Survey of mistakes made by recent veterinary graduates

To investigate the incidence and types of mistakes made in veterinary practice, and to assess the impact the mistakes had on the veterinarians involved, a questionnaire was sent in November 2002 to all the veterinary graduates of the Universities of Bristol, Edinburgh, Glasgow, London and Liverpool in 2001. One hundred and eight (27 per cent) of 402 questionnaires were returned completed; 87 of 106 respondents (82 per cent) worked frequently or always unsupervised and only 46 (43 per cent) could always rely on support from other veterinarians in the practice. Since starting work, 82 of 105 respondents (78 per cent) stated that they had made a mistake, defined as an erroneous act or omission resulting in a less than optimal or potentially adverse outcome for a patient and in many cases these mistakes had had a considerable emotional impact on the veterinarians involved. The survey highlights that a large number of recently graduated veterinarians work with little supervision and that many veterinarians beginning their year in practice do not always have access to assistance from other veterinary colleagues.     

A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

Objective To examine the development of attitudes and opinions relating to the veterinary profession.
Design Longitudinal study.
Population Students, 154 in all, who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results Few changes in opinion over time were found on the role of the profession, or on the status and prestige of veterinarians. Changes did occur in views on the characteristics of a successful veterinarian, with increases in the perceived importance of interpersonal skills, and of the capacity to work hard, and decreases in the perceived importance of honesty and integrity, dedication and the prevention of cruelty. Attitudes hardened over time in relation to costs of treatment, non-payment of fees and availability out of hours. Individuals changed their opinion on whether to counsel or report an incompetent colleague, but the changes in one direction were approximately equal to those in the opposite direction.
Conclusions The attitudes and opinions of veterinary graduates result from experiences before and during their veterinary course. In general the perceived importance of interpersonal skills increases during the course, and the level of altruism decreases.     

A longitudinal study of veterinary students and recent graduates: 3. Perceptions of veterinary education

Objective To examine the attitudes and opinions on veterinary education at the beginning and end of the veterinary course, and after graduation.
Design Longitudinal study.
Population Students – 154 in all – who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results When they entered the course, the students were looking forward more to learning about animals than about basic sciences. At fifth year and after graduation most believed that more emphasis should have been placed on all facets of their education except the basic sciences. It may be difficult to increase this emphasis without placing undue pressure on the students, although more than half of the fifth year students and graduates agreed that there is much in the curriculum that is not needed by a practising veterinarian. Only one-third or less agreed that veterinarians are well equipped to practise veterinary science immediately they graduate. There was no relationship between the level of agreement with this statement, and the academic grades obtained.
Conclusions A majority of veterinary graduates do not believe that they are well equipped to practice immediately they graduate. They believe that more emphasis should have been placed on most facets of their education, but, conversely, that there is much in the curriculum that is not needed by a practising veterinarian.     

A longitudinal study of veterinary students and recent graduates 4. Gender issues

Objective To study differences in experiences, attitudes and opinions between female and male veterinary students and recent graduates.
Design Longitudinal study.
Population Students – 77 males and 77 females – who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results Females decided to study veterinary science at a younger age than males and were more influenced by 'a love of animals', the image of veterinarians as portrayed on television, an interest in living things and in the scientific study of disease. Males were more influenced than females in aspects of the workplace: bosses and money. There were no gender differences in their background in relation to farms, or to animals, or in their career plans. However females when in first year expected a lower initial income than males; an expectation that was realised in the first year after graduation. As first year students and also as veterinarians, females had stronger views than males on animal welfare issues, and also felt that the veterinary profession had a lower status relative to other professions.
Conclusions Significant differences in attitudes and experiences exist between males and females entering the veterinary profession. The situation of females in relation to income and status is consistent with that in other professions, where females have been disadvantaged compared with males.     

A longitudinal study of veterinary students and recent graduates: 1. Backgrounds, plans and subsequent employment

Objective To examine factors that influence career choies by veterinary graduates.
Design Longitudinal study.
Population Students – 77 female and 77 males - who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were arranged into an aggregated data set, then analysed using the SAS System for Windows.
Results These students chose veterinary science, many cases at an early age, because of their attitude towards animals rather than advice from other people. Most had extensive experience with animals, and many gained this in cities rather than on farms. Between half and two-thirds of them looked forward to a career in private practice when they were in first year. The proportion planning a career in private practice was highest for those who chose veterinary science before they were 12 years old. One-quarter of those in first year were undecided about what they would do after graduation. When they were surveyed in fifth year, most planned to enter mixed private practice at least initially. In fact, 59% entered mixed practice and 28% small animal practice. There were no significant relationships between prior experience with animals and either career plans or success in the job market. When asked in their second year after graduation, about half planned to continue in private practice over the longer term, and a quarter were undecided.
Conclusions The decision to study veterinary science is often made at a young age, and is influenced mainly by attitudes towards animals. The career path planned by the majority involves private practice, but for about a quarter the future is unclear, both when they enter the course and after they have worked as veterinarians.     

Evaluating the curriculum of the veterinary school of Firat University, Turkey, in terms of professional and technical skills

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.     

Longitudinal study of career plans and directions of veterinary students and recent graduates during the first five years after graduation

Objectives To determine the patterns of work undertaken by veterinarians during the first 5 years after graduation, and to study the background to career decisions. Design Longitudinal study. Population Veterinarians (119) who started the veterinary course at The University of Queensland in 1985 and 1986, and who responded to a mailed questionnaire 5 years after they graduated. Procedure Questionnaires were completed in the first and fifth year of the veterinary course, and in the second and after the fifth year after graduation. The data were coded numerically and analysed using the SAS System for Windows. Results Most respondents (61%) planned to work in mixed practice and 61% entered mixed practice initially, but only 39% of these (26% of the total) remained in mixed practice after 5 years. Those who had grown up on a farm which derived primary income from animals were more likely to enter mixed practice, but half of this group had left mixed practice after 5 years. Most decisions to change career direction involved a move away from negative factors including inadequate private time and/or rewards, issues involving other people including the practice principal and sometimes clients, or aspects of the work itself. However, some cited positive reasons, including opportunities to learn, to help others or to travel. There were no significant differences between males and females in the numbers entering mixed practice or leaving it, or entering small animal practice, or in attitudes to many issues involving veterinarians. However, more females than males found their remuneration too small, and females did receive significantly smaller incomes than males. Conclusions Most graduating veterinarians, especially those from farms with animals, seek to enter mixed practice initially. Negative experiences are mainly responsible for moves to small animal practice. Gender does not affect the distribution of young veterinarians between mixed and small animal practice.     

Perceptions of fourth-year veterinary students about the human-animal bond in veterinary practice and in veterinary college curricula

OBJECTIVE: To assess veterinary students' perceptions regarding the importance of addressing the human-animal bond in veterinary practice and their perceptions about the adequacy of curricula on the human-animal bond as presented in US veterinary colleges. DESIGN: Survey. PROCEDURE: Data were collected via a brief questionnaire mailed during the summer of 1996. Questionnaires were returned by 552 senior veterinary students representing 21 of 27 veterinary colleges in the United States. RESULTS: Senior veterinary students believed that the human-animal bond should be a concern of practicing veterinarians, but most did not believe they were receiving adequate instruction about the human-animal bond in their veterinary colleges. Gender was significantly related to differences in perceptions; female students appeared to have more interest in addressing the human-animal bond than male students. Students in small animal programs viewed the human-animal bond differently than those in large animal programs. Finally, students attending schools with extensive human-animal bond or human relations curricula were more likely to believe they were receiving adequate instruction in this area than students in other schools. CONCLUSIONS AND CLINICAL IMPLICATIONS: Curricula addressing the human-animal bond need to be developed and implemented in veterinary colleges in the United States.     

Observations on the technical quality of radiographs submitted to a veterinary college.

The technical quality of 75 sets of radiographs submitted from general practice was assessed. The most serious faults were underdevelopment and failure to collimate the beam adequately. The correction of these two faults should significantly improve the overall standard of veterinary practice radiography.     

Visuospatial skills are better predictors than dexterity for basic ultrasonographic and fluoroscopic skills in veterinary students

Radiological skills including ultrasonography and fluoroscopy, require a combination of manual dexterity and visuospatial skill to develop competency. The ability to detect veterinary students with an interest in radiology but who are deficient in these skills, may permit more individual adaptations to training programs, allowing for students training in radiology to achieve maximal potential. The objective of this cohort study was to investigate whether innate dexterity and visuospatial skill could be used to predict performance of basic ultrasound and fluoroscopic skills in veterinary students. Fifty veterinary students from the Ontario Veterinary College completed three tests of visuospatial ability, two tests of manual dexterity, a three‐dimensional mouse task, an ultrasound skill‐testing task, and a fluoroscopic skill‐testing task. Students who reported chopstick use completed the non‐dominant hand ultrasound task significantly faster than students who did not (P = 0.001). There was a significant positive association between scores on the Mental Rotations Test and time to complete the non‐dominant hand ultrasound task (P = 0.011) and fluoroscopy task (P = 0.029). No variables were associated with time to complete the dominant hand ultrasound task. The results of this study suggest that visuospatial skill, as assessed by the Mental Rotations Test, is a better predictor of baseline ultrasound and endovascular fluoroscopy skill than dexterity, with the exception of reported chopstick use, in veterinary students. Visuospatial skills can be developed and may be useful to include in the veterinary curriculum for students that are deficient, or students entering a field such as diagnostic imaging.     

Clinical skills and knowledge used by veterinary graduates during their first year in small animal practice

OBJECTIVE: To determine the clinical skills and areas of knowledge used by veterinarians in small animal practice during their first year after graduation and the degree of assistance and supervision they received while developing these skills. DESIGN: A postal survey was sent in December 1999 to 59 veterinarians who completed their training at Murdoch University in December 1998. PROCEDURE: The first part of the survey asked for information on veterinary work patterns since leaving university. The second part consisted of a list of diagnostic and therapeutic skills of varying complexity and the graduates were asked to indicate whether they had used these skills in practice and whether they had been assisted or supervised while doing them. The respondents were also asked if they had had the opportunity to practise these skills as undergraduates at university or during extramural experience. In the third part the areas of knowledge used in practice were assessed by analysis of a series of consecutive cases. RESULTS: Forty replies were received but since three graduates had done no small animal work the analysis of the skills section is based on 37 responses. Thirty graduates supplied information on 994 canine cases and 308 feline cases. The distribution of the mean work time was dogs and cats 69%, horses 13%, farm animals 11%, birds 3% and others 4%. Skills used by over 90% of graduates included general anaesthesia, examination of the tympanic membrane, taking and interpreting an abdominal radiograph, catheterising a male cat, fine needle aspiration of a mass, neutering dogs and cats, tooth scaling and extraction and treating an aural haematoma. The survey also identified the opportunities for undergraduates to practise some of these skills during extramural experence and the extent of assistance given to new graduates during their first year in practice. The areas of knowledge used in over 10% of the cases included vaccination, anaesthesia/sedation, skin/coat problems, general advice on pet health, neutering and musculoskeletal diseases. CONCLUSION: Veterinarians, in their first year after graduation, use a wide range of complex diagnostic and therapeutic skills. Although many of these skills are acquired during the undergraduate training, a significant contribution is made by extramural practical work undertaken during the clinical years of the undergraduate course and in the first year following graduation. Practising veterinarians play an important role in providing opportunities and supervision for clinical training.     

Clinical skills and knowledge used by veterinary graduates during their first year in small animal practice

Objective To determine the clinical skills and areas of knowledge used by veterinarians in small animal practice during their first year after graduation and the degree of assistance and supervision they received while developing these skills. Design A postal survey was sent in December 1999 to 59 veterinarians who completed their training at Murdoch University in December 1998. Procedure The first part of the survey asked for information on veterinary work patterns since leaving university. The second part consisted of a list of diagnostic and therapeutic skills of varying complexity and the graduates were asked to indicate whether they had used these skills in practice and whether they had been assisted or supervised while doing them. The respondents were also asked if they had had the opportunity to practise these skills as undergraduates at university or during extramural experience. In the third part the areas of knowledge used in practice were assessed by analysis of a series of consecutive cases. Results Forty replies were received but since three graduates had done no small animal work the analysis of the skills section is based on 37 responses. Thirty graduates supplied information on 994 canine cases and 308 feline cases. The distribution of the mean work time was dogs and cats 69%, horses 13%, farm animals 11%, birds 3% and others 4%. Skills used by over 90% of graduates included general anaesthesia, examination of the tympanic membrane, taking and interpreting an abdominal radiograph, catheterising a male cat, fine needle aspiration of a mass, neutering dogs and cats, tooth scaling and extraction and treating an aural haematoma. The survey also identified the opportunities for undergraduates to practise some of these skills during extramural experience and the extent of assistance given to new graduates during their first year in practice. The areas of knowledge used in over 10% of the cases included vaccination, anaesthesia/sedation, skin/coat problems, general advice on pet health, neutering and musculoskeletal diseases. Conclusion Veterinarians, in their first year after graduation, use a wide range of complex diagnostic and therapeutic skills. Although many of these skills are acquired during the undergraduate training, a significant contribution is made by extramural practical work undertaken during the clinical years of the undergraduate course and in the first year following graduation. Practising veterinarians play an important role in providing opportunities and supervision for clinical training.