Veterinary Medical Student Well-being: Depression, Stress, and Personal Relationships

Hafen, McArthur; Ratcliffe, G. Cole; Rush, Bonnie R.

doi:10.3138/jvme.1112-101r

Cited by 44 publications

(28 citation statements)

References 47 publications

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“…Further, disturbed sleep is also closely interrelated with clinical depression and mood disorders,[ 27 28 ] another major wellness problem for many veterinary medical students. [ 29 ] In addition, research shows that people who are classified as “poor sleepers” report significantly more difficulties functioning during the day, and they also experience greater amounts of tension and depression than people who are “good sleepers.”[ 30 ] Thus, any effort to improve sleep quality for students should also consider improving other aspects of mental health given the interconnected relationship.…”

Section: Discussionmentioning

confidence: 99%

Sleep hygiene among veterinary medical students

Royal

Hunt

Borst

et al. 2018

J Edu Health Promot

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OBJECTIVE:The objective of this study was to better understand veterinary medical students’ sleep hygiene and identify the extent to which sleep hygiene behaviors may result in consequences (either positive or negative) for students.SAMPLE:A total of 187 doctor of veterinary medicine (DVM) program students at a large College of Veterinary Medicine in the United States.METHODS:The Epworth Sleep Scale and Daytime Sleepiness Scale were administered to 393 students enrolled in the DVM program.RESULTS:About 55.1% of students reported <7 h of sleep per night, 28.9% reported having trouble sleeping, and 50.3% reported feeling sleepy all day. With respect to sleep quality, 5.3% described it as excellent, 52.4% as good, 34.2% as fair, and 8.0% as poor.CONCLUSIONS:A significant percentage of veterinary medical students exhibit poor sleep hygiene habits that may be detrimental to both their health and academic endeavors.

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Section: Discussionmentioning

confidence: 99%

Sleep hygiene among veterinary medical students

Royal

Hunt

Borst

et al. 2018

J Edu Health Promot

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“…These authors draw the conclusion that this is because the students are a particularly motivated demographic. However, there is substantial evidence of the particularly stressful nature of veterinary education (Reisbig 2012;Hafen 2013;Laakkonen and Nevgi 2014). This, coupled with Marshall's (1981) list of the negative characteristics of 'early emergers' and her comments on their fear of failure, paints a fairly vulnerable picture of veterinary students.…”

Section: Student Resilience and Motivation To Learnmentioning

confidence: 99%

The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education

Jackson¹,

Armitage‐Chan²

2017

Journal of Veterinary Medical Education

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Student retention and attainment has recently been identified as a key area for development in veterinary medical education enquiry. Woodfield's research on retention and attainment across the UK disciplines has yielded some unique information about the challenges and issues of students who study veterinary medicine and related subjects. The present literature review aims to expand on Woodfield's findings and explain important issues about retention and attainment across veterinary medicine. Overall, the subject of retention and attainment in undergraduate veterinary medical education needs a great deal more empirical attention, such as data on the retention and attainment of mature and widening access students, and the effects of students being placed at remote locations during their studies. Our findings also cover some unsurprising issues: the dominance of women in a profession that is principally lead by men, the underrepresentation of black and minority ethnic (BME) students in veterinary medicine, and the effects of content overload in the veterinary medical curriculum. Based on data gathered by Woodfield and our investigation of the scholarly and gray literatures, we offer an overview of gaps in current knowledge and recommendations for further research.

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“…Numerous studies have found that veterinary students exhibit high levels of psychological distress including anxiety, depression, and suicidal ideation. [1][2][3][4][5][6][7][8]54 These findings have given rise to a growing number of resources and programs designed to support veterinary students. These include individual counseling, wellness workshops, and a growing interest in mindfulness training.…”

Section: Personal Distressmentioning

confidence: 99%

“…Multiple publications describe declines in student well-being associated with their progression through the veterinary curriculum. [1][2][3][4][5][6][7][8] One way in which veterinary students' stress, depression, and anxiety manifest themselves is as a decline in empathy toward clients, patients, and clinical staff.…”

Section: Introductionmentioning

confidence: 99%

Educational Research Report: Changes in Students' Levels of Empathy during the Didactic Portion of a Veterinary Program

Schoenfeld-Tacher¹,

Kogan²,

Meyer-Parsons³

et al. 2015

Journal of Veterinary Medical Education

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Empathy can be defined as the ability to understand and connect with the emotional state and frame of mind of another. Establishing connections with others is a crucial skill for veterinarians who must earn the trust and compliance of their clients to provide quality care for their patients. This is a longitudinal study using the Davis Interpersonal Reactivity Index (IRI) to assess changes in veterinary students' self-reported empathy as they progressed through the didactic portion of the DVM program at Colorado State University. The IRI consists of four subscales that measure cognitive and affective components of empathy: Perspective Taking, Fantasy, Emphatic Concern, and Personal Distress. Data were collected at three time points, corresponding to the start of the first year, the fourth semester (second year), and the fifth semester (third year). Results showed an overall decline in Perspective Taking scores, with a significant decrease between first and second year. There was an overall increase in students' levels of Personal Distress as they progressed through the program. The significant difference was found between years 1 and 3. This is especially concerning because the enhanced unease in interpersonal interactions coincides with students entering clinical rotations in the third year-the very time when these traits are necessary for quality client and patient care. Veterinary educators are urged to use this information as a basis for investigating novel curricular and programmatic interventions to counteract these changes in student empathy.

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Veterinary Medical Student Well-being: Depression, Stress, and Personal Relationships

Cited by 44 publications

References 47 publications

Sleep hygiene among veterinary medical students

Sleep hygiene among veterinary medical students

The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education

Educational Research Report: Changes in Students' Levels of Empathy during the Didactic Portion of a Veterinary Program

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