Racial, cultural, and ethnic diversity within US veterinary colleges

Mental well-being and diversity, equity, and inclusiveness in the veterinary profession: Pathways to a more resilient profession

Mental well-being (MWB) and diversity, equity, and inclusiveness (DEI) continue to be critical within the veterinary profession but there is less information regarding how professional associations around the world tackle these issues. A mixed-method study including an international online survey in English (n = 137 responses via snowball sampling), fourteen interviews, and two webinars was used to identify the availability and impact of MWB and DEI support programs for veterinarians. Survey results showed that more veterinary organizations designated MWB and DEI challenges (54%, n = 43/79 and 58%, n = 45/78, respectively) as a key priority area than veterinary clinics (26%, n = 15/57 and 33%, n = 19/57, respectively). Whereas, MWB support programs were available in a moderate number of mainly English-speaking countries, DEI support programs were available in only a few countries and focused primarily on specific groups, with an unknown impact due to their recent implementation. Universally, survey respondents believed activities for specific groups, such as MWB webinars, training, and awareness campaigns, as well as MWB/DEI helplines and DEI peer-to-peer support programs had a high impact (median 3.5–4/5) yet were underemployed by both veterinary organization and veterinary clinics. Further feedback from respondents during focused interviews indicated that requiring initial and continuing training as well as tailored group activities would be most beneficial to improve MWB/DEI throughout the veterinary professional career. There are many areas of the intersection between MWB and DEI that remain to be elucidated in the future studies. Having a sufficient sample size, improving accessibility, and addressing varying cultural perceptions are the main challenges, as seen in our study. To truly address MWB and DEI disparities, change is also needed in veterinary workplace culture and environment. In conclusion, raising awareness for an inclusive profession, including increasing openness and acceptance to enhance DEI and destigmatizing MWB challenges, is needed to ensure a thriving, modern veterinary profession.

Student Experience and Ethnic Diversity: The Experiences of Underrepresented Minority Students at a Veterinary University in the United Kingdom

Despite a lack of diversity, studies on the experience of ethnically diverse (ED) students have not focused on veterinary education. This study used focus groups to explore the experience of ED veterinary students, their challenges, and their sources of support in this setting. Focus groups were held using two formats: a traditional, in-person approach, and online, via a social media group. Recruitment was by invitation and focus group allocation according to participant preference. Conversations were transcribed or downloaded, anonymized, and analyzed using a two-part narrative analysis, the aim of which was to understand the experiences of ED veterinary students at an in-depth level. Students experienced identity conflicts at multiple levels (self, others, profession), which appeared to relate to their ethnicity. Conflict between self and others resulted in a feeling of otherness arising from a White student majority, both within the university and on external placements, and professional identity conflicts arose between students' personal cultural values and their values as a veterinarian. Internal conflicts arose when students felt a wish to integrate but also perceived a need to segregate with similar others to obtain support and a sense of belonging to a group. These challenges have potential implications for mental well-being and career opportunities. For veterinary medicine to adapt to changing client demographics in an increasingly globalized world, a deeper understanding of the ED student experience may offer advantages in areas such as recruitment and profession retention, which will eventually support greater diversity within the professional population.

A Qualitative Analysis of Clinical Year Veterinary Student Journal Entries for a Shelter Medicine Rotation

Veterinary medical schools are tasked with not only providing experiences necessary to graduate veterinarians proficient in the skills and knowledge used most frequently in private practice, but also develop expertise in animal behavior, welfare, ethics, veterinary forensics, and cultural competency. Integrating all these knowledge areas into the curriculum can be challenging. Shelter medicine is increasingly identified by educators as an optimal learning environment to offer exposure to these topics. It can not only meet learning objectives in veterinary medical curriculum, but also provide students with authentic learning experiences to engage in and gain a deeper understanding of cultural humility, implicit bias, diversity, and inclusion. This includes documentation of international learning outcomes for shelter medicine in veterinary medical curriculum. There have been no studies evaluating authentic learning experiences specific to shelter medicine programs and their impacts on students. The aim of this study was to determine the individual activities and thematic categories on which veterinary students chose to reflect on and their potential impacts during a clinical rotation in shelter medicine at Penn Vet through qualitative content analysis of their journal entries. In our study, students found experiences on the shelter medicine rotation to be beneficial to their growth as a future veterinarian, provided them with takeaways that they found applicable and practical, helped them self-identify knowledge gaps, and changed their perspectives on several important topics related to collective human and animal welfare. These results speak to the value perceived by students of the rotation and suggest an authentic learning experience through a shelter medicine program can help cultivate more practice-ready and culturally competent veterinary graduates.

Brief Research Report: Veterinary Student Perspective on COVID-19 and Veterinary Medicine

COVID-19 has had significant effects on the field of veterinary medicine. Adaptation to pandemic-related and post-pandemic challenges requires engagement from all levels of the professional pipeline, including veterinary college students. Insights gained from this group may inform curriculum design, help the veterinary profession innovate, maximize opportunities for positive change, and avoid negative outcomes. The current study aimed to understand the potential impacts of the COVID-19 pandemic on veterinary medicine, as foreseen by second-year veterinary students in an online discussion during a public health course in the spring of 2020. Twenty-one percent of the 113 students agreed to participate in this qualitative research study. We used an inductive coding process and distilled the student responses into descriptive themes to capture diverse perspectives and understand possible post-pandemic pathways for the veterinary profession. Four themes emerged from the student discussion posts, describing how veterinarians might be affected by the COVID-19 pandemic: (1) economic and social impacts, (2) adapting to challenges, (3) collaborations to improve public health, and (4) disparities and diversity. These themes are a starting point for discussion and innovation as veterinarians plan for the post-pandemic world; further investigation will provide additional guidance for veterinary leaders.

Widening access to veterinary education: descriptive analysis of ethnicity, societal representation and educational background of applicants to veterinary education in Aotearoa New Zealand

AIMS

To describe the ethnicity of domestic applicants for selection into the professional phase of veterinary education in Aotearoa New Zealand from 2003 to 2019, and to compare this with the ethnic composition of New Zealand society. This study also aims to explore whether there are differences in the demographic features and educational background of Māori applicants compared to non-Māori applicants that may be relevant to widening access to veterinary education.

METHODS

This study was conducted with a Kaupapa Māori research methodology. Data for all applicants to the Bachelor of Veterinary Science programme at Massey University (Palmerston North, NZ) from 2003 to 2019 were retrieved from the university's Student Management System and the School of Veterinary Science selection application databases. Self-identified ethnicity was analysed in four time periods (2003-2006, 2007-2012, 2013-2016, 2017-2019) defined by factors that might influence whether an individual chose to apply for selection into the veterinary programme. Gender, age, previous university experience, decile and type of high school, and being first in family to attend university were compared between Māori and non-Māori.

RESULTS

From 2003 to 2019, 3,819 individuals submitted 4,802 applications for selection into the veterinary programme. Across all time periods, applicants who identified as Māori (274/4,802; 5.7%) or Pacific (56/4,802; 1.2%) were underrepresented compared to the New Zealand population (Māori 16.5%; Pacific 8.1%), while applicants who identified as European (4,035/4,802; 84%) were over-represented (70.2% of the New Zealand population). The proportion of Māori (p = 0.82) and Pacific (p = 0.31) applicants did not change over time, while the proportion of European applicants decreased from 853/968 (88.1%) to 823/977 (84.2%; p < 0.001). Compared to non-Māori, Māori applicants were more likely to have attended a lower decile school (p < 0.001), have attended a state rather than private or overseas school (p = 0.003) and to have been the first in their family to attend university (p = 0.001).

CONCLUSIONS

Māori are underrepresented in the veterinary applicant pool and veterinary profession in comparison to the New Zealand population. Additionally, Māori applicants differed from non-Māori applicants in pre-university factors that are barriers to university attendance. Implementing activities and processes aimed at widening veterinary programme access with the eventual goal of improving the ethnic representation of the veterinary workforce needs to be a priority for the university and profession.

A Novel Model for Teaching Primary Care in a Community Practice Setting: Tufts at Tech Community Veterinary Clinic

Providing veterinary students with opportunities to develop clinical skills in a realistic, hands-on environment remains a challenge for veterinary education. We have developed a novel approach to teaching clinical medicine to fourth-year veterinary students and technical high school students via development of a primary care clinic embedded within a technical high school. The primary care clinic targets an underserved area of the community, which includes many of the participating high school students. Support from the veterinary community for the project has been strong as a result of communication, the opportunity for veterinarians to volunteer in the clinic, and the careful targeting of services. Benefits to veterinary students include the opportunity to build clinical competencies and confidence, as well as the exposure to a diverse client population. The financial model of the clinic is described and initial data on outcomes for case load, clinic income, veterinary student evaluations, and high school students' success in passing the veterinary assisting examination are reported. This clinical model, involving a partnership between a veterinary school and a technical high school, may be adoptable to other clinical teaching situations.

The attitudes of minority junior high and high school students toward veterinary medicine

There is a documented lack of racial diversity in veterinary medicine. It has been suggested that lack of animal ownership by minorities, cultural and ethnic biases relating to animals, and a lack of role models of color within the veterinary profession are reasons for the lack of racial diversity in veterinary medicine. The purpose of this study was to survey the attitudes of minority junior high and high school students toward veterinary medicine. It was hypothesized that African American and Latino students in New York City (NYC) would have limited experience with veterinary medicine and would not have a favorable attitude toward the profession. In fact, the survey, which was sent to several NYC schools, found that minority students have a positive view of animals and of veterinary medicine. The survey also showed that a deficiency of minority role models for students, a lack of interest in and enjoyment of veterinary medicine on the part of students, a perception on the part of students that veterinary medicine does not provide a satisfying lifestyle, and inadequate student exposure to the profession are key factors in the lack of racial diversity in veterinary medicine.