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Emotions in veterinary surgical students: a qualitative study.

Rikke Langebæk¹, Berit Eika, Lene Tanggaard

¹Departmento of Small animal Clinical Sciences, Faculty of Life Sciences, University of Copenhagen, Denmark. rikkelangebaek@gmail.com

Journal of Veterinary Medical Education

|November 29, 2012

Summary

Veterinary students experience mixed emotions during live-animal surgery training. Enhancing preparation and self-confidence can improve learning by managing student anxiety and boosting engagement.

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Area of Science:

Veterinary Education
Surgical Skills Training
Animal Welfare Education

Background:

Surgical educational environments can induce stress, potentially hindering student learning.
Understanding student emotions is crucial for optimizing surgical training.
First encounters with live-animal surgery present unique emotional challenges for veterinary students.

Purpose of the Study:

To investigate the emotions of veterinary students during their initial live-animal surgery experience.
To identify key factors contributing to both positive and negative emotions in this context.

Main Methods:

A survey was administered to 155 fourth-year veterinary students during a Basic Surgical Skills course.
Semi-structured interviews were conducted with 26 of these students for in-depth emotional insights.

Main Results:

A significant proportion of students reported experiencing both positive (58%) and negative (63%) emotions.
Commonly reported emotions included excitement and tension (61%).
Key factors influencing emotions were "being able to prepare well" (positive) and "lack of self-confidence" (negative).

Conclusions:

Anxiety negatively impacts learning, while excitement can enhance focus and engagement.
Interventions targeting preparation and self-confidence can mitigate negative emotions.
Optimizing the surgical learning environment can improve student engagement and learning outcomes.