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Peer-Led Academic Support for Pre-Arrival Students of the BVM&S Degree Program.
Jessie Paterson1, Charles Keys2, Katherine Phillips3
1University of Edinburgh, Easter Bush Campus.
Journal of Veterinary Medical Education
|February 27, 2019
Summary
Peer-led resources ease veterinary student transitions. While not all students engaged, 88% benefited from pre-arrival materials, reducing anxiety for incoming veterinary students.
Area of Science:
- Veterinary Education
- Student Well-being
- Mental Health
Background:
- Growing concern for mental health in veterinary professionals.
- Focus on building resilience and identifying stressors for veterinary students.
- Transition to veterinary curriculum is a key stressor for first-year students.
Purpose of the Study:
- Evaluate a peer-led project providing pre-arrival resources to incoming veterinary students.
- Investigate resource usage and impact on student attitudes.
- Assess the effectiveness of peer support in easing academic transitions.
Main Methods:
- Utilized learner analytics to track resource access.
- Administered post-course surveys to gauge student experience and attitudes.
- Analyzed data over two academic years.
Main Results:
- 159 students (64%) accessed the course; 39% actively engaged with materials.
- Peak access occurred weekends and the week before arrival.
- 71% of surveyed students reported pre-study anxiety; 88% felt benefited by resources.
Conclusions:
- Peer-led pre-arrival resources can effectively ease veterinary student transitions.
- Targeted support during high-stress periods is beneficial.
- While engagement varied, the initiative positively impacted student preparedness and well-being.
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