There are approximately 112 million working equids in developing countries, many of which are associated with brick kilns. Brick kilns and overloading are associated with welfare problems in working equids. Understanding equids’ abilities and influencing factors are important for both effective performance and welfare. Traditionally, measurement of the amount of ‘bone’ was used, and more recently, gait symmetry has been identified as a potential marker for loading capacity. Assessment of stride parameters and gait kinematics provides insights into adaptations to loading and may help determine cut-off loads. Physiological factors such as the ability to regain normal heart rates shortly after work is an important tool for equine fitness assessment and a more accurate measure of load-carrying capacity than absolute heart rate. Oxidative stress, plasma lactate, and serum creatine kinase activity are reliable biochemical indicators of loading ability. For monitoring stress, salivary cortisol is superior to serum cortisol level for assessment of hypothalamus-pituitary-adrenal axis and is related to eye temperatures, but this has yet to be interpreted in terms of load-carrying ability in equids. Further research is needed to standardize the evidence-based load-carrying capacity of working horses and donkeys.

The recent emergence and subsequent global spread of COVID-19 has forced a rapid shift to online and remote learning at veterinary schools. Students in a Bachelor of Veterinary Medicine program were taught using a real-time online platform for one semester, with recorded synchronous lectures and tutorials, virtual laboratories, and clinical skills classes where possible. Students in all years of the program were surveyed twice, 8 weeks apart to assess their perceptions of online teaching and to identify challenges they experienced. Using a 10-point Likert scale, students agreed that they could achieve their learning outcomes using online learning with no more difficulty than with face-to-face teaching, allocating average scores of 7.6 and 8.2 at each time point. Students were overwhelmingly positive about the impact of online teaching on time-management of their learning due to the loss of travel time. They enjoyed aspects of teaching such as recorded lectures, online polls quizzes, and chat boxes that allowed more student-focused learning. However, there were concerns about the reduction in face-to-face interactions including loss of classroom atmosphere and reduced interaction with peers. Students experienced technical problems in a median of 20% of lectures (range 10%–50%) at the first survey and 10% at the second (range 10%–50%). Increased use of strategies to optimize peer interactions is recommended to facilitate student learning using online platforms. Moving forward beyond the pandemic, allowing flexible time management and a shift toward student-centered learning using strategies such as flipped classrooms may be beneficial.