Veterinary students and non-academic stressors

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.     

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.     

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.     

Student perceptions of the first year of veterinary medical school

Like other forms of post-baccalaureate study, veterinary medicine can be demanding and sometimes stressful. A brief survey was conducted of nearly 900 first-year students in 14 US veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive about their first-year academic experience in veterinary school.     

Psychological services for US and international veterinary students

Given the importance of psychological services for veterinary students, a survey was administered to all US veterinary schools and many international ones, asking them to report on the amount and type of psychological support services they offer to students, faculty, and staff. This article reports on the results of this survey and presents suggestions for increasing the accessibility of counseling services. One objective of the current study was to initiate an avenue for ongoing communication between individuals involved in student counseling within each school. A list of individuals currently working in the field and their contact information is provided in Appendix 2.     

Stress management interventions for veterinary students

Two-hundred-and-eighty-nine veterinary students from all four years of the University of Tennessee, College of Veterinary Medicine (UTCVM) were invited to complete the Derogatis Stress Profile (DSP)1 and an original Demographic Data Profile (DDP). The DSP assessed the students' current experiences of perceived stress, and the DDP was designed to gather information about students' academic year, their living situations, their financial situations, their interest area within the veterinary medical profession, and their current methods of coping with stress. These data were gathered as a baseline measure of veterinary medical students' perceived level of stress and quality of life. In an earlier study, data were also collected from faculty and staff about the perceived quality of the climate and culture of the veterinary college. The results of the DSP and DDP suggest that, although veterinary students at UTCVM do not experience significant levels of stress overall, they do report higher levels of subjective stress, time pressure, and depression than the general population. The more companion animals that veterinary students cared for in their personal lives, the more likely they were to report higher levels of perceived stress. Lastly, there were significant differences between genders, with female veterinary students reporting higher levels of perceived stress than their male counterparts. The preliminary results of the climate and culture data suggest that faculty and staff of the veterinary college individually feel that they are cared for in the work environment and collectively believe that the college strives for excellence.     

The attitudes of minority junior high and high school students toward veterinary medicine

There is a documented lack of racial diversity in veterinary medicine. It has been suggested that lack of animal ownership by minorities, cultural and ethnic biases relating to animals, and a lack of role models of color within the veterinary profession are reasons for the lack of racial diversity in veterinary medicine. The purpose of this study was to survey the attitudes of minority junior high and high school students toward veterinary medicine. It was hypothesized that African American and Latino students in New York City (NYC) would have limited experience with veterinary medicine and would not have a favorable attitude toward the profession. In fact, the survey, which was sent to several NYC schools, found that minority students have a positive view of animals and of veterinary medicine. The survey also showed that a deficiency of minority role models for students, a lack of interest in and enjoyment of veterinary medicine on the part of students, a perception on the part of students that veterinary medicine does not provide a satisfying lifestyle, and inadequate student exposure to the profession are key factors in the lack of racial diversity in veterinary medicine.     

Veterinary students as elite performers: preliminary insights

The KPMG 'Mega Study' (Brown JP, Silverman JD. The current and future market for veterinarians and veterinary medical services in the United States. J Am Vet Med Assoc 215:161-183, 1999) and other studies (Cron WL, Slocum JV, Goodnight DB, Volk JO. Impact of management practices and business behaviors on small animal veterinarians' incomes. J Am Vet Med Assoc 217:332-338, 1999; Lewis RE. Non-technical Competencies Underlying Career Success as a Veterinarian: A New Model for Selecting and Training Veterinary Students. Minneapolis: Personnel Decisions, 2002) concur that improvement in veterinary practitioner performance is necessary. Improvement in practitioners' non-technical competencies is considered most vital. Little research exists that identifies underlying psychological factors harbored by veterinary students that inhibit ability to achieve sustained maximum professional performance. Left unaddressed, these same characteristics may lead to coping behaviors that disrupt or, in the worst cases, lead to voluntary or involuntary termination of professional careers. Several performance-related characteristics and interpersonal dynamics are investigated in this study that provide preliminary evidence for the long-term shortcomings addressed in previous veterinary practice management literature. Pedagogical recommendations for addressing these student psychological characteristics are submitted for consideration.     

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.     

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.     

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.     

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.     

Can online conference systems improve veterinary education? A study about the capability of online conferencing and its acceptance

In veterinary medicine, there is an ongoing need for students, educators, and veterinarians to exchange the latest knowledge in their respective fields and to learn about unusual cases, emerging diseases, and treatment. Networking among veterinary faculties is developing rapidly, but conferences and meetings can be difficult to attend because of time limitations and travel costs. The current study examines acceptance of synchronous online conferences, seminars, meetings, and lectures by veterinarians and students. First, an online survey on the use of communication technology in veterinary medicine was made available for 15 weeks to every German-speaking veterinary university and via professional journals and an online veterinary forum. A total of 1,776 persons (620 veterinarians and 1,156 students) participated. Most reported using the Internet at least once per day; more than half reported using instant messengers. Most participants used the Internet for communication, but less than half used Skype. Second, to test the spectrum of tools for online conferences, a variety of "virtual classroom" systems (netucate systems iLinc, Adobe Acrobat Connect Pro, Cisco WebEx, Skype) were used to deliver student lectures, veterinary continuing-education courses, and academic conferences at the University of Veterinary Medicine, Hannover (TiHo). Of 591 participants in 63 online events, 99.4% rated the virtual events as enjoyable, 96.1% found them useful, and 92.4% said that they learned a lot. Participants noted that the courses were not tied to a certain place, and thus saved time and travel costs. Online conference systems thus offer new opportunities to provide information in veterinary medicine.     

Effects of a veterinary student leadership program on measures of stress and academic performance

Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.     

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.     

Virtual international experiences in veterinary medicine: an evaluation of students' attitudes toward computer-based learning

While many studies have evaluated whether or not factual information can be effectively communicated using computer-aided tools, none has focused on establishing and changing students' attitudes toward international animal-health issues. The study reported here was designed to assess whether educational modules on an interactive computer CD elicited a change in veterinary students' interest in and attitudes toward international animal-health issues. Volunteer veterinary students at seven universities (first-year students at three universities, second-year at one, third-year at one, and fourth-year at two) were given by random assignment either an International Animal Health (IAH) CD or a control CD, ParasitoLog (PL). Participants completed a pre-CD survey to establish baseline information on interest and attitudes toward both computers and international animal-health issues. Four weeks later, a post-CD questionnaire was distributed. On the initial survey, most students expressed an interest in working in the field of veterinary medicine in another country. Responses to the three pre-CD questions relating to attitudes toward the globalization of veterinary medicine, interest in foreign animal disease, and inclusion of a core course on international health issues in the veterinary curriculum were all positive, with average values above 3 (on a five-point scale where 5 represented strong agreement or interest). Almost all students considered it beneficial to learn about animal-health issues in other countries. After students reviewed the IAH CD, we found a decrease at four universities, an increase at one university, and no change at the remaining two universities in students' interest in working in some area of international veterinary medicine. However, none of the differences was statistically significant.     

Historical perspective and future directions in training of veterinary pathologists with an emphasis on zoo and wildlife species

This article discusses the history of the field of zoo and wildlife pathology, training opportunities for veterinary students and graduate veterinarians, and current and future job opportunities. The niches occupied by veterinarians in this field and their contributions to animal and human health are also highlighted. The field of zoo and wildlife, or "non-traditional" species, pathology has its roots in comparative anatomy, zoology, wildlife biology, and medical pathology in the mid- to late nineteenth century. The initial emphasis was on comparisons between animal and human diseases or on management of game animals. Veterinarians became increasingly involved during the twentieth century, gradually changing the emphasis to improvement of conservation strategies, captive care, and elucidation of diseases of concern for the animals themselves. Currently there are several zoos and wildlife agencies in the United States employing full-time veterinary pathologists. Private and government diagnostic laboratories, veterinary schools, and other academic institutions in the United States with pathology departments are other employers. The field requires post-DVM training by means of a residency program leading to board certification, graduate school (MS or PhD degrees), or both. Veterinary students can gain valuable experience in the field through externships and, at some schools, through elective courses in the curriculum. Current concerns about ecosystem health, bioterrorism, and the recognition that captive and free-ranging wildlife can serve as sentinel species will increase the demand for veterinary pathologists choosing this very rewarding career path specializing in non-traditional species.     

畜牧兽医专业大学生幸福感及影响因素研究

为探讨畜牧兽医专业大学生的主观幸福感现状及其影响因素,进一步为有针对性地提高其幸福感,增加其学习动力提供参考。采用Campbell幸福感量表,对江西某高校畜牧兽医专业学生进行问卷调查,并采用SPSS 17.0对数据进行统计学分析。结果表明,畜牧兽医专业大学生平均幸福感指数为9.62±1.96,总体情感指数为4.65±0.86,生活满意度为4.51±1.23,低于一般大学生平均得分。其中,男生、二年级、非独生子女、学业情况差、无奖学金、睡眠状况差以及运动时间少的学生主观幸福感较低。因此,可从引导学生做好职业生涯规划,提高教学质量、增加实践机会,加强体育锻炼,改善睡眠状况以及加强心理辅导等方面来提升畜牧兽医专业学生的幸福感。