Third-Year Veterinary Student Academic Encumbrances and Tenacity: Navigating Clinical Skills Curricula and Assessment

Area of Science:

• Veterinary Medical Education
• Qualitative Research Methods
• Student Mental Health

Background:

• The University of Calgary Faculty of Veterinary Medicine (UCVM) faces challenges in addressing student stress.
• Understanding student-reported stressors is crucial for developing effective support systems.

Purpose of the Study:

• To qualitatively explore the lived experiences of stress among third-year veterinary students.
• To identify key stressors and coping mechanisms related to academic performance and well-being.
• To assess student perceptions of mental health awareness initiatives within the curriculum.

Main Methods:

• Semi-structured interviews were conducted with ten third-year veterinary students (Class of 2019).
• Interview transcripts were de-identified and analyzed using thematic analysis.
• The study focused on themes of stress, resiliency, and mental health awareness.

Main Results:

• Two primary themes emerged: 'academic encumbrances' and 'academic tenacity'.
• Objective Structured Clinical Examinations (OSCEs) were identified as a major source of stress, fear, and anxiety.
• Academic encumbrances included academic load, fear of failure, and low academic self-efficacy; academic tenacity was supported by peer/family belonging, growth mindset, and self-care.

Conclusions:

• Veterinary curricula must address student well-being beyond clinical knowledge acquisition.
• Curricular streamlining, attention to student well-being, and fostering academic balance are essential.
• Findings inform student services regarding academic achievement-related mental health needs.