Mentoring New Veterinary Graduates for Transition to Practice and Lifelong Learning

A new veterinarian's smooth and rapid transition from education to clinical practice is critical to their success and that of their new professional homes. Successful mentoring relationships are critical to smoothing the transition to practice, particularly when independent clinical decisions are abruptly required. A mentor acts as a personal coach and teacher, providing both career and personal guidance. While the profession has focused on training mentors, it has paid little attention to teaching mentees how to maximize the benefits of the relationship. Veterinary colleges can do more to equip their graduates with the skills they need to manage their change to working life successfully. The Western College of Veterinary Medicine's (WCVM) substantive gap analysis revealed mentee training as an important issue to address in support of mentorship and established a mentee training program within the curriculum. The program teaches needs assessment, goal setting, identification of appropriate learning activities, and reflection skills as an iterative and cyclical process. Learning activities include working with one's selected mentor (or mentors). These skills are important for lifelong learning and continuing professional development, as well as transition to practice.

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.

Factors affecting retention of veterinary practitioners in Ireland: a cross-sectional study with a focus on clinical practice

BACKGROUND

Retention of veterinary practitioners has arisen as a significant problem in recent years in Ireland. No prior Irish peer-reviewed publications have addressed this problem. An online questionnaire was available through social media and via email to Irish vets from January to November 2019. The aim of this survey was to ascertain the factors contributing to the problem of vet retention in Ireland.

RESULTS

A total of 370 eligible responses were received. The median age of respondents was 31 and the gender balance was 250 females (68%) to 118 males (32%). The majority of respondents worked in clinical practice 322 (89%), with 138 (42.8%) in mixed practice, 115 (35.7%) in small animal practice, 49 (15.2%) solely with farm animals and 20 (6.2%) in equine practice. Fifty-four percent of respondents described themselves as likely to be leaving their current job within two years and 32.8% as being likely to leave the profession. In total, 44 variables were assessed by univariate analysis and 27 variables were significantly (P < 0.05) associated with the likelihood of a respondent leaving their current job within 2 years (LCJ2), as a proxy measure of the problem of retention. All variables significant on univariate analysis at P < 0.2 were included in a multivariable logistic regression model. Factors associated with LCJ2 included satisfaction with work-life balance (Odds Ratio (OR) 0.33); satisfaction with working hours (OR 0.2); number of years qualified (OR 0.91); position as a practice owner/partner/director (OR 0.15); and log10salary (OR 0.03). Four variables were retained in a separate multivariable linear regression model as significant (P < 0.05) predictors of log10salary. Log10salary increased with years qualified. Males had an increased salary compared to females irrespective of years qualified. Part-time employees, vets on maternity leave or postgraduate vets had a lower log10salary. Compared to veterinary employees, self-employed or locum vets had a higher log10salary.

CONCLUSIONS

Veterinary employers should consider salary, working hours and the facilitation of a good work-life balance in order to successfully retain veterinary employees. The significant difference in salaries currently offered to male and female vets, and the high percentage of respondents considering leaving the profession, are important findings and warrant further investigation.

Risk factors associated with veterinary attrition from clinical practice: a descriptive study

A sustainable workforce is important for the veterinary profession to meet the demands of society. To maintain a sustainable workforce, it has been recommended to retain veterinary clinicians. However, there seems to be an increasing issue with retention of veterinarians in clinical practice. In the following study, the researchers sought to understand the associations between demographic and work-related factors and attrition of veterinarians from clinical practice. Responses to an online cross-sectional survey of 881 current and former Australian veterinary clinicians were analysed. A logistic regression model was used to identify and describe associations between attrition from veterinary clinical practice and salary, working hours, role in practice, years of experience, field of work, interaction with regulatory authorities, region of work and on-call duties. Lower salary, longer working hours, having on-call duties and having worked in both rural and metropolitan regions were found to significantly (P < 0.05) increase the likelihood of leaving clinical practice. The results may inform intervention strategies to assist the industry to retain veterinarians in clinical practice.

Review of the Online One Welfare Portal: Shared Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics

This article introduces the online One Welfare learning and teaching portal (OWP) and describes its development, use, importance and relevance to animal welfare and ethics (AWE) stakeholders. As animal welfare issues increase in importance, veterinarians must be trained to lead the science that underpins AWE discourses. The OWP is a collection of resources designed to engage and challenge veterinary science students as they become advocates for animals. It was developed collaboratively by all eight veterinary schools in Australia and New Zealand, and funded by the Australian Government Office for Learning and Teaching. Surveys to investigate the attitudes of students and educators to AWE issues in six context-specific themes based on the Australian Animal Welfare Strategy (AAWS) (companion animals; animals used in research and teaching; livestock/production animals; animals used for sport, recreation or display; animals in the wild and aquatic animals) were administered through all participating schools. Students assigned more importance to Day One competence in knowledge of welfare concepts than did educators for the following groups: production animals, companion animals, animals in the wild, aquatic animals, animals used in research and teaching, and animals used for sport, recreation or display (all p < 0.01). Agreement between educators and students was closer regarding the importance of Day One competence for euthanasia for all six context-specific themes (p < 0.01 - 0.03). Students assigned more importance than educators to social, economic and cultural drivers of welfare outcomes in production animals (p < 0.01); slaughter and preslaughter inspections in production animals (p < 0.01); animal abuse and hoarding in companion animals (p < 0.01); shelter medicine in companion animals (p < 0.01); disaster preparedness in wildlife animals (p < 0.01); pain and distress caused by fishing in aquatic animals (p < 0.01); conscientious objection related to animals held for research and teaching (p < 0.01); behaviour, selection and training of animals used for sport, recreation and display (p = 0.046) and educating the public around sporting animal welfare (p < 0.01). Agreement between educators and students was closer for strategies to address painful husbandry procedures in production animals (p = 0.03); behaviour and training of companion animals (p = 0.03); veterinarians' duties to wild animals in wildlife (p = 0.02); the 3Rs in animals held for research and teaching (p = 0.03) and ownership responsibility in sporting animals (p = 0.01). This report discusses the reasons for differences among students and educators as they approach these issues. The portal is expected to gather more content as veterinary schools in other countries use its resources and users submit scenarios and discussion topics that reflect local needs.

Prior Experience, Career Intentions, and Post-Graduate Positions of Veterinary Students Who Participated in an 8-week Dairy Production Medicine Course

Three cohorts of senior veterinary students (n = 50) from seven United States (US) colleges of veterinary medicine took an 8-week dairy production medicine course at the Dairy Center of Excellence in Production Medicine Education for Veterinarians (DCE) between 2012 and 2014. Participants completed a questionnaire before and after the course and 1 to 2 years after graduation. Objectives were to determine the prior academic training and livestock experience of course participants, to compare students' career aspirations before and after taking the course, and to identify factors associated with post-graduate position. Response rates were 58%-96%. Most students had taken undergraduate animal science courses (83%), worked (76%) and/or lived (52%) on a livestock operation, participated in youth livestock activities (63%), worked at a mixed practice (71%), taken production medicine-related elective courses (65%), taken other food animal rotations (91%), and/or done dairy externships (65%) before taking the DCE course. Students who were very likely to pursue a dairy-focused position before taking the course (36%) remained committed after the course, whereas students who were not likely initially (39%) were not further motivated by the course. Students who had worked with a dairy veterinarian were more likely to pursue a dairy-focused position than those who had not. Most course alumni accepted positions in mixed practice, with a ≥ 50% (54%) or < 50% (23%) dairy component, and post-graduate positions were consistent with students' predictions. Students who held an undergraduate degree or had worked for a dairy veterinarian were more likely to accept a dairy-focused practice position than those who did not.

Low-Cost Animal Rabies Vaccination Clinics in Maryland Facilitate Access to Rabies Vaccination for Pets

Rabies is a zoonotic disease that poses a serious public health risk. To facilitate pet owner compliance with statewide mandatory animal rabies immunization requirements, Maryland statute requires Maryland's local health departments to conduct low-cost animal rabies vaccination clinics at least twice per year. We describe the outputs of these public low-cost clinics by documenting the number of animals vaccinated, number of clinics held annually, and cost per vaccine to pet owners for the years 2015-2016. These data are compared with clinic data from 2006 to 2008, providing insight into changes that have occurred in the decade interval between the surveys and consequently informing future clinic policies and procedures. The Maryland low-cost rabies clinic model allows for the vaccination of roughly 20,000 pet animals per year, representing ∼1% of the Maryland pet population, and can be adopted by other states to allow for more comprehensive rabies vaccination coverage in other regions of the country.

Changes in Veterinary Students' Attitudes Toward the Rural Environment and Rural Veterinary Practice: A Longitudinal Cohort Study

There is a paucity of research regarding veterinary students' attitudes toward the rural environment and rural veterinary practice and how these attitudes might change over the course of a veterinary medicine program that includes rural clinical experience. Using a 23-item questionnaire, attitudes toward rural lifestyle, rural work-life balance, opportunities for career and skill development in rural veterinary practice, and inter-professional teamwork in the rural environment were assessed at the beginning and completion of a four-year veterinary medicine program. Eighty-six students (74.4% female) were included in this Canadian study over a six-year period. Thirty-one participants (36.1%) were rural students. Overall, students' attitudes toward the rural lifestyle, rural work-life balance, and inter-professional teamwork in rural veterinary practice all significantly decreased (p<.001) over the course of the program. As compared to urban students, rural students had significantly higher rural lifestyle scores at both the beginning (p<.001) and end (p<.01) of the veterinary medicine program. A less positive attitude toward living and working in a rural environment could influence students to exclude rural veterinary practice as a career choice. Rural clinical experiences designed to sustain or increase veterinary student interest in rural practice may not be sufficient to support positive rural attitudes. Given the demand for rural veterinary services in developed countries, the implications of this study may extend beyond Canada.

The motivations and practice-area interests of first-year French veterinary students (2005-2008)

Concerns about new trends in the veterinary profession in several industrialized countries have received significant attention recently. We conducted an online survey among first-year veterinary students enrolled between 2005 and 2008 in France's four National Veterinary Schools (Ecoles Nationales Vétérinaires [ENV]) to inquire into what determined future graduates' practice-area interests and how they built a concept of their future work. A total of 1,080 students-or 70% of first-year students-responded to the survey. These students were predominantly of middle and higher social classes and most of them lived in urban areas. About 96% of the respondents had made the ENV their first choice when taking the entrance examination. In total, 39.7% declared "vocation" as the leading factor influencing their career choice. Together, the three leading practice types (wild animals, pets, and mixed) contemplated by students after graduating amount to 64.7% of the points awarded. Practice types that are not directly related to animal health were disregarded in this analysis. The results convey both how early and how firmly the choice of the veterinary career is made. They highlight the preponderance of the image of the veterinarian as an "animal doctor," the gap between the respective proportions of practice areas in the current employment pattern of veterinarians, and the aspirations of students upon admission to the ENV. A longitudinal study after one year is needed to test whether or not these career choices change during the five years of the ENV program under the influence of teaching and extramural studies.

A survey of reasons why veterinarians enter rural veterinary practice in the United States

OBJECTIVE

To identify factors associated with interest in or choosing a career in rural veterinary practice (RVP).

DESIGN

Cross-sectional descriptive study.

SAMPLE POPULATION

Veterinarians and veterinary students in the United States.

PROCEDURES

Veterinary students and veterinarians in any area of practice were solicited to participate in an online survey through invitation letters sent to various veterinary associations. Proportions of respondents assigning high importance to various factors were analyzed for differences among gender, age, and background groups.

RESULTS

1,216 responses were received. In general, survey respondents indicated that RVP could be characterized as the practice of veterinary medicine in any community where agriculture represented a significant part of the local economy. Responses also indicated that RVP should not be confused with large animal or food animal exclusive practice. Most respondents (38.9%) developed an interest in RVP early in life (before 8th grade), with 13.0% reportedly developing their interest in RVP during veterinary school. The most highly ranked factors with regard to influence on developing an interest in RVP were having relatives with a farm background, having a veterinarian in RVP as a mentor, and exposure to RVP during veterinary school. Gender, generational category, background (rural vs urban), and livestock experience were significantly associated with when respondents developed an interest in RVP and with factors important in developing that interest.

CONCLUSIONS AND CLINICAL RELEVANCE

Results of the present study suggested that various factors are associated with interest in and choosing a career in RVP. These factors should be considered when strategies for increasing interest and encouraging careers in RVP are planned.