Managing stress in veterinary students

The process of obtaining a veterinary medical education creates a number of potential cognitive, emotional, physical, interpersonal, and developmental stressors for veterinary students. Although most universities offer stress management interventions for their students, these programs are often directed toward undergraduate students or non-veterinary graduate students, whose educational programs differ significantly from those of veterinary students. There is a need for specific stress management programs tailored to the needs of veterinary students. This article summarizes research drawn from the psychology, medical, and veterinary medical literature about the causes of stress that veterinary students experience. Interventions are discussed, and several Oregon State University (OSU) programs and liaisons are described. Stress management resources are suggested.     

Evaluation of an internal research funding program in a school of veterinary medicine

The present article describes a paradigm for evaluating the internal research funding program of a college or school of veterinary medicine, using as an example a similar exercise recently conducted at the Louisiana State University School of Veterinary Medicine (LSU SVM). The purpose of the exercise was to quantify and evaluate the effectiveness of the LSU SVM internal research funding mechanism known as the Competitive Organized Research Program (CORP). The evaluation resulted in several important observations that will allow us to further improve the effectiveness of our internal research funding program investment. Among the most important of these was the greater return on investment for CORP projects funded with smaller awards (approximately $10,000 US) compared to projects funded with larger awards (approximately $52,000 US). Other colleges and schools of veterinary medicine may find such an exercise similarly informative and beneficial.     

Personality and academic performance of three cohorts of veterinary students in South Africa

To aid in selecting students for admission to undergraduate veterinary training, admissions procedures often take into account students' previous academic performance as well as the results of an interview. The study reported here investigated the relationship between personality and academic success. Students from three entry cohorts to the second year of study of a six-year BVSc program at the University of Pretoria completed the 16 Personality Factor Questionnaire. A meta-analytic approach was used to estimate the relationship between academic performance in two major final-year subjects and academic performance on entry, an interview score, and the personality factors. The study confirmed the value of previous academic performance and the interview in selecting students for the veterinary degree program. The findings also indicate that the inclusion of a measure of intellectual ability could be of value. The value of various personality characteristics in predicting good study habits and examination performance is highlighted by the study results: students were more successful if they were conscientious, emotionally stable, socially adept, self-disciplined, practical rather than imaginative, and relaxed rather than anxious. It appears worthwhile to consider including an appropriate personality questionnaire in the selection process to improve the accuracy of predictions of students' success. A sound personality make-up will not only increase the likelihood of academic success but should also be beneficial in the successful management of a veterinary practice and in enjoying veterinary science as a career.     

Over-the-counter stimulant, depressant, and nootropic use by veterinary students

US veterinary students are subject to significant stress throughout their veterinary education. In this article, the authors characterize the use of over-the-counter (OTC) medications and relate their use to stress in a veterinary student population. Of the students sampled, 35% were OTC medication users; 33% of these were regular OTC medication users. Forty-three percent of students were energy drink (ED) users; 45% of these were regular ED users. OTC medication users had significantly higher stress scores than non-OTC medication users, and ED users had significantly higher anxiety scores than non-ED users. The most common reasons for use given by OTC medication users were to help with studying and to fall asleep at night. Depression scores were significantly higher for juniors and sophomores than for freshmen. Depression, stress, and anxiety scores were all lower in the Colorado State University students when compared with the University of Georgia students. OTC medication and ED veterinary student users had distinct characteristics that differed from those of nonusers. Users suffered from more stress and anxiety and had more difficulties with sleep, which may have affected their overall health and academic performance. Educating veterinary students about the consequences of using OTC medication and ED and providing counseling support may be of benefit to veterinary students' psychological well-being.     

Prevalence of IgG Antibodies to Toxoplasma gondii in Veterinary and Undergraduate Students at Virginia Tech,Blacksburg, Virginia

Toxoplasma gondii is a globally distributed parasitic protozoan that infects humans and other warm‐blooded vertebrates. Felids are the only definitive host for T. gondii, and they excrete oocysts in their faeces. The national prevalence in humans is declining in the United States. This zoonotic organism is of particular interest due to its importance in pregnant women, in individuals with altered immune systems, and in reactivated ocular infections. Exposure to the parasite in humans is usually associated with consumption of raw or undercooked meat or by accidental ingestion of oocysts. It was hypothesized that veterinary students would have a greater chance at exposure to the parasite than an average population of undergraduate students due to increased contact with cats who are infected. A commercially available ELISA was used to examine serum samples from 336 students (252 veterinary students and 84 undergraduate students) at Virginia Polytechnic Institute and State University and the Virginia‐Maryland Regional College of Veterinary Medicine for serum IgG antibodies to T. gondii antigen. The prevalence of T. gondii in these subjects was 5.6% in veterinary school students (n = 252) and 2.4% in undergraduates (n = 84). There was no significant difference (P > 0.05) in the prevalence of T. gondii antibodies in veterinary versus undergraduate students. The overall prevalence of 4.8% in all students in this study reflects the continuing decline of antibodies to T. gondii in humans in the United States.     

Predictors of depression and anxiety in first-year veterinary students: a preliminary report

Historically, veterinary medical students' mental health has rarely been investigated, but recently there has been renewed interest in this topic. The present study evaluated depression and anxiety levels in a cross-sectional investigation of 93 first-year veterinary medical students enrolled at Kansas State University (KSU). During their first semester, students completed the Center for Epidemiological Studies Depression Scale (CES-D) and the Mental Health Inventory's Anxiety Scale (MHI-A). Results indicate that 32% of these first-year KSU veterinary students were experiencing clinical levels of depressive symptoms. Additionally, students reported elevated anxiety scores. Predictors of depression and anxiety levels include homesickness, physical health, and unclear instructor expectations. Areas of intervention with a focus on improving veterinary medical student well-being are discussed.     

Teaching the didactic aspects of ophthalmology and dermatology using an off-site instructor

A shortage of veterinary educators in various clinical disciplines is requiring faculty at veterinary schools to develop novel approaches to teaching professional students a core of information in each major clinical discipline. This article presents experiences at Washington State University (WSU) College of Veterinary Medicine in the teaching of the didactic components of ophthalmology and dermatology over four years using pre-prepared lectures developed by off-site instructors. The methodology of lecture preparation and presentation and various perspectives of student satisfaction with this teaching/learning method are presented.     

Pre-matriculation indicators of academic difficulty during veterinary school

The purpose of this study was to assess pre-matriculation academic and demographic data to identify risk factors for academic difficulty and failure to graduate among veterinary students. Admissions data were compiled for 1,098 students admitted to veterinary college between 1989 and 2000 inclusive. Students were classified by (a) academic success, consisting of students who completed veterinary school within four years in the top 90% of the class or (b) academic difficulty, including students dismissed for academic reasons, students who experienced academic delay, and students who graduated with a cumulative GPA in the 10th percentile of their class. Of 1,098 admitted students, 930 (84.7%) completed veterinary school within four years in the top 90% of their class. Among students with academic difficulty, 94 (8.6%) completed veterinary school in four years in the 10th percentile, 44 (4%) experienced academic delay, and 30 (2.7%) were dismissed. Academic difficulty was associated with a low prerequisite GPA, a low GRE score, poor undergraduate institutional selectivity, and older age (> or =35 years). Students who attended three-or-more undergraduate institutions or two-year colleges prior to attending a four year institution were 1.9 times more likely to experience academic difficulty and 3.87 times more likely to fail to graduate than students who attended a four-year institution (major or small) to complete their prerequisites. These study findings may assist with early identification of students at greater risk of experiencing academic difficulty and support the consideration of cognitive selection criteria (GRE and GPA) and undergraduate institutional experience during the admissions process.     

Information-seeking behaviors of first-semester veterinary students: a preliminary report

Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training.     

Potential barriers to veterinary student access to counselling and other support systems: perceptions of staff and students at a UK veterinary school

Considerable evidence suggests that veterinary surgeons' mental health is often poorer than comparable populations and that the incidence of suicide is higher among veterinary surgeons than the general public. Veterinary students also appear to suffer from high levels of anxiety and stress, and may possess inadequate coping strategies when faced with adversity. Veterinary students may find it difficult to access central university support systems due to their heavy workload and geographical isolation on some veterinary campuses. A previous study of University of Edinburgh fourth-year veterinary students found that support services located several miles from the main veterinary campus was a barrier to students accessing counselling services. Consequently, a pilot project was initiated, which provided a counselling service at the University of Edinburgh's rural Easter Bush veterinary campus one afternoon a week during 2010. As part of the evaluation of this service, web-based questionnaires were delivered via e-mail to all veterinary staff and students towards the end of the 12-month pilot period to evaluate perceptions of barriers to student counselling and to investigate student-valued support services. Questionnaire responses were received from 35 per cent of veterinary students and 52 per cent of staff. Stigmatisation of being unable to cope was a potent inhibitor of seeking support within the veterinary environment, but counselling was perceived as valuable by the majority of staff and students. Provision of an on-site counselling service was considered important for increasing ease of access; however, students viewed friends and family as their most important support mechanism. Workload was cited as the main cause of veterinary student stress. The majority of staff and student respondents perceived veterinary students as having an increased need for counselling support compared with other students.     

Locational profiles: incoming veterinary students and outgoing new veterinarians, 1971-78, New York State College of Veterinary Medicine, Cornell University

Relationships between the demographic areas of incoming veterinary students and first placement locations were examined during 1971-1978 for the New York State College of Veterinary Medicine at Cornell University. Seventy-four percent of the incoming students were New York residents whereas only 52 percent of the graduates selected New York sites for their first placement after graduation. Part of the net loss may be the result of temporary moves into the state to gain residence status, educational preparation and possibly some hope for improving admission eligibility. After completing their veterinary education, they are more likely to return to areas closely associated with family and childhood experiences for first placement choices or for advanced educational offerings. Three demographic classifications were used to identify patterns of movement into and out of the state (Urban, Suburban and Rural). No significant differences in area distribution patterns were observed between incoming and outgoing students/graduates. However, when the data were separated by sex, the outgoing distribution patterns were significantly different for female graduates (Urban and Rural areas preferred over Suburban). Sixty-five percent of the out-of-state placements were in New England and other Northeastern states, with Rural areas showing major strengths.     

Evaluation of student attitudes to cooperative learning in undergraduate veterinary medicine

RATIONALE FOR THE STUDY: Recent studies have demonstrated that collaborative or cooperative learning (CL) provides students and teachers with a variety of advantages over traditional instructional methods. To explore the possibility of introducing CL into the veterinary undergraduate curriculum on a larger scale-to facilitate the development of professional competencies-a cooperative learning assignment (CLA) was introduced into the fourth year Bachelor of Veterinary Medicine and Surgery (BVMS) degree course at the University of Glasgow. An evaluation was carried out as a basis for optimizing subsequent CL activities in the undergraduate course. METHODOLOGY: Evaluation of student attitudes to the CLA was conducted using pre- and post-task questionnaires and a focusgroup discussion involving student representatives from several of the small groups. Quantitative questionnaire data were imported into SPSS and a statistical test was used to identify any significant shifts in student attitudes. RESULTS AND CONCLUSIONS: Analysis of the quantitative questionnaire results indicates that students-who regarded themselves generally as team players rather than competing individuals-had few concerns before or after the CLA. There were some significant shifts (negative and positive) in response to some of the questions, but generally the results were encouraging. However, a number of issues emerged from the focus-group discussion with regards to the administration of CL and matching students' expectations to their experiences. In particular, students need to be adequately informed at the outset about the CL process and about how it will be assessed, have access to the required facilities, and be comfortable with learning different skills sets from those their peers are learning. Staff facilitators require adequate guidance on what they are expected to contribute to the CL process.     

Veterinary school consortia as a means of promoting the food-supply veterinary medicine pipeline

Ideas about centers of emphasis and veterinary medical teaching consortia have resurfaced to attract students into food-supply veterinary medicine (FSVM). From 1988 to 2000 a multiple veterinary school consortium approach to food-animal production medicine (FAPM) teaching was conducted to handle regional differences in case load, faculty strengths, and student interests. Six universities developed a memorandum of understanding to provide a wide variety of in-depth, species-specific clinical experiences in FAPM to balance their individual strengths and weakness in addressing food-animal agriculture, to provide for student exchange and faculty development, and to conduct research in food safety. Changes in leadership, redirection of funds, failure to publicize the program to faculty and students, and a focus on research as opposed to teaching led to dissolution of the consortium. However, this approach could work to improve recruitment and retention of students in FSVM if it focused on student exchange, fostered a more integrated curriculum across schools, encouraged faculty involvement, garnered institutional support, and used modern technology in teaching. Private veterinary practices as well as public/corporate practices could be integrated into a broader food-animal curriculum directed at building competency among FSVM students by providing the in-depth training they require. Requirements for the success of this type of program will include funding, marketing, leadership, communication, coordination, integration, and dedicated people with the time to make it work.     

A historical overview of African American veterinarians in the United States, 1889- 2000

The annals of veterinary medical history rarely mention the presence of African American veterinarians and other minorities. Between 1889 and 1948, records show, a meager 70 African Americans graduated from veterinary schools in the United States and Canada. It was not until the veterinary school at Tuskegee (Institute) University was established in 1945 that a significant increase in the number of African American veterinarians occurred in the United States, and over the ensuing years their participation in every facet of the profession has been striking. Their employment in various areas of the profession and their successful performance in the workforce have done much to dispel stereotypical perceptions about minorities. Despite demographic data indicating that the United States is moving rapidly toward a multicultural society, recruitment programs to increase the number of African American students and faculty at the 27 US veterinary colleges have not kept pace with the declared goals of ethnic diversity. If the needs of a changing culture are to be met, veterinary medical education must look toward more ethnic inclusion in the student body and faculty. To that end, the Iverson C. Bell Symposium has consistently advocated the adoption of new and creative methods for increasing minority student enrollment and expanding faculty opportunities in the nation's veterinary colleges.     

Signalment and clinical features of diskospondylitis in dogs: 513 cases (1980-2001)

OBJECTIVE: To determine signalment, clinical features of the disease, and treatment in dogs with diskospondylitis. DESIGN: Case-control study. ANIMALS: 513 dogs with diskospondylitis (cases) and 236,109 canine hospital accessions (controls) from 12 veterinary teaching hospitals. PROCEDURE: Information retrieved from the medical records of 123 dogs with diskospondylitis at the Louisiana State University veterinary teaching hospital between 1980 and 2001 included sex, age, breed, primary complaint, neurologic status, location of lesions, causative organism, treatment, and outcome. The signalment of 390 additional cases from 11 other veterinary teaching hospitals was accessed from the Veterinary Medical Database. Comparisons were made with controls from the same time periods. RESULTS: Male dogs were twice as likely as female dogs to be affected (odds ratio [OR], 2.0; 95% confidence interval [CI], 1.7 to 2.4). Dogs were significantly more likely to be affected as age increased. Purebred dogs, especially Great Danes, were more likely than mixed-breed dogs to be affected (OR, 73; CI, 4.3 to 12.6). For dogs from Louisiana State University, Staphylococcus spp, Brucella spp, Streptococcus spp, and Escherichia coli were isolated most often; multiple organisms were detected via microbial culture in 11 dogs. The mean duration of treatment was 53.7 weeks. CONCLUSIONS AND CLINICAL RELEVANCE: Male dogs, older dogs, and Great Danes appeared more likely to be affected with diskospondylitis than female dogs, dogs < 1 year of age, and mixed-breed dogs, respectively. Long-term administration of antimicrobial drugs for treatment of diskospondylitis may be expected. Identification of the causative organism and early treatment are recommended.     

The first-year veterinary student and mental health: the role of common stressors

The present study evaluated the impact of academic and non-academic stressors on depression levels in a longitudinal investigation of 78 first-year veterinary medical students enrolled at Kansas State University (KSU). Students completed the Center for Epidemiological Studies Depression Scale during their first and second semesters to evaluate the dependent variable, depression. Students provided information about specific stressors and relevant demographic variables that yielded independent variables. One-third of veterinary medical students surveyed in their first and second semesters reported depression levels above the clinical cut-off; 15% of the sample experienced an increase in depression of at least one standard deviation, despite the apparent stability of the proportion of students experiencing significant depressive symptoms. Students whose depression scores increased by one standard deviation or who maintained scores above the clinical cut-off score were identified as struggling. Struggling students reported more first-semester homesickness and academic concerns, along with difficulty fitting in with peers and poorer perceived physical health during the second semester. This study helped to identify those students most prone to develop or maintain concerning depression scores. The discussion section addresses specific suggestions for intervening with struggling students.     

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.     

Public health education at Michigan State University

Many reports have highlighted the need for the veterinary profession to fill critical shortages of veterinarians in public health and food safety. Michigan State University's College of Veterinary Medicine offers educational programs within the professional veterinary curriculum, as well as graduate degree programs, to meet these societal needs. Within the scope of the professional veterinary curriculum, educational opportunities in public health include clerkships in veterinary public health and an innovative Web-based curriculum on judicious use of antimicrobials. For graduate degree programs, Michigan State University has a memorandum of understanding with the University of Minnesota for the Master of Public Health degree and an innovative Online Professional Master of Science in Food Safety degree program. A new option available is the opportunity for veterinary students to pursue the Master of Science in Food Safety concurrently with the DVM (DVM/MS in Food Safety). These educational programs will prepare graduates to meet societal needs in public health and food safety.     

Tackling the knowledge explosion without overloading the student

SUMMARY Assessment of today's approach to veterinary education reveals a system overloaded with facts and students stressed to memorise and recall medical information. The Mississippi State University College of Veterinary Medicine has chartered a path to reduce the curricular information overload. The innovative incorporation of computers into the curriculum coupled with problem-based learning activities are preparing students to find information and learn on their own.