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Veterinary students and non-academic stressors
Lori R Kogan1, Sherry L McConnell, Regina Schoenfeld-Tacher
1Clinical Sciences in the College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO, 80523, USA. lori.kogan@colostate.edu
Journal of Veterinary Medical Education
|August 4, 2005
Summary
Veterinary students experience significant stress from academic and professional demands, often lacking systematic coping strategies. This study highlights the need for veterinary programs to implement measures addressing student well-being and stress management.
Area of Science:
- Veterinary Medicine
- Psychology
- Higher Education
Background:
- Veterinary students face unique stressors, including academic, interpersonal, and professional demands, alongside conflicts between animal and human interests.
- While stress in university and medical students is studied, less is known about the specific experiences of veterinary students.
- Stress can negatively impact student well-being and academic performance, necessitating effective coping resources.
Purpose of the Study:
- To investigate the levels, causes, and coping strategies of stress among fourth- and fifth-year veterinary students.
- To identify the frequency and types of coping mechanisms utilized by these students.
- To inform the development of supportive measures within veterinary educational programs.
Main Methods:
- A study was conducted at Murdoch University involving fourth- and fifth-year veterinary students.
- Data collection focused on identifying stressors, stress levels, and coping strategy usage.
- The research was commissioned by the Department of Veterinary Clinical Sciences and executed by the School of Psychology.
Main Results:
- Students reported frequent stressors and moderate to high stress levels.
- Academic pressures and responsibilities related to professional practice were significant stressors, linked to physical health issues.
- Students did not consistently employ a wide range of systematic coping strategies.
Conclusions:
- Veterinary students experience considerable stress, particularly from academic and professional transitions.
- There is a gap in the systematic use of coping strategies among veterinary students.
- Veterinary programs should consider incorporating interventions to support student mental health and manage stress effectively.