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

IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of veterinary medical education Pub Date : 2024-05-28 DOI:10.3138/jvme-2023-0153
Saundra H Sample, Elpida Artemiou, Darlene J Donszelmann, Cindy Adams
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Abstract

This study is a qualitative exploration of the student experience of stress at the University of Calgary Faculty of Veterinary Medicine (UCVM). Ten third-year students from the class of 2019 participated in a semi-structured interview designed to explore the student experience surrounding stress, resiliency, and their perception of mental health awareness initiatives. Transcripts were de-identified and analyzed using thematic analysis. Two central themes of academic encumbrances and academic tenacity were identified, and each theme was further delineated into three main sub-themes associated with the Objective Structured Clinical Examination assessment. Students described the clinical skills course OSCEs as a primary source of stress and fear. Academic encumbrances were delineated through the sub-themes of academic load, fear of failure, and low academic self-efficacy. Students navigated these encumbrances through their academic tenacity, rooted in their sense of belonging among peers, family, and friends, a growth mindset, and self-care practices. Study results exemplify the importance of attending to student needs beyond acquiring clinical knowledge and skills. As we continue to redefine veterinary curricula and assessment, our work highlights the need for curricular streamlining, attending to student well-being, and fostering an academically balanced lifestyle. Lastly, the findings will help inform student services about the mental health needs of the students specific to academic achievement.

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兽医专业三年级学生的学业负担与韧性:驾驭临床技能课程和评估。
本研究是对卡尔加里大学兽医学院(UCVM)学生压力体验的定性探索。来自2019级的10名三年级学生参加了一次半结构式访谈,旨在探讨学生在压力、抗压能力以及对心理健康宣传活动的看法等方面的体验。访谈记录经过去身份化处理,并采用主题分析法进行分析。确定了学业负担和学业坚韧这两个中心主题,并将每个主题进一步划分为与客观结构化临床考试评估相关的三个主要次主题。学生们认为,临床技能课程 OSCE 是压力和恐惧的主要来源。学业负担则通过学业负担、对失败的恐惧和低学业自我效能感这几个次主题来划分。学生们通过坚韧不拔的学习精神,植根于他们对同学、家人和朋友的归属感、成长心态和自我保健实践,克服了这些障碍。研究结果证明,除了掌握临床知识和技能之外,关注学生的需求也非常重要。在我们继续重新定义兽医课程和评估时,我们的工作强调了精简课程、关注学生福祉和培养学术平衡的生活方式的必要性。最后,研究结果将有助于学生服务部门了解学生在学业成绩方面的心理健康需求。
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来源期刊
CiteScore
2.20
自引率
30.00%
发文量
113
审稿时长
>36 weeks
期刊介绍: The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society. The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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