Factors influencing veterinary student interest in equine practice in the United States: A focus group study

The number of new veterinary graduates entering equine practice in the United States continues to decline, and more than half leave the field within 5 years. Understanding the perspectives of veterinary students is critical for developing interventions that promote retention and long-term career satisfaction in equine medicine.

To explore what factors influence veterinary student interest in and commitment to equine practice using the Conservation of Resources (COR) Theory as a guiding framework.

Qualitative descriptive study using semi-structured student focus groups.

Eighteen veterinary students who have considered or are actively pursuing equine medicine were recruited via snowball and convenience sampling to participate in virtual focus groups. Discussions were transcribed and analysed using Delve, where they were then coded in the context of the COR (condition, object, energy, and personal resources) Theory. A card sorting activity was used to rank the four resource domains in the COR Theory.

Students emphasised the importance of structured mentorship, supportive work environments, and work-life balance. Barriers included concerns about gender bias, compensation, student debt, and unrealistic client expectations. Personal passion for equine medicine and positive early experiences with horses were key motivators for pursuing the field.

The study sample may not represent the diversity of veterinary student experiences across regions or schools.

Veterinary students in the United States who are interested in equine practice face challenges related to work-life balance, mentorship, financial viability, and inclusivity. Despite these barriers, many students remain motivated by a desire to contribute something meaningful to the field and by positive early experiences with horses. Creating structured mentorship, increasing inclusivity in equine medicine, and addressing workload and compensation concerns may improve student retention and career satisfaction in equine practice.