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

Abstract

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.

Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine

“…32 Changes over time in students' perceptions regarding important nontechnical skills for veterinarians were reflected in students' attitudes toward the curriculum, where fifth-year students believed that the emphasis on noncognitive skills such as communication, self-awareness, self-confidence, and understanding of people should be increased. Early in veterinary training, students may resist efforts to develop other skills while immersed in the rigorous scientific work required to survive the veterinary curriculum.…”

Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38

“…Eight of the surveys included statistical cohort comparisons. Of particular note is a longitudinal cohort study (Heath et al 1996), which found that first-year students provided lower ratings for the importance of communication and interpersonal skills than when the same individuals were re-surveyed as final-year students and second-year graduates.…”

Initial work experiences of veterinarians who graduated from Australian universities in 2005

“…For some graduates this transition proceeds smoothly, but others find it highly stressful. These experiences can have an important effect on attitudes to continuing with a career as a veterinarian 1–5 . In most cases, those who report a smooth transition have worked in a congenial and supportive workplace with a boss who provides constructive and timely feedback and help.…”

“…For example, many who graduated in 1980 and 1990 reported low levels of help and support, and high levels of stress. By 2000, the situation had improved: more felt supported at work, and fewer felt significant and regular stress 1–5 …”