Can mentorship improve the transition from veterinary school to clinical practice?

Freeman, D.A.; Hodgson, Kate; Darling, Marcia

doi:10.2460/javma.22.06.0249

Cited by 2 publications

(2 citation statements)

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“…Incorporated into all 4 years of veterinary training, it focuses on developing students’ skills as lifelong learners. Freeman and colleagues (2022) also emphasize that mentee training would better prepare veterinary students to identify quality mentors and take fuller advantage of mentorship opportunities. They further recommend that mentee training address skills related to needs assessment, goal‐setting, and reflection to promote professional development for one's career.…”

Section: Challenges Of Mentoringmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.

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Section: Challenges Of Mentoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Development and Implementation of a Veterinary Spectrum of Care Clinical Rotation Aligned with the CBVE Model

Read,

Wisecup,

Cuciak

et al. 2024

Journal of Veterinary Medical Education

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Spectrum of care (SOC) has recently been described in the literature, yet it is not an entirely new concept within the veterinary profession. Practitioners in general veterinary practice have long needed to provide a broad range of unique care options for their patients and clients, particularly those for whom referral is not possible. More recently, graduates and their employers have reported that new veterinarians often lack the competence and confidence to provide a broad array of care options, while training in ever more specialized tertiary-referral environments. To better prepare veterinary learners to cope with the variable nature of general veterinary practice and to better meet employer demands, The Ohio State University College of Veterinary Medicine purposefully backward designed learning experiences in a new outcomes-based curriculum so that SOC is emphasized and aligned with the foundation offered by the Competency-Based Veterinary Education (CBVE) model. A unique set of subcompetencies and educational goals were collaboratively developed and used to define a new final year rotation, with additional input provided by an advisory panel of practicing SOC veterinarians from private practice. Ideal caseload characteristics, case numbers, appointment length, daily activities, and other elements were defined, and final year student performance was monitored during implementation to assess progress in meeting key developmental milestones. Incorporating spectrum of care training at The Ohio State University shows promise for developing confidence and competence in new graduates, while also increasing their skills, and perhaps improving their mental health.

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Can mentorship improve the transition from veterinary school to clinical practice?

Cited by 2 publications

References 16 publications

Addressing the needs and challenges of mentorship in veterinary medicine

Addressing the needs and challenges of mentorship in veterinary medicine

Development and Implementation of a Veterinary Spectrum of Care Clinical Rotation Aligned with the CBVE Model

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