Veterinary Interest Areas of Students Enrolled in a ...
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Pre-Vet Research Poster

Pre-Vet Interest Areas: research on the confidence and interest fields of pre-veterinary track students. Presented at the NACTA Conference 2012
Published on: Mar 4, 2016

Transcripts - Pre-Vet Research Poster

  • 1. Veterinary Interest Areas of Students Enrolled in a PreVeterinary Track Professional Development Course Shweta Trivedi, Jodie Joseph, Brandon K. Maddox and Dustin C. Orr Department of Animal Science, North Carolina State University, Raleigh, NC 27695 Abstract Course Outline Results A unique professional development course for PreVeterinary track students (ANS 495) was developed in the Animal Science Course Objectives Department at the NC State University in 2011. It was offered to the Pre-Test Data Post-Test Data PreVet students during with the two-fold objectives (a) educating To develop a 14-week professional development course students about the expanse of veterinary profession and (b) assist targeting pre-veterinary track individuals, so as to: students in developing an understanding of the DVM application procedure. Students were surveyed for their choice of veterinary a) Introduce students to the scope of veterinary profession, interest areas as a future veterinarian in Spring 2011 (43 students) and Spring 2012 (52 students) at the beginning of the course (Pre- including current issues affecting the veterinary profession. test). The students were also surveyed on the level of confidence in their decision to apply to veterinary school and become a b) Assist students in gaining a detailed understanding of the veterinarian. The highest response rate for the veterinary interest veterinary school application procedure, as well as ways to areas was earned by two categories, namely, small animal diversify and strengthen their individual portfolios. veterinarian and exotic/wildlife veterinarian. In 2011, 32% of total student responses indicated that they wanted to be small animal veterinarians while 25% aspired to be an exotic/wildlife veterinarian. Course Structure In 2012, 30% of total responses indicated small animal veterinarian and another 22% for exotic/wildlife veterinarian. However, after • 1 credit hour (Friday 12.25-1.15p, Spring only) enrolling in the course, the response rates shifted. 29% of students • Lectures, seminars, field visits became interested in “other” fields such as lab animal medicine, • 2 Teaching Assistants (current applicants) research, military, and public health. In both the years, 66% • Weekly Assessments + Final Paper students cited feeling extremely confident about their decision to be a veterinarian. Recognizing these interests in diverse aspects of veterinary medicine is key in comprehending the choices that the Lecture Topic(s) Pre-Veterinary track students make while planning their 1 Introduction, VetPAC & its resources undergraduate curriculum, internships, and extra-curricular experiences. 2 Veterinary Profession & its scope 3 Current issues facing Veterinary Profession 4 Vet School Admissions at CVM-NCSU 5 Online Application System- VMCAS 6 Writing a Personal Statement Lecture 7 Vet School Interviews Series 8 Lab animal Medicine Background 9 Dual-Degree Optionso In 2009 there were 87,998 veterinarians, with 60,895 in private 10 Building Diversity in a portfoliopractice,15,179 in public/corporate, 15,092 employment unknown1 11 Field Trip to NCSU Open Houseo The greatest veterinarian shortages are in the food, public health, 12 Reflections of Current DVM studentspathology, and lab animal sectors.1 13 Meet & Greet- Large/Exotic Animal Veto Is there currently an overall shortage of veterinarians? The NationalResearch Council’s project “Assessing the Current and Future 14 Plan B OptionsWorkforce Needs in Veterinary Medicine” is in progress.1o Eight schools have 80 slots or less; Ten schools have 80-100 slots;Ten schools have 100 slots or more. 2 Methods and Development Data Analysis Interpretation Conclusions Step 1: Brainstormed lesson plans that would introduce students to Document analysis: • Overall, the class’s confidence about becoming After enrolling in the Pre-Veterinary track development the expanse of the veterinary profession, the admissions process, and veterinarians did not significantly change. course, many students shifted their interests away from the how to strengthen their individual portfolio • Documents from the pre-veterinary student professional • However, 3% of students considered changing career original small and exotic animal majority and towards other Step 2: Drafted lesson plans and invited guest speakers to present development course include: weekly assignments, a final critical focus. fields. Three students are now considering lab animal individual lectures and share their “expertise” on corresponding topics reflection on the course, as well as IRB approved pre/post-surveys. • “Other” is defined as research, academia, military, medicine, compared to zero in the pre-test. This suggests Step 3: Developed associated assignments that cemented the general public health, and lab animal medicine. that being enrolled in this course has a positive association message of the lesson plan and gauge student learning • Weekly assignments and critical reflection analyzed to gauge •There was a 570% increase in total response with changing one’s initial interests. Step 4: Generated a retrospective pre/post-survey containing student responses and learnings; pre/post-survey used to measure interested in “other” career opportunities after being questions assessing students’ perception of what DVM admissions student perceptions on admissions criteria. enrolled in the course. Reading the final critical reflections may explain this committees look for in applicants •There was a 17% decrease in total response rate for relationship. A majority of students’ shifts occurred due to the Step 5: Obtained IRB approval for the pre/ post-survey (IRB#: • Questionnaire included: small animal medicine impact of guest speakers and exposure to unique 1191-09-10) What kind of veterinarian do you want to become? Step 6: Received student consent and administered pre-surveys to •There was an 18% decrease in total response rate for opportunities outside of their original interests. Exposing pre- •Some students gave multiple answers. student participants before the lecture series exotic/ wildlife interest. vets to the scope of the veterinary field through professional •Common responses included: small, large/food, Step 7: Implemented the lesson plan series over a period of fourteen development courses may help fill gaps in shortage areas. exotic/wildlife, equine, mixed animal practitioner. weeks How confident are you in your decision to become a Works Cited Step 8: Received student consent and administered post-surveys to veterinarian? student participants after the lecture series •Response choices included: Extremely confident, Step 9: Administered a critical reflection to assess student learning reasonably confident, somewhat confident, and not confident 1) Bristol, DVM David “Veterinary Shortage Areas” throughout the course, as well as receive student feedback on how the at all. 2) NC State University College of Veterinary Medicine Student Services Office. “Veterinary Admissions 2011 Cycle Review Session. “ course may have affected their professional development. April 20, 2011

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