RESUMO
BACKGROUND: Weaning represents one of the most stressful events in the life of a horse, and may have long-term impacts on behaviour. There are a range of approaches used to wean foals from mares, including abrupt and progressive separation methods. There is currently a lack of consensus on how stress and impact are measured. OBJECTIVES: To conduct a scoping review to identify and chart measures of weaning-related stress on the mare and foal. STUDY DESIGN: Scoping review. METHODS: The scoping review was conducted using the PRISMA extension for scoping reviews. Systematic searches were conducted in three scientific databases (CAB abstracts, Medline and Embase). The title, abstract and full text of retrieved studies were reviewed against inclusion and exclusion criteria. Publications that remained after full text review were analysed. Data on study design, population characteristics, weaning method and health and behavioural outcomes were extracted and charted. RESULTS: A total of 366 publications were identified; 22 were retained for inclusion and charting. Eighteen studies reported behavioural measures, four only reported physiological measures and 12/22 studies used a combination of both. Fifteen studies analysed foal behaviour only (15/22), six analysed foals with their dams and one analysed the mare only. Duration of most studies (19/22) was a maximum of 12 months post weaning; three studies continued measurements until the foal age was 3-4 years old. MAIN LIMITATIONS: Limited number of studies available for analysis. CONCLUSIONS: There is significant variation in the current evidence around weaning-related impacts in the mare and foal. This includes variation in how weaning methods and management of mares and foals are described, and very limited research evaluating long-term impacts, or the impact on the mare. This scoping review makes recommendations on how to improve the future evidence base.
RESUMO
BACKGROUND: The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future. METHODS: A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage. RESULTS: Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination. CONCLUSIONS: The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.