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.     

Costs of studying veterinary science: a national survey of fourth year veterinary students

OBJECTIVE: To estimate the costs to the student of veterinary education. METHOD: A questionnaire was completed by 180 fourth-year veterinary students from the four veterinary schools in Australia. Frequencies and median costs were estimated using the SAS System for Windows 95. RESULTS: The median direct living costs were about $5000 per academic year, but were higher in Sydney and for those with additional expenses including children, pets and cars. Other costs associated with the course including text books, equipment and travel to practical work were of the order of $1000, and income foregone while doing practical work placed additional burdens on some. More than half the students from Sydney and Murdoch needed to work to provide basic necessities. Most of this work involved interaction with animals or people. The percentage of Queensland and Melbourne students needing to work was lower, 47 and 24 respectively, and fewer of those worked directly with animals or people. The students expected to repay a median of $14,000 after they graduate, with 70% of this being due to the Australian government as part of the Higher Education Contribution Scheme. CONCLUSIONS: Although parents contributed an average of between one-third and one half of the costs of obtaining a veterinary degree, the extent of parental contributions was very uneven and almost one half of all students needed to work to provide basic necessities. The average total debt on graduation was about half the annual starting salary, but those starting the course from 1997 are subject to much higher charges, and their average debt is likely to exceed one year's salary.     

The experience of dog bites: a survey of veterinary science and veterinary nursing students

AIM: To investigate the circumstances of dogs biting people in New Zealand. METHODS: Veterinary science and veterinary nursing students enrolled at Massey University in 2003 completed a questionnaire detailing their lifetime experience of dog bites and their opinions of dog control legislation. RESULTS: The response rate was 100%. There were 228 completed responses to the survey, and 87 (38%) respondents had been bitten by a dog. Most bites caused minor injury, but 17 (20%) required medical attention. Male respondents were more likely to have been bitten. The highest proportion of respondents (27; 31%) had been bitten while between 6 and 10 years of age, and the hand was the part of the body most often injured. Eighteen (21%) bites involved a stranger's dog, but most bites were by a dog known to the victim. Respondents from rural areas were three times more likely to have been bitten than city dwellers. The victim's home was the place where most (31; 36%) bites occurred. Male dogs were responsible for a larger proportion of bites (38; 44%) than females (24; 28%); respondents were unsure about the sex of the remainder of the dogs (25; 29%) that bit them. Protecting the home, play, accidents, rough handling and pain were identified as the common reasons for dogs to bite. Most (46; 52%) respondents did not believe legislation could have prevented their bite. Only four (5%) bites were reported to authorities. CONCLUSION: Rural dwellers, people with more experience of dogs, children <11 years of age, and male respondents were bitten by dogs most often. Only legislation relating to the fencing of dog owners' properties may have prevented a reasonable proportion (25; 29%) of the bites reported here.     

Coping with stress: a survey of Murdoch University veterinary students

Students in veterinary schools can experience stress in balancing the different demands on them-academic, interpersonal, intrapersonal, and professional or work related-as well as managing potential conflict between animal and human interests. Practicing veterinarians report many similar stressors and reactions. Stressful stimuli produce stress reactions that can be inimical to physical and psychological well-being, and students' performance in veterinary programs can be adversely affected if they do not have coping resources. While there has been some research into stress among university students in general, and among medical students in particular, there is little on the experience of veterinary students. This article describes a study by the School of Psychology, commissioned by the Department of Veterinary Clinical Sciences, at Murdoch University in Western Australia. It was designed to investigate the levels and causes of stress among, and the frequency and type of coping strategies used by, fourth- and fifth-year students. Results indicate that the students in this cohort faced frequent stressors and felt at least moderately stressed but did not routinely and systematically use a range of coping strategies. Academic stressors and perceived responsibilities attached to moving into practical or professional areas figured strongly and were associated with higher levels of stress in the students, in particular physical sequelae. Though the numbers were small, it is of concern that some students were using measures that were potentially harmful. Some recommendations are made here about measures that veterinary programs may be able to incorporate to address stress in their students. Information is included on current strategies within the curriculum to manage potential stressful situations as part of students' professional development.     

Evaluation of a dental model for training veterinary students

Periodontal disease has deleterious effects on an animal's health and potentially serious implications for its welfare. Consequently, veterinarians frequently perform routine periodontal treatment in small-animal practice. One would therefore assume that small-animal dentistry would constitute a core component of a veterinary curriculum. However, most practitioners received little or no formal training in dentistry during their veterinary degrees, and the amount of instruction students currently receive is variable, often with limited opportunities to practice. At the Royal Veterinary College, a prototype dental model was developed to address the lack of practical training; it was made using ceramic tiles, silicone sealant, and grout to emulate teeth, gingiva, and calculus, respectively. A study was conducted with third-year veterinary students to compare the outcomes of learning to perform a professional dental cleaning using a model (group A) or a video (group B). Performance was assessed using an objective structured clinical examination. Students in group A scored significantly better than those in group B (p<.001). All students also completed a questionnaire evaluating attitudes toward the use of a dental model in learning dentistry-related skills. All students identified a model as a potentially valuable learning tool to supplement existing teaching methods and facilitate the acquisition of small-animal dentistry skills. The dental model has the potential to equip students with useful, practical skills in a safe and risk-free environment.     

The time required to achieve endotracheal intubation in dogs: a comparison of veterinary students and qualified veterinary surgeons

ObjectiveTo determine whether final year veterinary students take longer to perform endotracheal intubation than qualified veterinary surgeons.Study designObservational cohort study.AnimalsA total of 38 healthy mesocephalic dogs undergoing general anaesthesia for a clinical purpose unrelated to this study.MethodsTime to successful endotracheal intubation, measured from termination of intravenous induction drug administration to confirmation of endotracheal intubation, was recorded for two groups: final year veterinary students (group S) and qualified veterinary surgeons (group V). Animal age, breed and anaesthetic induction agent were also recorded. Following normality testing the groups were compared for each variable using the Student’s t test or Mann–Whitney U test where appropriate. The level of significance was defined as p < 0.05. Timed data are presented as median and interquartile range.ResultsTime to successful intubation was 54.2 (31.3) seconds in group S and 11.7 (8.5) seconds in group V, the difference being significant (p < 0.001). There was also a significant difference between groups for animal age (p = 0.036) but not for breed (p = 0.573) or induction agent (p = 0.239).Conclusionsand clinical relevance Veterinary students take longer to achieve successful endotracheal intubation of anaesthetized healthy dogs compared with qualified veterinary surgeons. To mitigate any additional risk of dogs developing hypoxaemia, it is recommended that a 55 second time limit is set after which the supervisor intervenes and takes over the intubation procedure. Preoxygenation may be used as an additional mitigation strategy.     

Outbreak of cryptosporidiosis among veterinary students

In January 2007, six veterinary students became infected with Cryptosporidium species, and records indicated that another student had been diagnosed in November 2006. It was established that the seven students had worked with cattle from the same farm. Microbiological tests indicated that they were infected with Cryptosporidium parvum. Subtyping by sequence analysis indicated a common source of infection for five of the students, but there was insufficient material to type the other two samples. Investigations indicated that the outbreak was caused by a lapse in hygiene, particularly handwashing, on a farm with enzootic C parvum in calves.     

Stress in veterinary science students: a study at the University of Queensland

This paper reports on the results of a survey of selected University of Queensland (UQ) veterinary students aimed at elucidating factors causing stress during the five undergraduate years of the program. Students from each of the five years were asked to form six- or seven-member focus groups. Each focus group was then interviewed and their opinions sought on causes of ongoing stress and the ranking of those causes into predetermined categories. They were also asked to give their opinions on counseling services available within the university and what, if any, services they would like to see in place to help students with stress-related problems. Students in the first, third, and fourth years of the program rated academic issues as the most likely causes of ongoing stress, while students in the second and fifth years of the program ranked lifestyle and financial issues as more likely to cause ongoing stress. In most cases, students coped well with these causes of stress and tended not to use counseling services available to all UQ students. When faced with stressful issues, students looked to their classmates or family members for help and not to university counseling services. Students were also happy to approach staff members in the Veterinary School when faced with a problem. The authors nevertheless conclude that mechanisms set in place at the undergraduate level to help veterinary students cope with stress should particularly benefit those students when they become new graduates and are faced with the stresses of veterinary practice.     

The experience of dog bites: A survey of veterinary science and veterinary nursing students

AIM: To investigate the circumstances of dogs biting people in New Zealand.

METHODS: Veterinary science and veterinary nursing students enrolled at Massey University in 2003 completed a questionnaire detailing their lifetime experience of dog bites and their opinions of dog control legislation.

RESULTS: The response rate was 100%. There were 228 completed responses to the survey, and 87 (38%) respondents had been bitten by a dog. Most bites caused minor injury, but 17 (20%) required medical attention. Male respondents were more likely to have been bitten. The highest proportion of respondents (27; 31%) had been bitten while between 6 and 10 years of age, and the hand was the part of the body most often injured. Eighteen (21%) bites involved a stranger's dog, but most bites were by a dog known to the victim. Respondents from rural areas were three times more likely to have been bitten than city dwellers. The victim's home was the place where most (31; 36%) bites occurred. Male dogs were responsible for a larger proportion of bites (38; 44%) than females (24; 28%); respondents were unsure about the sex of the remainder of the dogs (25; 29%) that bit them. Protecting the home, play, accidents, rough handling and pain were identified as the common reasons for dogs to bite. Most (46; 52%) respondents did not believe legislation could have prevented their bite. Only four (5%) bites were reported to authorities.

CONCLUSION: Rural dwellers, people with more experience of dogs, children <11 years of age, and male respondents were bitten by dogs most often. Only legislation relating to the fencing of dog owners′ properties may have prevented a reasonable proportion (25; 29%) of the bites reported here.     

Development and evaluation of a leadership program for veterinary students

Leadership skills are important for many facets of professional life, but no known leadership training programs exist in North American veterinary schools. It was the purpose of this project to develop, deliver, and evaluate a leadership program for first-year veterinary students. Leadership attributes emphasized in the course included effective communication, openness to learning from others, self-awareness, commitment beyond self-interest, motivation, decision making, understanding issue complexity, and team building. The five-day course was delivered to 21 new veterinary students randomly selected just prior to their first-year orientation in the fall of 2000. Participants ranked themselves higher than non-participants in a post-course evaluation on their ability to be effective leaders. Participants reported an increase in self-confidence and a clearer understanding of their leadership roles. Participants also noted new support systems among co-participants and expressed a new ability to consider complex issues more broadly. Most reported that they frequently used enhanced skills in giving and receiving feedback and team building. Other leadership tools identified as valuable included negotiation, group dynamics, a structured approach to problem solving, time management, and an awareness of personal learning style preferences as a means to improve communication.     

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.     

Attitudes of veterinary medical students and medical students toward collaborative learning: an experiment

This study measured the attitudes of 55 medical students and 30 veterinary medical students as they participated in an experiment of collaborative teaching and learning about basic surgical skills. Two parallel forms of an attitude questionnaire were developed, with three subscales: confidence in one's own surgical skill; collaboration with the other type of student; and inter-professional collaboration in general. These attitude scales were administered before and after an experiment involving the veterinary medical students teaching the medical students incision and exploratory laparoscopy in a laboratory setting using live rabbits. After the experiment, measures of the medical students' attitudes had increased significantly on all three subscales. Measures of the veterinary students' attitudes increased significantly on two subscales but declined on the subscale of inter-professional collaboration.     

Opinions of Massey University veterinary students 2: Potential employment

Massey University veterinary students stated a strong preference for careers in practice. They appeared to have entered the course with this orientation and were not influenced by their subsequent experiences. Personal freedom and an interesting job were highly correlated with their expectations of overall job satisfaction, but anticipated salary was not.     

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.