Various stressors contribute to veterinary students’ stress levels. According to the medical education literature, students’ stress seems to increase during clinical training, but research investigating this in veterinary students is scarce. According to transactional stress theory, individual students may not perceive every stressor as equally stressful. The present research therefore aimed to investigate how stressful veterinary students perceive stressors of clinical training, identify subgroups based on their perceptions of these stressors, and determine whether the subgroups differ regarding their total clinical training-related stress and academic achievement. The sample consisted of 197 veterinary students completing their clinical rotation course. The Rotation Stress Questionnaire for Veterinary Students (RSQV) was employed to assess rotation-specific stressors and stress. Course grades served as indicators of academic achievement. Veterinary students reported moderate overall clinical training-related stress, and heavy workload was the main source of stress. Hierarchical cluster analysis identified four subgroups of students, namely: the Generally Stressed Group, Responsibilities Uncertainty Group, Overtasked Group, and Unstressed Group, with significant differences in total stress ( p < .001). The groups also differed significantly in academic achievement ( p = .015), with post-hoc analysis indicating significant mean differences between the highest- and lowest-stress groups ( p = .014). In conclusion, veterinary students’ stress during clinical training appears to be a significant factor, particularly concerning workload. However, there are interindividual differences in total stress and achievement which should be considered.
兽医专业学生的压力水平是由各种压力因素造成的。根据医学教育文献，学生的压力似乎会在临床培训期间增加，但针对兽医学生的研究却很少。根据交易型压力理论，每个学生对每种压力源的感知可能不尽相同。因此，本研究旨在调查兽医专业学生如何看待临床培训的压力，根据他们对这些压力的看法确定亚组，并确定亚组在临床培训相关的总压力和学业成绩方面是否存在差异。样本由 197 名完成临床轮转课程的兽医学生组成。采用兽医学生轮转压力问卷（RSQV）来评估特定的轮转压力源和压力。课程成绩是衡量学习成绩的指标。兽医专业学生报告的临床培训相关压力总体适中，沉重的工作量是压力的主要来源。层次聚类分析确定了四个学生亚组，即：一般压力组、责任不确定组、任务过重组和无压力组，这四个亚组在总压力方面存在显著差异（p < .001）。各组在学业成绩方面也有显著差异 ( p = .015)，事后分析表明，压力最大组和压力最小组之间存在显著的平均差异 ( p = .014)。总之，兽医学生在临床培训期间的压力似乎是一个重要因素，尤其是在工作量方面。然而，在总压力和成绩方面也存在个体差异，这一点应加以考虑。
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Various stressors contribute to veterinary students’ stress levels. According to the medical education literature, students’ stress seems to increase during clinical training, but research investigating this in veterinary students is scarce. According to transactional stress theory, individual students may not perceive every stressor as equally stressful. The present research therefore aimed to investigate how stressful veterinary students perceive stressors of clinical training, identify subgroups based on their perceptions of these stressors, and determine whether the subgroups differ regarding their total clinical training-related stress and academic achievement. The sample consisted of 197 veterinary students completing their clinical rotation course. The Rotation Stress Questionnaire for Veterinary Students (RSQV) was employed to assess rotation-specific stressors and stress. Course grades served as indicators of academic achievement. Veterinary students reported moderate overall clinical training-related stress, and heavy workload was the main source of stress. Hierarchical cluster analysis identified four subgroups of students, namely: the Generally Stressed Group, Responsibilities Uncertainty Group, Overtasked Group, and Unstressed Group, with significant differences in total stress ( p < .001). The groups also differed significantly in academic achievement ( p = .015), with post-hoc analysis indicating significant mean differences between the highest- and lowest-stress groups ( p = .014). In conclusion, veterinary students’ stress during clinical training appears to be a significant factor, particularly concerning workload. However, there are interindividual differences in total stress and achievement which should be considered.
兽医专业学生的压力水平是由各种压力因素造成的。根据医学教育文献，学生的压力似乎会在临床培训期间增加，但针对兽医学生的研究却很少。根据交易型压力理论，每个学生对每种压力源的感知可能不尽相同。因此，本研究旨在调查兽医专业学生如何看待临床培训的压力，根据他们对这些压力的看法确定亚组，并确定亚组在临床培训相关的总压力和学业成绩方面是否存在差异。样本由 197 名完成临床轮转课程的兽医学生组成。采用兽医学生轮转压力问卷（RSQV）来评估特定的轮转压力源和压力。课程成绩是衡量学习成绩的指标。兽医专业学生报告的临床培训相关压力总体适中，沉重的工作量是压力的主要来源。层次聚类分析确定了四个学生亚组，即：一般压力组、责任不确定组、任务过重组和无压力组，这四个亚组在总压力方面存在显著差异（p < .001）。各组在学业成绩方面也有显著差异 ( p = .015)，事后分析表明，压力最大组和压力最小组之间存在显著的平均差异 ( p = .014)。总之，兽医学生在临床培训期间的压力似乎是一个重要因素，尤其是在工作量方面。然而，在总压力和成绩方面也存在个体差异，这一点应加以考虑。
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Evan Hallein, David Shallcross, Jo Dalvean, Pietro Celi, Michael McGowan, Caroline Jacobson, Elizabeth Bramley, J. Weston, Stuart Barber
Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.
{"title":"Collaborative Development of a Farm Systems Learning Platform “4D Virtual Farm”","authors":"Evan Hallein, David Shallcross, Jo Dalvean, Pietro Celi, Michael McGowan, Caroline Jacobson, Elizabeth Bramley, J. Weston, Stuart Barber","doi":"10.3138/jvme-2023-0023","DOIUrl":"https://doi.org/10.3138/jvme-2023-0023","url":null,"abstract":"Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.","PeriodicalId":509170,"journal":{"name":"Journal of Veterinary Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evan Hallein, David Shallcross, Jo Dalvean, Pietro Celi, Michael McGowan, Caroline Jacobson, Elizabeth Bramley, J. Weston, Stuart Barber
Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.
{"title":"Collaborative Development of a Farm Systems Learning Platform “4D Virtual Farm”","authors":"Evan Hallein, David Shallcross, Jo Dalvean, Pietro Celi, Michael McGowan, Caroline Jacobson, Elizabeth Bramley, J. Weston, Stuart Barber","doi":"10.3138/jvme-2023-0023","DOIUrl":"https://doi.org/10.3138/jvme-2023-0023","url":null,"abstract":"Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.","PeriodicalId":509170,"journal":{"name":"Journal of Veterinary Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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