Microtransducers sensitive to changes in internal diameter were chronically implanted in the oviducts of 5 dairy cows. Motility patterns were recorded throughout 9 oestrous cycles. Cyclic variations in patterns of motility were observed and compared with circulating concentrations of plasma progesterone. Luteal-phase motility patterns were of low amplitude and frequency. The frequency and amplitude of motility increased 3-5 days before behavioural oestrus. This activity consisted primarily of longitudinal muscle contractions, with an interspacing of circular muscle activity occurring during oestrus. Patterns of activity after oestrus were similar to those before oestrus, with activity decreasing 3-5 days after oestrus. Transducers implanted bilaterally in 2 animals permitted observation of asynchronous patterns between right and left oviducts. Preliminary data suggested a higher level of activity in the oviduct ipsilateral to the active ovary. These variations may be due to a local effect, possibly mediated by the functional ovary or the ovum.

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The purpose of this study was twofold: first, to assess the relationships between knowledge-based admission requirements and pre-clinical and clinical performance in a distributed model of veterinary education that uses problem-based learning as the main instruction method in the first two years of the curriculum; second, to compare pre-clinical and clinical performance with performance on the Program for the Assessment of Veterinary Education Equivalence (PAVE) exam. Admissions data including overall GPA, prerequisite GPA, Graduate Record Examination (GRE) score on the Analytical, Analytical Writing, Quantitative, and Verbal sections), veterinary school performance data (GPA for pre-clinical and clinical years), and performance PAVE (taken at the end of second year) were analyzed for two classes (N = 155, 85.8% women and 14.2% men). Overall GPA, prerequisite GPA, and GRE Quantitative and Analytical scores were the best predictors for pre-clinical (years 1 and 2) performance (R = 0.49, 23.5% of the variance), GRE Analytical score was the best predictor for year 3 (pre-clinical and clinical) performance (R = 0.25, 6.3% of the variance), GRE Quantitative score was the best predictor for PAVE performance (R = 0.27, 7.5% of the variance), and GRE Analytical score was the best predictor for clinical performance (year 4; R = 0.21, 4.4% of the variance). PAVE scores correlated with GRE Quantitative scores (r = 0.27, p <.01) and veterinary school performance, with higher correlations in the pre-clinical years (rs = 0.67-0.36, p < .01), providing evidence of convergent validity for the PAVE exam.

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