Veterinary students and psychologic services

Abstract

T here is a paucity of research pertaining to the psychologic components of veterinary medical education; most knowledge is drawn from human medicine. Research in human medicine has illuminated the needs medical students have for psychologic counseling and the barriers these students face in accessing these services. Veterinary students' needs for psychologic services, although assumed to be similar, have not been specifically addressed.Results of research pertaining to human medicine indicate that anxiety and depression may lead to student impairment in concentration, memory, and decision-making processes. 1 Personal problems account for 30% of medical school students' dropout rate, and another 9% is attributable to combined academic and personal problems. 2 The competitiveness and difficulty of veterinary medical programs create stress, depression, and anxiety that are similar to those experienced by students in human medical programs.

Potential barriers to veterinary student access to counselling and other support systems: perceptions of staff and students at a UK veterinary school

“…Furthermore, the majority of both staff (88 per cent) and student (79 per cent) respondents rated the necessity of on‐site counselling as ‘very important’ or ‘important’ when all student teaching is based at the veterinary campus. The convenient location of on‐site counselling has previously been reported to increase the access of counselling services by students at American veterinary schools (Kogan and McConnell 2001). Additionally, these students reported that on‐site counselling provided reassurance that their counsellor understood the unique pressures and issues pertinent to veterinary students (Kogan and McConnell 2001).…”

Similar challenges, different approaches: a review of student support systems in UK veterinary schools

“…Four of the six responding veterinary schools provided some form of additional school-based counselling support, although only two used licensed practitioners which would be conventionally viewed as counsellors. By comparison, a survey of American veterinary schools in 2001 reported that 48 per cent provided on-site counsellors, 27 per cent of whom were fulltime and 73 per cent of whom were part-time (Kogan and McConnell 2001). Counsellors were available for three hours per week at the two UK schools, compared with a mean of 8.6 ± 6.4 hours by part-time counsellors at American schools (Kogan and McConnell 2001), although the number of students supported is not reported.…”

“…By comparison, a survey of American veterinary schools in 2001 reported that 48 per cent provided on-site counsellors, 27 per cent of whom were fulltime and 73 per cent of whom were part-time (Kogan and McConnell 2001). Counsellors were available for three hours per week at the two UK schools, compared with a mean of 8.6 ± 6.4 hours by part-time counsellors at American schools (Kogan and McConnell 2001), although the number of students supported is not reported. Use of on-site counselling is considered important by veterinary staff and students, particularly when all teaching is based away from central university services (Pickles and others 2012).…”

“…Therefore, veterinary students may be a vulnerable student population (Collins and Foote 2005, hafen and others 2006, Sutton 2007). On-site counselling services were offered at approximately half the American veterinary schools in 2001 (Kogan and McConnell 2001). The aim of this study was to collate information on support systems in UK veterinary schools.…”

“…Provision of appropriate resources is equally important. None of the UK veterinary school services provided specific family or couple counselling, compared with 44 per cent and 69 per cent of American veterinary schools (Kogan and McConnell 2001). The recent, rapid rise in graduate students at UK veterinary schools may increase demand for these services.…”