This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor’s efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods.

Prospective data from 86 healthy pet rabbits were evaluated to establish reference intervals for hematology, biochemistry, urinalysis, venous blood gas and electrolytes, rectal temperature and systolic blood pressure. Reference intervals for rectal temperature (37.4-39.6 ºC) and systolic blood pressure (75-134 mm/Hg) were previously unreported in pet rabbits. Differences by more than 30% with reference intervals present in the bibliography were observed in the blood biochemistry and urinalysis, being attributed to the variability in methodological factors with the present study. Keywords: Biochemistry, Hematology, Rabbits, Rectal temperature, Systolic blood pressure.

Renal infection with flagellated protozoa was retrospectively evaluated in 29 reptiles, including 12 turtles, 7 tortoises, and 6 chameleons; overall, 20 species of reptiles were represented. Most cases presented with nonspecific clinical signs or a combination of several concurrent diseases. Nineteen of 29 reptiles had tubulointerstitial nephritis associated with flagellates, and this lesion was considered contributory to death in 15 cases, although concurrent diseases were frequent. Infection was invasive into the renal interstitium in three reptiles due to tubular rupture and in one chameleon also spread to adjacent tissues, coelomic cavity, and blood vessels due to renal rupture. Cytologic or ultrastructural evaluation of trophozoites in two cases was consistent with diplomonad flagellates. Renal disease was often complicated with soft-tissue mineralization and/or gout. Gastrointestinal and cloacal infection with flagellates and inflammation were frequent in reptiles in which the digestive tract was available for histopathologic examination, and this supports the possibility of infections ascending the urinary tract from the cloaca. Renal disease associated with flagellate protozoa is rare in vertebrates but appears to be relevant in reptiles, particularly chelonians and chameleons.

Background: Insulinomas in guinea pigs are poorly documented. Case description: A 2.5-year-old female guinea pig presented with severe hypoglycemia, head tilt, weakness, weight loss, hypothermia and a radiodense abdominal structure. The serum insulin concentration was measured with unsatisfactory results. The animal was treated for acute hypoglycemia with clinical stabilization, prednisolone, diazoxide, and frequent syringe feeding, but severe hypoglycemia recurred and an exploratory laparotomy was performed. Two pancreatic masses were located and removed. The excised tissue was histologically diagnosed as insulinoma with osseous metaplasia. Four months postsurgery the same clinical signs and hypoglycemia recurred. Previous medical treatment was prescribed; however, 20 days later the animal worsened and euthanasia was elected. Conclusions and case relevance: Nodulectomy of an insulinoma in a guinea pig can achieve temporal remission of clinical signs. In guinea pigs with insulinoma head tilt may occur frequently, X-rays may be helpful in revealing a pancreatic mass, and treatment with prednisolone and diazoxide could help in disease management.

Exotic animals have become popular pets, but there is little information about abandonment. Records of a network of foster homes for abandoned rabbits and rodents in Madrid (Spain) between 2008 and 2021 were analyzed. Data of 1024 animals were included, 46.4% were rabbits, 19.7% hamsters, 15.3% guinea pigs, 5.8% rats, 5.4% gerbils, 4.8% mice, and 2.6% chinchillas. Half of the animals (51.2%) were admitted with health issues, 41.3% had been abandoned, mostly in urban areas, 46.8% came from a local shelter, and 8.1% were relinquished by the owner. Only 12 animals were neutered and 8 were microchipped. The network of foster homes took care of 1009 animals (98.5%), 686 of them were adopted in an average time of 9.2 months, regardless of their health status, 15 animals died before fostering, and 323 died before adoption. Numerous rabbits and rodents are abandoned in urban areas in Madrid (Spain), very few of them are microchipped or neutered. Associations based on networks of foster homes for the adoption of abandoned rabbits and rodents can be effective, preserving animal welfare as effectively as shelters.

Artificial intelligence is transforming higher education, particularly in flipped classroom settings, in which students learn independently prior to class and collaborate during in-person sessions. This study examines the role of ChatGPT as a virtual peer in a veterinary anatomy course centered on cardiovascular and respiratory systems. Over two academic years (2023–2025), 297 first-year veterinary students worked in small groups to explore anatomy through structured prompts in English and Spanish using ChatGPT versions 3.5 and 4. Activities involved analyzing AI output, evaluating anatomical accuracy, and suggesting alternative names for vascular variations. Learning outcomes were assessed using Bloom’s Taxonomy-based questions, and student perceptions were captured via online surveys. Progressive performance improvement was noted across three instructional phases, particularly in higher-level cognitive tasks (Bloom level 4). Responses to English prompts were more accurate than those to Spanish prompts. While students appreciated ChatGPT’s role in reinforcing knowledge and sparking discussion, they also flagged inaccuracies and emphasized the need for critical evaluation. Peer collaboration was found to be more influential than chatbot input. Conclusions: ChatGPT can enrich flipped anatomy instruction when paired with structured guidance. It supports content review, fosters group learning and promotes reflective thinking. However, developing digital literacy and ensuring expert oversight are essential to maximizing the educational value of AI.