Factors that Influence the Decision to Pursue an Internship: The Importance of Mentoring

Abstract

The purpose of the present study was (1) to determine if students from one veterinary school who participated in a mentoring/employment program with clinical faculty were more likely to pursue internship training than their peers and (2) to determine factors via survey that were influential to veterinary interns in making their decision to pursue post-graduate clinical training. Our hypothesis was that a mentoring relationship with clinical faculty was an important influence on the decision to participate in an internship. From 2006 to 2010, graduating students who participated in a mentoring/employment program with a clinical faculty member were 6.3 times more likely than non-participating students to pursue an internship. The majority of the participating students (90%) were initially hired/mentored as first- or second-year veterinary students. In the survey, interns ranked clinical faculty as having a greater influence than basic science faculty, private practice veterinarians, or house officers on their decision to pursue an internship; 82.8% reported that clinical faculty were most responsible for encouraging them to apply for an internship. Employment by their veterinary teaching hospital (41.5%) or directly by clinical faculty (26.2%) was commonly reported. Most interns (37%) decided to pursue an internship during their fourth year of veterinary school, 29.2% decided during their first year, and 15.3% decided in their second year. These results suggest that clinical faculty play a key role in a student's decision to pursue an internship and that it might be valuable to inform students about internships early in the veterinary curriculum.

Should I stay or should I go – a qualitative assessment of experiences of recent veterinary graduates in bovine practice

“…2,4,8,[11][12][13]18,24 New graduates have indicated that they chose an internship over private practice as they highly valued mentorship in their early careers. 25 Minimal literature around structured mentoring programs in veterinary medicine exists to date, especially regarding increased retention rates of new graduates. Nonetheless, if we draw on literature in human medicine, mentoring is a successful retention strategy.…”

Addressing the needs and challenges of mentorship in veterinary medicine

“…Unlike in human medicine, where recent graduates enter structured specialized training programs, newly graduated veterinarians often enter general practice without additional formal training (Mastenbroek et al., 2015). Most veterinary graduates seek to join a practice where some degree of mentorship is provided (Barbur et al., 2011; Mastenbroek et al., 2015; Niehoff et al., 2005). It takes time to hone the skills acquired during the veterinary curriculum and new graduates need experience and time to grow their confidence (Routly et al., 2002).…”

“…In an academic clinical setting, where students learn through observation, faculty serve as de facto, informal mentors (that is, role models) who, in addition to teaching medical proficiency, demonstrate the importance of professional behavior (and boundaries) with patients, clients, residents/interns, and staff (Kalén et al., 2015). A study conducted by Barbur and colleagues (2011), demonstrated that veterinary students who are mentored earlier in the curriculum are more likely to pursue an internship following graduation. This early professional connection and exposure to specialty medicine may elicit an interest in pursuing specialization or an academic career (Barbur et al., 2011; Elce, 2021).…”

“…A study conducted by Barbur and colleagues (2011), demonstrated that veterinary students who are mentored earlier in the curriculum are more likely to pursue an internship following graduation. This early professional connection and exposure to specialty medicine may elicit an interest in pursuing specialization or an academic career (Barbur et al., 2011; Elce, 2021).…”

“…Peer-peer interaction is particularly helpful in reminding both students and recent graduates that they are not alone in their feelings/perceived shortfalls (Mastenbroek et al, 2015). While there is little published on the development, implementation, and evaluation of structured mentoring programs in veterinary medicine, this article aims to describe existent literature (Barbur et al, 2011;Blum, 2018;Britton, 2014;Collins, 2005;Elce, 2021;Freeman, 2005;Freeman et al, 2022aFreeman et al, , 2022bFurr, 2018;Hodgson et al, 2022;Jelinski et al, 2009;Niehoff et al, 2005) and, where appropriate, evaluate against comparable efforts in other science and medical fields. Here we examine the benefits of mentoring, the structuring of mentorship programs, mentor training, and associated challenges in veterinary medicine.…”