Stress in new graduates: can the profession do more to help?

Workplace stressor factors, profiles and the relationship to career stage in UK veterinarians, veterinary nurses and students

BACKGROUND

Veterinary professionals experience higher psychological distress and lower wellbeing compared with the general population. Identifying workplace stressors is key to understanding and alleviating these difficulties.

OBJECTIVE

Identify the severity of workplace stressors in veterinary professions across different levels of professional experience.

METHOD

A cross-sectional quantitative design was utilised via administration of a veterinary stressor questionnaire that measured the severity of 93 generic and veterinary-specific workplace stressors.

RESULTS

A total of 658 participants reported stressor severity score. Factor analysis revealed four main stressor categories: workload and job demands, client relations stress, performance and accountability, patient care challenges. An inverse relationship was found between experience level and stressor severity scores. Furthermore, the most severe stressors varied as a function of career stage.

FINDINGS AND IMPLICATIONS

Stressor severity tends to decrease with increasing experience levels. Stressors can be categorised by theme and unique stressor profiles can be derived for practitioners according to experience level. This knowledge can assist in the design and delivery of workplace support initiatives.

CONCLUSIONS

Identify key stressors across different levels of experience is important in focusing efforts to support people in the workplace.

The Development and Implementation of a National Veterinary Graduate Development Programme (VetGDP) to Support Veterinarians Entering the UK Workforce

The UK veterinary profession is facing significant challenges, including high rates of veterinarians leaving the profession amidst workforce shortages, alongside high levels of dissatisfaction, stress, and poor mental health. The highest rates of attrition are associated with veterinarians who have recently graduated and are at an early stage in their careers. Although there may be many contributory factors, a lack of adequate support during the transition from vet school into their first professional role following graduation may be one important cause. Consequently, it has never been more important to develop an effective system for supporting new graduates, which is accessible to all. A new Veterinary Graduate Development Programme (VetGDP) has been developed, using a framework of professional activities that are sufficiently flexible to create a bespoke, individualized program for each graduate depending on the role they enter. Each new graduate is assigned a dedicated coach (Adviser) within their workplace, who has been trained to provide effective support and has committed to doing so throughout the program. VetGDP has been implemented on a national scale in the UK; engagement is assured through the RCVS Code of Professional Conduct and quality assurance is in place. VetGDP has been developed using established educational, sociocultural, and behavioral theories, and the latest research in coaching and feedback within medical education. These methods, which aim to ensure there is the best possible impact on graduates' professional development, and the creation of a positive learning culture within the workplace, are taught to all Advisers via an e-learning package.

Mental well-being and diversity, equity, and inclusiveness in the veterinary profession: Pathways to a more resilient profession

Mental well-being (MWB) and diversity, equity, and inclusiveness (DEI) continue to be critical within the veterinary profession but there is less information regarding how professional associations around the world tackle these issues. A mixed-method study including an international online survey in English (n = 137 responses via snowball sampling), fourteen interviews, and two webinars was used to identify the availability and impact of MWB and DEI support programs for veterinarians. Survey results showed that more veterinary organizations designated MWB and DEI challenges (54%, n = 43/79 and 58%, n = 45/78, respectively) as a key priority area than veterinary clinics (26%, n = 15/57 and 33%, n = 19/57, respectively). Whereas, MWB support programs were available in a moderate number of mainly English-speaking countries, DEI support programs were available in only a few countries and focused primarily on specific groups, with an unknown impact due to their recent implementation. Universally, survey respondents believed activities for specific groups, such as MWB webinars, training, and awareness campaigns, as well as MWB/DEI helplines and DEI peer-to-peer support programs had a high impact (median 3.5–4/5) yet were underemployed by both veterinary organization and veterinary clinics. Further feedback from respondents during focused interviews indicated that requiring initial and continuing training as well as tailored group activities would be most beneficial to improve MWB/DEI throughout the veterinary professional career. There are many areas of the intersection between MWB and DEI that remain to be elucidated in the future studies. Having a sufficient sample size, improving accessibility, and addressing varying cultural perceptions are the main challenges, as seen in our study. To truly address MWB and DEI disparities, change is also needed in veterinary workplace culture and environment. In conclusion, raising awareness for an inclusive profession, including increasing openness and acceptance to enhance DEI and destigmatizing MWB challenges, is needed to ensure a thriving, modern veterinary profession.

Workplace Relations and Opportunities for Career Development Impact the Retention of Veterinarians in Shelter Medicine

Shelter medicine has grown considerably over recent years with many shelters hiring veterinarians for the first time or expanding their veterinary teams. As a result, there is a dearth of shelter veterinarians and retention has become a key concern for the field. The goal of this study was to describe veterinarians' perceptions of shelter medicine, and their feelings of job satisfaction, loneliness, and professional fulfillment. The sample included 52 shelter veterinarians, 39 previous shelter veterinarians and 130 non-shelter veterinarians (n = 221) who each completed an online survey. Current and previous shelter veterinarians had comparable perceptions regarding the appeal of most shelter medicine duties, although there were differences in the duties they performed within their job. More current shelter veterinarians participated in population management, policy development, administrative duties, and decision-making for individual patients (euthanasia, treatment, and adoptability). Considering other employment attributes, we found previous shelter veterinarians had lower mean rankings than current and non-shelter veterinarians regarding their interactions with administrative staff, ability to be part of a multiple veterinarian team and the availability of mentorship. Loneliness and professional fulfillment were mostly comparable between the groups, although previous shelter veterinarians were more likely to report they felt unhappy (X ² = 16.60, p = 0.02) and left out at work (X ² = 12.43, p = 0.02). Our findings suggest veterinarians who participate in decision-making for patients and shelter management procedures may be more willing to continue working in shelter medicine. Animal shelters should also employ strategies to improve workplace relationships and offer career development opportunities to improve job satisfaction and retention of veterinarians within the field.

Students' Engagement in and Perceptions of Blended Learning in a Clinical Module in a Veterinary Degree Program

Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degree programs such as veterinary medicine in which students need the flexibility to undertake intra- and extramural activities to develop the range of competencies required to achieve professional qualification. Yet how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial is unclear. We evaluated blended learning through review of student feedback on a 4-week clinical module in a veterinary degree program. The module combined face-to-face sessions with online resources. Feedback was collected by means of a structured online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from students' learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities, whereas online resources were considered effective for facilitating module organization and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills in which students valued a combination of visual resources and practical activities. Although we identified several limitations with online resources that need to be addressed when constructing blended courses, blended learning shows potential to enhance student-led learning in clinical courses.

Current insights in veterinarians' psychological wellbeing

This article outlines some of the key prevalence studies regarding the psychological health of veterinarians, and highlights the reasons for distress, with factors such as workload, financial issues, long working hours, challenging interactions, unexpected outcomes, euthanasia and fear of complaints or making mistakes being commonly cited. During the last decade, many ways to improve veterinarians' wellbeing have been suggested, including both individual and organisational strategies. However, what appears to be lacking is a body of intervention research to test the effectiveness of these strategies.This article outlines some of the types of psychological distress which have been reported in veterinarians, and emphasises key issues such as the impact of practitioners' help-seeking behaviour and moral and ethical dilemmas. Some wellbeing interventions from overseas studies are highlighted, with a focus on strategies that can be adopted by organisations as well as individuals. The review includes several recommendations to improve the psychological wellbeing of veterinarians such as using multi-disciplinary clinician wellbeing models to structure interventions, the possibilities of mindful self-compassion practices, and the regular use of peer support and reflective groups. It concludes that implementation and robust evaluation of wellbeing initiatives in the New Zealand veterinary population are urgently needed.

Evaluation of peer teaching and deliberate practice to teach veterinary surgery

OBJECTIVE

To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first- and second-year veterinary students.

STUDY DESIGN

Randomized, prospective, comparative study.

SAMPLE POPULATION

Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills.

METHODS

Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessment-only control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention.

RESULTS

The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment.

CONCLUSION

The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice.

CLINICAL SIGNIFICANCE

Use and enhancement of the format introduced in this study could augment veterinary surgical education.