In the framework of quality of learning the social interactions between veterinary students were investigated. Observational data were collected during anatomy, physiology and radiology face-to-face small group sessions using Bales’ interaction process analysis framework, and in a radiology context the students’ observations were compared with the results of a checklist (yes or no) completed by the teacher of these students. During radiology group sessions solidarity, tension release and agreement with constructive disagreement element were showed. Observations also revealed variable level of task-oriented (asking and providing information) action depending on day and task under consideration. The students were interested in each other, even though this was not supported
by teacher’s checklist perhaps due to the teacher’s role as a learning resource. In contrast, during anatomy and physiology group sessions variable level of emotion-oriented (positive or negative) action was found. Students were task-oriented with variable interest in each other. The quality of group work in all cases may be dependent on the number of students and their fragmentation into sub-groups, or momentary changes in group dynamics, which might influence the teacher’s role as an active tutor during entire learning session.

Among veterinary and medical educators it has been concluded that there are many gaps in the educators’ knowledge of effective clinical teaching practice and learning environments. The learning environment, important for the quality of education, contains integrating elements such as educational culture and instructional strategies, defining the behavior of the participants, the teaching behavior of teachers and the learning strategies adopted by students. Usually, the verbal dimension of communication is highlighted although it is demonstrated that in interaction situations the non-linguistic, nonverbal communication is far more effective. Nowadays, it is claimed that the students
are clients in a professional relationship because in such circumstances they receive signals; a different set of expectations, responsibilities and a respect typical of their own profession. The main point explored is, the quality of nonverbal communication between veterinary medical students and their teachers, because it is believed to have an influence on learning. Ambulatory practice with food production animals was utilized, and the visual recording was included. A television program on everyday life in the University’s Animal Hospital in 2009 was taken as a ready source of communication. A Small distance between the participants’ bodies and faces and a minimal number of
gestures and facial expressions are found. Instead, kinetic responses are well represented, either independently or as a response to the teacher’s gaze. For the students the rules of behavior were dictated by their teacher. There was an obvious professional-client relationship with closeness, familiarity and respect, but also a professional-client relationship in which the students had two basic tasks; to listen and to act. These characteristics have effects on learning and consequently, new hypotheses could be established, and the observed kinetic responses should be added to checking lists with only verbally defined categories, at least when the interaction in the veterinary context is involved.

Animal protection is an issue that takes on ever greater importance in today’s society. New expert findings and increasing general public interest are being projected into stricter requirements on the quality of living conditions of animals and their specialist assessment. Such specialist assessment and implementation of desired conditions of animal life requires specialist with university education in animal protection and welfare. It has become apparent that in order to assure adequate knowledge and experience of graduates acting as veterinary inspectors overseeing protection of animals against cruelty it is necessary to gather all the information into a specialized course. The existence of a separate course on the Animal Protection and Welfare in study programmes of veterinary faculties and high quality of instruction are basic prerequisites for improvement in the protection of both farm, companion, wild and laboratory animals in the future.

The University of Calgary Faculty of Veterinary Medicine (UCVM) outcomes based, core-integrated curriculum model emphasizes integration of basic sciences, clinical and professional skills through horizontally integrated courses beginning in the first year of the program. The Clinical Skills course constitutes 20% of the curriculum for each of the first three years of the program. This article reviews the theoretical foundation, development, delivery and assessment of student performance in the clinical skills course, including creation of essential skill lists, development of clinical simulators, creation of learning sessions, incorporation of sessional instructors from the distributed teaching hospitals, and development of objective structured clinical examination (OSCE) assessments.