Veterinary schools are facing the challenge of increasing animal welfare (AW) training while also attracting future practitioners to livestock medicine. Both objectives may be better achieved through farm visits early in veterinary training. First year veterinary students at the University of Minnesota (n = 103) were surveyed during the Spring 2019 Professional Development II course to document their knowledge, attitudes, and values relative to pigs, AW, and the industry before and after classroom and online lectures and a visit to a farrow-to-wean farm. Quantitative (Kruskal-Wallis, Kendall tau-c and Chi-Square) and qualitative (content analysis) analyses were used to identify shifts in knowledge and attitudes and associations with demographics and use of the AW values of biological functioning, affective state, and natural living. Most students were female (85.4%), from urban/suburban backgrounds (68.9%), and did not wish to work with livestock (66.0%). Knowledge scores (p <.05) and attitudes toward pigs (p = .0152) improved after visiting the farm. Satisfaction with AW on most commercial farms shifted after the farm visit (p = .0003), with those valuing biological functioning becoming more satisfied (p = .0342). In contrast, students who visited the farm when enrichment was provided were more dissatisfied compared to those who toured the farm without enrichment (p = .0490). Those referencing natural living (p = .0047) rated the toured farm as a poorer steward of welfare. Students’ AW concerns included behavioral restriction in individual stalls and injury and lameness in group pens. Farm visits are an important tool in veterinary education, but may result in segmentation in student knowledge and attitudes relative to livestock welfare.

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Environmental enrichment is an important strategy to improve the welfare of farm animals. However, relatively little is known about enrichment for gestating sows, especially those raised on farms with slatted floors and for which provision of straw may be difficult. The objective of this study was therefore to investigate the short-term (4 d) impact of a point-source enrichment object on the behavior of gestating sows housed in group pens. Four pens of gestating sows on a university research farm were randomly allocated to receive either enrichment or no enrichment (control) in a 2 by 2 crossover design. Time budgets were established by video recording focal sows' behaviors (n = 10 focals per pen) every 15 min between 0800 and 1500 every day. Enrichment use was further characterized by continuous behavior sampling for a 1 h interval between 0830 and 0930 each day. The impact of parity, lameness and presence of stereotypical behavior such as sham chewing on enrichment use was evaluated. Over the course of the study, focal sows spent approximately 73% of observations inactive [either lying down (70%), standing (2%), or sitting (1%)]. Within the remaining observations, sows were most commonly observed sham-chewing (16%), followed by 3% exploring, 2% feeding, 2% walking and 1% interacting with the enrichment when it was available. Low-parity sows, moderately-lame sows, and sows observed sham chewing at baseline displayed more consistent enrichment use over the course of the study (p = 0.02, p &lt; 0.01, p = 0.04, respectively). While no adverse behavioral effects (increased agonism or sham chewing) due to provision or removal of the enrichment object were observed and while 85% of sows were observed to interact with enrichment at least once, interest declined sharply after the first day. We conclude that further research is needed to identify effective and sustainable enrichment strategies for gestating sows.