2. Universidad Cardenal Herrera-CEU

Introduction: Practical competencies are crucial in teaching genetics to veterinary students, enabling them to master molecular genetics techniques for identifying genetic variants and diagnosing genetic diseases encountered in their professional practice. The «Genetics Social Network»” project aims to bridge the gap between theoretical knowledge and practical experience in genetics for veterinary students. By leveraging their familiarity and interest in new technologies, a shift from practice to praxis is proposed, enhancing student engagement, and aligning learning outcomes. This project aims to involve students in teaching by asking them to generate audiovisual material to review genetics techniques, fostering collaborative work and responsibility and enhancing laboratory skills and precision, transforming theory into lived experience. Materials and Methods: The project spanned two academic years, taking place within the practical sessions of the genetics course. A list of the developed molecular genetics techniques was compiled and participating students, usually organized in groups, selected one of them and utilized a part of the session time to produce micro-videos, akin to those on social media platforms. These micro-videos succinctly explained the key steps of the technique and practical tips. Using the Blackboard virtual teaching platform, a dedicated folder was created for sharing the generated micro-videos, enabling all classmates to access them for exam preparation. Additionally, voluntary participation in this project allows students to earn a micro-credential within the Veterinary Communication pathway. Results and discussion: After analysing the results of the first implementation of the project, enhancements were made to the presentation of the project to the students, aiming to promote greater acceptance. The results indicated an increase in student participation and engagement in the second year. Students reported a deeper understanding of genetic practices and expressed appreciation for the hands-on experience the project provided. The social network aspect fostered a sense of community and peer support, which was reflected in improved practical skills. Challenges included fostering increased student engagement and making video editing tools available and familiar to students, thereby enabling those who may hesitate to participate due to resource constraints to contribute as well. Conclusions: The «Genetics Social Network» has demonstrated potential as an effective tool for veterinary education, merging traditional learning with digital innovation. It has shown that when students’ technological affinity is harnessed for educational purposes, it can lead to enhanced learning outcomes. This project serves as a model for future educational innovations, suggesting that the integration of social technology in academia can be both beneficial and transformative.

The internationalization journey of the Faculty of Veterinary Medicine at CEU Cardenal Herrera University (CEU-UCH) started a decade ago with the creation of the French bilingual group, followed two years later by the initiation of the English bilingual group. This initiative resulted in a substantial rise in the enrolment of international students, constituting nowadays approximately 50% of the total student population in the faculty. Consequently, the Coordinator of Bilingual Groups position was established to address the unique needs and intricacies of the international student management. Over the past 10 years, this role has undergone continuous evolution. Initially, the Coordinator played a pivotal role in various tasks, including the recruitment and admission of new students, their orientation, providing ongoing support to international students, and helping in their professional integration, always in collaboration with other services. With the success of the bilingual groups and the substantial influx of international students, specific responsibilities were delegated to specialized services while others underwent refinement. Noteworthy examples include the management of new student admissions to the French group and the validation processes for international students, the digitalization of which commenced in 2020. This, in turn, has led to a reduction in file evaluation times, enhanced the precision of collected information, and improved the overall student experience by minimizing response times. Ultimately, this innovative international management model serves as a blueprint that can be adapted and extrapolated to other domains, as well as to other Faculties and Universities.

Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

Background: In modern times, horses are utilized not only for labour and transportation purposes but also for recreational activities such as competition and pleasure riding. In these various pursuits, the role of vision plays a crucial role. Electroretinography is the most used test to diagnose diseases of the retinal outer segment. There is a wide variety of devices to perform the electroretinography differing one from each other in the corneal electrode and the light stimulation. The Koijman electrode has been tested in dogs but not in horses. The main purpose of this study was to compare electroretinography parameters from horses sedated with detomidine alone or in combination with butorphanol, during a standardized protocol using the Koijman electrode and RETI-port® system. Seven mares were allocated to the detomidine and detomidine plus butorphanol group in a randomised, controlled, crossover study. Friedman and Willcoxon-signed ranked tests were used to compare the electroretinogram parameters. A Student's t-test was used to compare differences in the number of artefacts to valid values ratio obtained under both sedation protocols. Results: Dark adaptation peaked after 16 min under scotopic conditions in both groups. No significant differences in electroretinogram parameters between groups were observed. During the mixed rod and cone response evaluation under scotopic conditions, all mares made a movement of the head resulting in a high number of artefacts. The detomidine plus butorphanol group showed a non-significant tendency to have fewer artefacts and a longer duration of sedation compared to the detomidine group. Conclusions: Detomidine alone or combined with butorphanol may be suitable to use Koijman electrode and the RETI-port® to perform a standardized long protocol in horses with some adaptations.

The ability to communicate scientific information effectively is crucial for veterinary professionals. Consequently, veterinary students require consistent and proactive training in communication. In parallel, digital transformation has undoubtedly impacted educational institutions. To address these priorities, the TranspaVET project aimed to design an immersive educational experience through advanced and innovative technology. This article aims to share our experience involving first-year veterinary students in producing scientific posters and how augmented reality (AR) and virtual reality (VR) impact their scientific outreach. The project, developed in the academic year 2022-23, involved 35 students and eight mentor professors and resulted in nine scientific posters. The posters were digitized allowing their access through links or Quick Response (QR) codes. Firstly, they could be visualised in 3D Web preview and in AR, as images overlayed into reality through mobile devices. Secondly, they could be viewed in an immersive VR educational metaverse. Visitors could access the metaverse via their personal electronic devices and via VR headsets. Users can view, download, and share the posters and talk together inside the virtual environment. By January 7th, 2024, the posters were digitally viewed 1,795 times, and 207 unique users entered the TranspaVET metaverse from different Spanish regions (Valencian Community, Castile and Leon, Andalusia, Madrid, Catalonia, Asturias, and Galicia), as well as from Argentina and Costa Rica. The TranspaVET project represents a creative connection between educational innovation and scientific research dissemination. It sets an example for the future of immersive, technology-driven learning through a platform that combines AR and VR.

The effect of embryo reinsertion immediately after embryo flushing was studied. In Experiment 1, eight mares were used during 32 cycles (8 cycles in each group). For the first two groups, inseminated mares were flushed 8 days after ovulation and prostaglandin F2α was not administered: in group EF-ET (embryo flushing and embryo transfer) the embryo was reinserted in the same donor mare, while in the EF group, no further procedure was performed. In the third group (ET), non-inseminated mares (recipients) received a Day 8 embryo. Progesterone concentration was measured before EF/ET and 72 h after in the three groups. In Experiment 2, twelve mares were used during 17 cycles in two groups, EF-ET (n = 11) and ET (n = 6), as in Experiment 1, except that every mare was flushed 24 h after embryo transfer to retrieve the embryo. Fewer pregnancies resulted after transfer in EF-ET cycles (0/8, 0%) than in the ET group (6/8, 75%). Progesterone concentration decreased significantly (p = 0.05) 72 h after EF-ET but not in EF or ET cycles (p > 0.1). Three mares from the EF-ET showed full luteolysis and signs of endometritis. In Experiment 2, more (5/6; p = 0.08) grade 1 embryos were recovered in the ET compared to the EF-ET group (3/7); 4 embryos were graded 3–4 (were broken or had signs of degeneration) in the EF-ET group but none in the ET group. In both groups, capsule fragments were obtained as indicative of the presence of a recently destroyed embryo in the EF-ET (n = 3) and ET (n = 1) groups. Positive bacterial cultures were obtained in 2/11 and 1/6 embryo flushes from the EF-ET and ET groups, respectively.

The aims of this study were to determine the effect of the embryo flushing technique and the number of flushing attempts performed by operators of different experience on embryo recovery (ER). Ten non-lactating mares were inseminated with the same stallion in six cycles each (n = 60). Embryo flushing (EF) was performed 7–9 days after ovulation by three operators (OP; 20 EF cycles each): OP1 had performed >500 EF before the study, while OP2 and 3 had performed 0 EF. Each EF was performed with 2 flushing attempts (FA) using 1L of ringer's lactate “in-and-out” using two EF techniques: 1) uterine massage (UM): continuous ballottement and massage of the uterus per rectum during ringer lactate recovery, 2) gravity flow (GF): the ringer lactate was allowed to flow back without massaging the uterus. In both groups, 20 IU of oxytocin were administered at the second FA and the ringer lactate was allowed to remain in the uterus for 3 min before recovery. An extra FA was performed in each group using 0.5 L of ringer lactate and uterine massage. More embryos (P < 0.05) per ovulation were recovered in the UM (17/33, 0.51) than in the GF group (8/36, 0.22). For the UM group, 16/17 embryos (94.1 %) were recovered in the first FA, while only one embryo in the second FA (1/17, 5.9 %). In the GF group, 4 embryos were recovered in each FA. No embryo was found in the extra FA in the UM group, while seven additional embryos were found in the GF group (5/7 flushed by OP1; P < 0.05). The overall ER per cycle was 70, 40, and 45 % for OP1, 2 and 3, respectively. In conclusion, highest embryo recovery is achieved in EF performed with UM, with the majority of embryos being flushed in the first FA.

Ecological nutrition aims to unravel the extensive web of nutritional links that drives animals in their interactions with their ecological environments. Nutrition plays a key role in the success of European wild rabbit (Oryctolagus cuniculus) and could be affected by the breeding status of the animals and reflected in the metabolome of this species. As nutritional needs are considerably increased during pregnancy and lactation, the main objective of this work was to determine how the breeding status (pregnant and lactating) of European wild rabbit does affects nutritional requirements and their metabolome (using targeted and untargeted metabolomics), aiming to find a useful biomarker of breeding status and for monitoring nutritional requirements. To address this gap, 60 wild European rabbits were studied. Animals were divided according to their breeding status and only pregnant (n = 18) and lactating (n = 11) rabbit does were used (n = 29 in total). The body weight and length of each animal were analyzed. The relative and absolute chemical composition of the gastric content and whole blood sample were taken, and targeted and untargeted metabolomics were analyzed. As a main result, there were no differences in biometric measurements, gastric content, and targeted metabolomics, except for live weight and nonesterified fatty acids (NEFA), as pregnant animals showed higher live weight (+12%; p = 0.0234) and lower NEFA acid levels (−46%; p = 0.0262) than lactating females. Regarding untargeted metabolomics, a good differentiation of the metabolome of the two breeding groups was confirmed, and it was proven that pregnant animals showed higher plasmatic levels of succinic anhydride (3.48 more times; p = 0.0236), succinic acid (succinate) (3.1 more times; p = 0.0068) and propionic acid (3.98 more times; p = 0.0121) than lactating animals. However, lactating animals showed higher levels of N-[(3a,5b,7b)-7-hydroxy-24-oxo-3-(sulfoxide) cholan-24-yl]-Glycine (cholestadien) (2.4 more times; p < 0.0420), 4-maleyl-acetoacetate (MAA) (3.2 more times; p < 0.0364) and irilone (2.2 more times; p = 0.0451) than pregnant animals, any of these metabolites could be used as a potential biomarker. From these results, it can be concluded that the most notable changes were observed in the metabolome of individuals, with most of the changes observed being due to energy and protein mobilisation.

Background: PGF2α is commonly given at the end of embryo flushing (EF) to shorten the interval to the next oestrus and ovulation. Objectives: To determine the effect of repeated EF on plasma progesterone concentration, percentage of mares with endometritis, unwanted pregnancy and subsequent fertility in mares flushed without the use of PGF2α. Study design: Controlled experiments. Methods: Nine mares were inseminated in seven consecutive cycles (n = 63), to either perform an EF (n = 54) 7–9 days after ovulation or left pregnant (n = 9). PGF2α was not used to induce oestrus. Ultrasound examination and blood sampling were performed just before the EF and 72 h later to determine changes in progesterone concentration and signs of endometritis. Results: The overall percentage of positive EF/pregnancy was 55.5% (30/54) and 66.7% (6/9), respectively. The likelihood of pregnancy/positive EF in the first three cycles was 55.5% (15/29). This was not different (p > 0.1) from the fertility of the last four cycles (69.4%, 25/36). In five EF cycles (9.3%), mares had signs of endometritis and early luteolysis (progesterone <2 ng/mL) 72 h after EF. The reduction in progesterone concentration by 72 h after EF was greater (p < 0.05) for Day 9 (−2.3 ± 0.7 ng/mL) than Day 7 (−1.0 ± 0.8 ng/mL) or Day 8 (−1.3 ± 1.1 ng/mL) cycles. The progesterone concentration in non-flushed mares did not vary significantly during the sampled period (Day 7–12). There were 5 cycles in which the donor mare remained pregnant after the EF, although four were from a single mare. Main limitations: The mare population was limited to barren and maiden mares. The cycle order and operator allocation to each EF were not randomised. Conclusions: EF induces a subtle, but significant reduction in progesterone concentrations compared with non-EF cycles. However, the percentage of mares with EF-induced full luteolysis is low (9.3%). The fertility of mares after repeated EF without administration of PGF2α was unaffected; however, there is a considerable risk of unwanted pregnancy (5/27 = 18.5%) in donors from which an embryo was not recovered.