Survey of veterinary technical and professional skills in students and recent graduates of a veterinary college

OBJECTIVES: To determine perceptions of veterinary technical and professional skills among veterinary students and recent graduates. DESIGN: Cross-sectional study. SAMPLE POPULATION: 281 students and 142 recent graduates from the Ontario Veterinary College. PROCEDURE: A survey was designed and administered to first- through fourth-year students and veterinarians who had graduated either 1 or 6 years before survey administration. RESULTS: Overall response rate was 70%. Learning about technical and professional skills was highly valued. Most participants felt they had not received instruction about professional skills, but those who had felt more competent about them. Perceptions of competence increased slightly with increased comfort discussing emotional veterinary issues with instructors. Neither gender nor increased age was related to increased feelings of competence. Almost all fourth-year students felt competent and comfortable about examining an animal with the client present, assessing suffering, diagnosing parvovirus infection, performing surgery, and working as group members. However, many did not feel competent or comfortable about delivering bad news, setting time limits yet providing quality service, helping clients with limited funds make treatment decisions, dealing with demanding people, and euthanasia. Feelings of competence and comfort were closely related but were not identical. CONCLUSIONS AND CLINICAL RELEVANCE: In the interests of best preparing entry-level veterinarians, technical and professional skills need to be emphasized in a learning environment where students feel comfortable discussing emotional veterinary issues. A professional skills curriculum addressing underlying self-awareness, communication, and interpersonal issues, as well as procedural matters, would likely increase the proportion of fourth-year students who feel competent and comfortable about professional skills by the end of their undergraduate training.     

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.     

Errors in radiographic interpretation made by veterinary students

As a means of identifying student weaknesses in radiographic interpretation that could be used as foci for teaching, a cohort of 96 students joining the final-year radiology rotation were randomly allocated to one of three radiographic interpretation quizzes, each based on radiographs of small-animal patients together with the signalment and a brief, relevant history. Students' quiz scores were analyzed by multiple logistic regression, using an outcome variable with the score for each item as numerator and maximum possible mark as denominator. Students' median quiz score was 49% of the maximum (range 23-80%). Students were more likely to gain a mark for items based on abnormal radiographs than for those based on normal radiographs (odds ratio 3.4, p < 0.001). Skeletal radiographs were associated with lower scores (OR 0.75, p = 0.03). The fewest marks were awarded for interpretation of a radiograph of a normal canine stifle and interpretation of a radiograph of a normal canine pelvis; these items were misinterpreted as abnormal by 86% and 80% of the students, respectively. Students' tendency to over-interpret normal radiographs may reflect a lack of knowledge of radiographic anatomy or an unrealistically high expectation that the radiographs are abnormal.     

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.     

Support needs of veterinary surgeons during the first few years of practice: perceptions of recent graduates and senior partners

Postal surveys or personal interviews of 76 recent veterinary graduates and their 49 employers were undertaken to establish their perceptions of good practice when integrating a new graduate into a business and their preferred methods of assessment and development. Practice type and location were the main influences on graduates looking for their first job. Interviews were mostly informal. Employers expected basic veterinary competence and candidates expected good quality support. Most graduates (93 per cent) had their own consultations on the first day. During early consultations 2 per cent of senior vets accompanied the new graduate, 95 per cent of practices provided senior back-up either in person or by telephone but in 3 per cent no back-up was available. Most new graduates (90 per cent) were satisfied with their workload. Three-fifths were on-call within the first week, and 95 per cent within a month. Graduates received calls directly in 45 per cent of practices, in 9 per cent seniors screened the calls, and the remainder used a third party. Assistance from experienced lay staff varied greatly. Discussion of problems was mainly informal. There was little spontaneous feedback and problems resulted from inadequate communication. One in three new graduates left their first job within two years, and one in six identified lack of support, heavy workload, stress or clashes with staff as a primary reason. This high turnover was a problem for employers. From the new graduates' perspectives, initial problems included: being on call (59 per cent), financial aspects (47 per cent) and surgery (43 per cent). Communicating with clients and learning to prioritise jobs were also difficult. New graduates took longer over procedures (79 per cent of employers commented) and required extra back-up (91 per cent) both of which reduced income (59 per cent). Nearly all the seniors felt that their current new graduates had coped 'quite well', although it was claimed that new graduates lacked the ability to talk to clients at the appropriate level, wanted to bring all their scientific knowledge to bear on every case, and often failed to consider the obvious or to appreciate clients' needs. Only 18 per cent of practices had formal and regular review procedures but all monitored the response of clients and watched the new graduate perform. Feedback to their new colleague was considered 'adequate' by 85 per cent of seniors, although 45 per cent of graduates felt they had not received enough. Eighty-three per cent of new graduates felt 'moderately prepared' by their undergraduate course, and 76 per cent of senior vets were 'generally satisfied' Both wanted improvements in extramural studies and increased exposure to routine cases. Senior partners sought greater commitment in the undergraduate curriculum to financial/legal issues and communication skills. Over a third of employers (38 per cent) had a 'great influence' on the choice of continuing professional development courses for their recent graduates. New graduates chose courses to deal with a perceived weakness, or to specialise, and welcomed opportunities to meet other new graduates and share early experiences. It was concluded that turnover and staff problems would be reduced if practices became more effective in coping with new arrivals, especially by supporting their development.