Final‐year veterinary students’ views on essential professionalism attributes and their critique of its teaching
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Wiley
2025
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| _version_ | 1867021717453406208 |
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| author | Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner |
| author_facet | Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner |
| collection | Wiley Open Access |
| contents | Final‐year veterinary students’ views on essential professionalism attributes and their critique of its teaching Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner Veterinary Record Abstract Background Although the inclusion of professionalism has become established as an integral component of veterinary degrees, little research has been undertaken on how students perceive such teaching programmes. Methods Students in the final (fifth) year of the veterinary degree programme at Massey University, New Zealand, were surveyed via questionnaires, using Likert scale and open questions, on their perspectives of (i) attributes of professionalism that are important for career success, and (ii) the value of professionalism teaching in their degree programme. Results The response rate was 65% (61/95). The top‐rated professionalism attributes focused on relationship‐centred veterinary care, emphasising collaboration, confidentiality, empathy, respect and effective communication as crucial for career success. Task‐oriented attributes were rated lower. Most (95%) respondents considered the programme in professionalism as an ‘essential’ or ‘important’ component of the degree. Preferred formats for instruction were workshops (77%), group tutorials (75%) and role playing scenarios (63%). The least favoured were lectures and filmed simulated consultations. Limitations The results are based on the opinions of 61 students from one veterinary school in one country, so caution should be exercised when generalising to other veterinary schools. Conclusions These insights into veterinary students' views on the teaching and assessment of professionalism will guide future education programmes to develop professional behaviours and attitudes in the veterinary community. 10.1002/vetr.5921 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/vetr.5921 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_vetr_5921 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Final‐year veterinary students’ views on essential professionalism attributes and their critique of its teaching Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner Veterinary Record Final‐year veterinary students’ views on essential professionalism attributes and their critique of its teaching Stuart Gordon Heidi Janicke Jenny Weston Charlotte Bolwell Jackie Benschop Tim Parkinson Dianne Gardner Veterinary Record Abstract Background Although the inclusion of professionalism has become established as an integral component of veterinary degrees, little research has been undertaken on how students perceive such teaching programmes. Methods Students in the final (fifth) year of the veterinary degree programme at Massey University, New Zealand, were surveyed via questionnaires, using Likert scale and open questions, on their perspectives of (i) attributes of professionalism that are important for career success, and (ii) the value of professionalism teaching in their degree programme. Results The response rate was 65% (61/95). The top‐rated professionalism attributes focused on relationship‐centred veterinary care, emphasising collaboration, confidentiality, empathy, respect and effective communication as crucial for career success. Task‐oriented attributes were rated lower. Most (95%) respondents considered the programme in professionalism as an ‘essential’ or ‘important’ component of the degree. Preferred formats for instruction were workshops (77%), group tutorials (75%) and role playing scenarios (63%). The least favoured were lectures and filmed simulated consultations. Limitations The results are based on the opinions of 61 students from one veterinary school in one country, so caution should be exercised when generalising to other veterinary schools. Conclusions These insights into veterinary students' views on the teaching and assessment of professionalism will guide future education programmes to develop professional behaviours and attitudes in the veterinary community. 10.1002/vetr.5921 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Final‐year veterinary students’ views on essential professionalism attributes and their critique of its teaching |
| topic | Veterinary Record |
| url | https://bvajournals.onlinelibrary.wiley.com/doi/10.1002/vetr.5921 |