Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study

Abstract

Background The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders. Methods From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach. Results A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work. Conclusions This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.

Perceptions of Veterinarians and Veterinary Students on What Risk Factors Constitute Medical Disputes and Comparisons between 2014 and 2022

“…On the other hand, the modes of communication mean the process of informed consent, such as explanations and information. Effective modes of communication might have become the standard operation procedure (SOP) and online-friendly tools to help clients get information during these years, as previously reported [ 26 , 40 ].…”

“…In the past, it was generally believed that communication skills were common sense, but it gradually transformed into one of the core competencies of veterinary professionals [ 18 , 19 , 20 , 21 ]. Therefore, the world organization for animal health (WOAH, founded as OIE) announced the core veterinary education curriculum in May 2012, which included “clinical communication courses” to improve communication effectiveness, reduce work pressure and prevent clients’ complaints [ 16 , 17 , 22 , 23 , 24 , 25 , 26 ].…”

Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study

“…The characteristics used in the survey were derived from the qualitative analysis of group interviews discussing WCT preparedness. 1 This study generated 91 preparedness characteristics, organised into 26 subthemes and seven main themes (Figure 1). Each participant was randomly assigned 50 pairwise comparisons to perform from a bank of 4095 (representing all possible pairwise combinations).…”

The use of pairwise comparisons and the Elo algorithm to quantitatively rate a large number of items in a single dimension

“…The pairwise comparison items (preparedness characteristics) were generated as part of a qualitative study aiming to characterise preparedness for veterinary WCT, and a detailed account of the methods and outcomes are published separately 55 . Supplementary material 1 is a joint display 56 used to map the qualitative dimensions (participant quotes) to the survey items.…”

“…The preparedness characteristics map to seven themes of preparedness 55 . The median n.mElo rating for each theme is provided in Table 2 to demonstrate how ratings can be used to summarise data.…”