Increasing Engagement with Transferable Skills Teaching in the Veterinary Curriculum: Learning From Our Learners

Area of Science:

• Veterinary Education
• Professional Skills Development

Background:

• Transferable skills like teamwork and communication are crucial for veterinary professionals.
• Veterinary curricula are increasingly including these skills, but student engagement remains under-researched.

Purpose of the Study:

• To explore how first-year veterinary students engage with transferable skills training.
• To understand the influence of developing professional identity on student engagement with these skills.

Main Methods:

• Conducted two focus groups with a total of 7 veterinary students.
• Employed reflexive thematic analysis to interpret student experiences and decision-making processes.

Main Results:

• Student engagement is significantly influenced by their evolving professional identity and the unspoken culture of veterinary medicine.
• Factors such as instructional methods, instructor engagement, and curriculum placement impact student participation.
• Students strategically decide whether to engage, sometimes prioritizing short-term goals or a nascent clinical identity.

Conclusions:

• Transferable skills education must acknowledge and value individual student diversity and identity.
• Educators can leverage student insights to design more effective and engaging transferable skills sessions.
• Aligning teaching with student identity and professional aspirations can enhance learning outcomes in veterinary programs.