Unraveling Graduation Stress in Veterinary Education; determinants and opportunities for improvement

Abstract

This study aimed to explore the level of graduation stress among Dutch veterinary students, to identify its determinants and to propose potential improvements. Through two surveys and a focus group, insights were gained into the mental well-being of veterinary students during the last two years of the master's program. A qualitative survey and focus group collected in-depth information, on which a qualitative cross-sectional survey was based with 81 veterinary students participating. The results reveal that the average veterinary student experiences graduation stress on a regular basis, with a significant gender-effect indicating that female students are more prone to stress. Determinants of graduation stress were categorized by means of the Job Demands- Resources (JD-R) model. Factors related to study requirements and preparation for professional responsibilities were the educational demands most associated with graduation stress. Among both educational as personal demands, perceived deficiencies in knowledge, skills, and experience in first-line veterinary practice are seen as important factors. Personal demands such as fear of making mistakes and not feeling prepared for responsibility are also related to higher levels of stress. Educational resources, such as a positive atmosphere, completing the external internship, and the availability of vacant weeks in the academic schedule play an important role in alleviating graduation stress. Similarly, personal resources like a positive mindset and acceptance of lacking knowledge, skill and experience contribute to stress reduction. Based on these findings, recommendations were made for the faculty and its students. The faculty was advised to enhance the curriculum in a way that students will get more familiar with the first line, to contribute to a positive learning environment, to provide support and guidance, to emphasize personal development, and to implement mentorship programs. For students, it was recommended to seek (professional) support, invest in adequate time management, create a healthy work-life balance, and to understand the importance of realistic expectations. Veterinary schools and students can play a critical role together in creating a resilient next generation of veterinary professionals, by addressing graduation stress and promoting a supportive learning environment.