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Public Health Knowledge, Preparedness, and Professional Identity Among Veterinary Students: A Multi-Institutional
Enzo R Campagnolo1, Gary L Welton2
1US Department of Agriculture's Animal and Plant Health Inspection Service.
Abstract:
Veterinarians work at the intersection of animal, human, and environmental health, yet integration of public health and One Health competencies across veterinary curricula remains poorly characterized. An anonymous, cross-sectional online survey of DVM/VMD students enrolled in AVMA COE-accredited or provisionally accredited veterinary schools worldwide evaluated knowledge, perceived training adequacy, confidence, professional identity, and career intentions related to public health and One Health. The 32-item instrument was analyzed using descriptive statistics and inductive thematic analysis. A total of 262 students participated; because the number of students who received the invitation could not be determined, a response rate could not be calculated. Of the respondents, 80.5% were enrolled in US-based programs. Most intended to pursue clinical practice (77.5%); approximately 6.5% intended to enter public health or government careers. Antimicrobial resistance ranked as the highest perceived public health threat (mean rank 2.27/5), followed by zoonotic diseases (2.53). Self-reported confidence and perceived training adequacy were moderate across all assessed domains. Thematic analysis of open-ended responses identified five curricular-gap themes: limited awareness of public health career pathways, insufficient experiential and simulation-based learning, difficulty applying public health principles in practice, inadequate curricular emphasis, and gaps in One Health communication and inter-professional collaboration. The inability to calculate a response rate and the convenience-based recruitment approach limit generalizability; findings should be considered preliminary, exploratory, and hypothesis generating rather than representative. Expanded standardized One Health content, scenario-based instruction, and inter-professional experiences may strengthen veterinary student preparedness for emerging zoonotic and pandemic threats.
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