The importance of professional skills teaching and assessment within veterinary education has recently been highlighted in the veterinary education literature. This academic discourse follows the acknowledgement by both veterinary employers and graduates themselves that new graduates often lack the professional skills and attitudes needed for success in clinical veterinary practice. Traditionally, veterinary curricula have focused solely on teaching content knowledge and clinical skills; however, veterinary education curricula clearly must also contain dedicated instruction in veterinary professionalism. This must include instruction in communication skills, emotional intelligence, cultural awareness, teamwork abilities, dispute resolution strategies and the awareness that multiple approaches may be required to resolve challenges. It has become unrealistic to expect students to rely on observation and role modelling to foster the development of professionalism. There is a need to incorporate explicit learning activities that reinforce the knowledge, attitudes, values, and behaviours that characterise veterinary professionalism. While role modelling remains a key aspect of the veterinary professionalism learning that takes place through the informal/hidden curriculum, many students have often had more experiences with negative role models than with positive ones. This can lead to the development of a tolerance or normalisation of negative behaviours and a decline in students’ perceptions of professionalism. This article aims to continue recent conversations on professional skills teaching within veterinary education, define what is meant by veterinary professionalism and consider the plethora of terminology used when trying to establish a definition, highlight those attributes of veterinary professionalism deemed important by veterinary stakeholders for career success and employability, and explore the challenges of incorporating the teaching and assessment of professional traits into veterinary education.

The aim of the present study was to describe the pattern of flat and jump races and starts, including temporal trends, in Thoroughbred racing in New Zealand. Data on all race starts between 1 August 2005 and 31 July 2011 were supplied by New Zealand Thoroughbred Racing. Descriptive statistics were used to describe the data at both race and start level, stratified by flat and jumps races. In total, 96% of races run were flat races and most races and starts occurred in the Northern region. There was an even distribution of flat races across season of the year, whereas most (60%; 514/863) jumps races were run in winter followed by autumn (21%; 183/863), with no races run in summer. Irrespective of region or season, most flat races were run on Good (37%; 7505/20 091) tracks and most (45%; 384/863) jumps races were run on Heavy tracks. There was no change in the number of horses per race or starts per horse across the years studied, and the median number of starts per trainer was 14 (interquartile range 6–38) for flat races and 3 (interquartile range 2–6) for jumps races. The results showed there is a relatively consistent product offered for Thoroughbred racing in New Zealand, which is primarily focussed on flat racing. The study provided baseline data on the pattern of Thoroughbred racing in New Zealand, which can be used as background for future industry-related studies.

The objective of the study was to determine the incidence of veterinary events that resulted in a horse failing to finish a race and identify risk factors for musculoskeletal injury (MSI) during a race. Data were obtained on Thoroughbred flat race starts in New Zealand between 1 August 2005 and 31 July 2011 (six racing seasons). Stipendiary Steward’s reports were key-word searched to identify veterinary events that prevented a horse from finishing a race. Race data were used calculate the incidence of veterinary events per 1000 horse starts and Poisson regression was used to investigate risk factors for MSI. There were 188,616 race starts and 177 reported veterinary events. The incidence of MSI on race day was 0.72 per 1000 starts, whilst the incidence of respiratory events was 0.21 per 1000 starts. The rate of MSI was significantly lower on ‘dead’ and ‘slow’ tracks compared with ‘good’ tracks and significantly greater in longer races (≥1671 m) compared with races of ≤1200 m. The rate of MSI during flat races in New Zealand appears lower than that reported worldwide, which may be due to the management and training of horses in New Zealand or differences in case definitions used in comparable studies.

Across many equestrian disciplines the median competition career of a horse is relatively short. One of the major reasons for short career length is musculoskeletal injury and a consistent variable is the trainer effect. There are significant opportunities within equestrian sport for a holistic approach to horse health to attenuate musculoskeletal injury. Proactive integration of care by health professionals could provide a mechanism to attenuate injury risk and the trainer effect. However, the limited data available on current exercise regimens for sport horses restricts interpretation of how management and exercise volume could be modified to reduce injury risk. Early exercise in the juvenile horse (i.e., pre weaning) has a positive effect on stimulating the musculoskeletal system and primes the horse for an athletic career. The early introduction to sport competition has also been identified to have a positive effect on career length. These data indicate that management systems reflecting the cursorial evolution of the horse may aid in attenuating loss from sport due to musculoskeletal injury.

Many veterinary and undergraduate equine science students have little previous horse handling experience and a poor understanding of horse behaviour; yet horses are one of the most unsafe animals with which veterinary students must work. It is essential for veterinary and equine students to learn how to interpret horse behaviour in order to understand demeanour and levels of arousal, and to optimise their own safety and the horses’ welfare. The study utilised a qualitative research approach to investigate veterinary science and veterinary technology and undergraduate equine science students’ interpretation of expressive behaviours shown by horses. The students (N = 127) were shown six short video clips and asked to select the most applicable terms, from a pre-determined list, to describe the behavioural expression of each individual horse. A wide variation of terms were selected by students and in some situations of distress, or situations that may be dangerous or lead to compromised welfare, apparently contradictory terms were also selected (happy or playful) by students with less experience with horses. Future studies should consider the use of Qualitative Behavioural Analysis (QBA) and free-choice profiling to investigate the range of terms used by students to describe the expressive demeanour and arousal levels of horses.