased engagement and greater satisfaction with learning resources in Australian preveterinary students. [2] In this same study, the flipped classroom model had a positive effect on students' academic performance as demonstrated by an increase in the class Background: Flipped teaching techniques have been gaining popularity in veterinary curricula. These methods of teaching are shown to increase students' engagement, promote students' self-directed learning, and can even improve their academic success. One barrier to their implementation, however, is the preparation time required by instructors to be ready to participate in active-learning activities in the classroom. Aims and Objectives: This article describes how 3 rd-year veterinary students prepare for a flipped classroom and if their learning strategies would influence their academic success. Results: Ninety-five percent (n = 87) of the students enjoyed the flipped course and the resources provided by the instructor. Seventy-five percent of students (n = 69) used the time blocked-off on their calendar to prepare for this course or to study for another one. The most student-used resources were the instructor-developed e-book and short recapitulative videos (98% and 61%, respectively). Students who emphasized critical thinking and effort regulation as their learning strategies were the most successful on their final examination. Conclusion: Flipping the course without adding to student's workload was a challenge and remained a main barrier to implementation.
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