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

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.