a longitudinal study of veterinary students and recent graduates 2. views of the veterinary...

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................................................................................................................................ A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession TJ HEATHa, M LYNCH-BLOSSE” and A LANYON” Objective opinions relating to the veterinary profession. Design Longitudinal study. Population Students, 154 in all, who began studying vet- erinary science at The University of Queensland in 1985 and 1986. Procedure Questionnaires were completed in the first and fifth year of the course and in the second year after gradua- tion. The data were analysed using the SAS System for Windows. Results Few changes in opinion over time were found on the role of the profession, or on the status and prestige of veterinarians. Changes did occur in views on the character- istics of a successful veterinarian, with increases in the per- ceived importance of interpersonal skills, and of the capac- ity to work hard, and decreases in the perceived importance of honesty and integrity, dedication and the prevention of cruelty. Attitudes hardened over time in relation to costs of treatment, non-payment of fees and availability out of hours. Individuals changed their opinion on whether to counsel or report an incompetent colleague, but the changes in one direction were approximately equal to those in the opposite direction. Conclusions The attitudes and opinions of veterinary graduates result from experiences before and during their veterinary course. In general the perceived importance of interpersonal skills increases during the course, and the level of altruism decreases. Aust Vet J 1996;74:297-300 Key words: Veterinarian, professional socialisation. attitudes, veterinary education. To examine the development of attitudes and his is the second in a series of papers describing the background, attitudes, perceptions and beliefs of two T cohorts of veterinary students on three occasions: when they entered the veterinary course, when they were in their fifth and final year of study, and in the second year after they graduated. The first paper described their identity and background, why they chose veterinary science and what they planned, and what they did after graduation (Heath et a f 1996). This paper describes their views of the profession and of their role as vet- erinarians. Specifically, it deals with their views on issues fac- ing the profession and on its status, the qualities needed for success as a veterinarian, on aspects of professional behaviour, and the effect of various socialising influences. aDepartment of Anatomical Sciences, University of Queensland 4072 Email t.heath @ mailbox.uq.edu.au bDepartment of Anthropology and Sociology, University of Queensland 4072 Materials and methods Data obtained from the questionnaires of Heath et a f (1 996) were used. These questionnaires were completed early in first year by 154 (of a total of 157) students entering the Queensland School of Veterinary Science in 1985 and 1986. These students were surveyed again in their fifth year - 1989 and 1990 - and again in their second year of work. There were 122 respondents at fifth year (designated S5), and 113 in the second year after graduation (G2) (Heath et a f 1996). In all, 103 of the students provided useable responses to all three surveys. The data were analysed using the SAS System for Microsoft Windows Release 6.1 (SAS Institute, USA, Heath et a[ 1996). Chi square analysis was used to esti- mate the significance of differences between responses at dif- ferent times. The number of degrees of freedom is given as a subscript: 1 df = x’,. Results The veterinary profession Issuesfacing the profession- In each of the three surveys (S 1, S5, G2) respondents were asked to indicate the importance of each of four issues facing the veterinary profession (Table 1) and were invited to add others. Treatment and prevention of disease in individual animals and in flocks and herds was regarded as very important by more than 77% of all respon- dents in each survey (Table 1). There was a wider spread of opinion regarding the role of the veterinary profession in increasing the food supply for human beings. This was regarded as very important by 31% at S1, 34% at S5, but by only 18% at G2 (~~~=25.6, P < O.OOl)(Table 1). Additional issues that were added be respondents were ani- mal production (added by 5% at S5; less in others), education of the public (added by 9% at G2) and wildlife and the envi- ronment (added by S1 and G2). Perceptions of veterinarians Their status and prestige - When respondents at each stage (S1, S5 and G2) were asked to rank veterinarians with nine other professional groups according to their view of the status or prestige of each group, less than 20% placed veterinarians in the top three; doctors, lawyers and diplomats had strong support in these rankings, with dentists in fourth place (Table 2). Veterinarians were ranked between four and seven by 59-62%, and at eight by 11 or 12%. There were only slight differences in ranking over the duration of the study (Table 2). Characteristics of a ;uccessfil veterinarian’- The characteris- tics that were regarded as very important by most respondents over the period of the survey were skill in handling animals, the ability to gain respect and confidence of clients and the ability to analyse a situation or problem logically (Table 3). Aust Vet J Vol. 74, No. 4, October 1996 297

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Page 1: A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

................................................................................................................................ A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

TJ HEATHa, M LYNCH-BLOSSE” and A LANYON”

Objective opinions relating to the veterinary profession.

Design Longitudinal study.

Population Students, 154 in all, who began studying vet- erinary science at The University of Queensland in 1985 and 1986.

Procedure Questionnaires were completed in the first and fifth year of the course and in the second year after gradua- tion. The data were analysed using the SAS System for Windows.

Results Few changes in opinion over time were found on the role of the profession, or on the status and prestige of veterinarians. Changes did occur in views on the character- istics of a successful veterinarian, with increases in the per- ceived importance of interpersonal skills, and of the capac- ity to work hard, and decreases in the perceived importance of honesty and integrity, dedication and the prevention of cruelty. Attitudes hardened over time in relation to costs of treatment, non-payment of fees and availability out of hours. Individuals changed their opinion on whether to counsel or report an incompetent colleague, but the changes in one direction were approximately equal to those in the opposite direction.

Conclusions The attitudes and opinions of veterinary graduates result from experiences before and during their veterinary course. In general the perceived importance of interpersonal skills increases during the course, and the level of altruism decreases. Aust Vet J 1996;74:297-300 Key words: Veterinarian, professional socialisation. attitudes, veterinary education.

To examine the development of attitudes and

his is the second in a series of papers describing the background, attitudes, perceptions and beliefs of two T cohorts of veterinary students on three occasions: when

they entered the veterinary course, when they were in their fifth and final year of study, and in the second year after they graduated.

The first paper described their identity and background, why they chose veterinary science and what they planned, and what they did after graduation (Heath et a f 1996). This paper describes their views of the profession and of their role as vet- erinarians. Specifically, it deals with their views on issues fac- ing the profession and on its status, the qualities needed for success as a veterinarian, on aspects of professional behaviour, and the effect of various socialising influences.

aDepartment of Anatomical Sciences, University of Queensland 4072 Email t.heath @ mailbox.uq.edu.au bDepartment of Anthropology and Sociology, University of Queensland 4072

Materials and methods Data obtained from the questionnaires of Heath et a f (1 996)

were used. These questionnaires were completed early in first year by 154 (of a total of 157) students entering the Queensland School of Veterinary Science in 1985 and 1986. These students were surveyed again in their fifth year - 1989 and 1990 - and again in their second year of work.

There were 122 respondents at fifth year (designated S5), and 113 in the second year after graduation (G2) (Heath et a f 1996). In all, 103 of the students provided useable responses to all three surveys. The data were analysed using the SAS System for Microsoft Windows Release 6.1 (SAS Institute, USA, Heath et a[ 1996). Chi square analysis was used to esti- mate the significance of differences between responses a t dif- ferent times. The number of degrees of freedom is given as a subscript: 1 df = x’,.

Results The veterinary profession

Issuesfacing the profession- In each of the three surveys (S 1, S5, G2) respondents were asked to indicate the importance of each of four issues facing the veterinary profession (Table 1) and were invited to add others. Treatment and prevention of disease in individual animals and in flocks and herds was regarded as very important by more than 77% of all respon- dents in each survey (Table 1).

There was a wider spread of opinion regarding the role of the veterinary profession in increasing the food supply for human beings. This was regarded as very important by 31% a t S1, 34% at S5, but by only 18% at G2 ( ~ ~ ~ = 2 5 . 6 , P < O.OOl)(Table 1).

Additional issues that were added be respondents were ani- mal production (added by 5% at S5; less in others), education of the public (added by 9% at G2) and wildlife and the envi- ronment (added by S1 and G2).

Perceptions of veterinarians Their status and prestige - When respondents at each stage

(S1, S5 and G2) were asked to rank veterinarians with nine other professional groups according to their view of the status or prestige of each group, less than 20% placed veterinarians in the top three; doctors, lawyers and diplomats had strong support in these rankings, with dentists in fourth place (Table 2). Veterinarians were ranked between four and seven by 59-62%, and at eight by 11 or 12%. There were only slight differences in ranking over the duration of the study (Table 2).

Characteristics o f a ;uccessfil veterinarian’- The characteris- tics that were regarded as very important by most respondents over the period of the survey were skill in handling animals, the ability to gain respect and confidence of clients and the ability to analyse a situation or problem logically (Table 3).

Aust Vet J Vol. 74, No. 4 , October 1996 297

Page 2: A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

................................................................................................................................ Table 1. Issues facing the veterinary profession. Changes in perception over time included:

- an increase over the course, sustained after graduation, in the perceived importance of interpersonal skills and atti- tudes, with significant increases in the importance accord- ed to handling people between first and fifth year students (xZ1 = 7.6, P = 0.006), and between fifth year and second year graduates (xzl = 13.7, P < 0.001) (Table 3). an increase after graduation in the number regarding ‘a capacity for sustained hard work‘ as very important for a successful veterinarian (xZI = 12.2, P < O.OOI)(Table 3). a decrease between first year students and second year graduates in the importance placed on honesty and integrity (xzI = 4.8, P = 0.03), dedication (x21 = 7.3, P =

0.007), and prevention of cruelty (xzI = 10.3, P < 0.001); a decrease between first and fifth year, followed by some increase after graduation in perceived importance of a capacity for meticulous attention to detail (for first year and fifth year students x 2 , = 6.3, P = 0.01; for fifth year students and second year graduates x 2 , = 13.7, P <.001) and in the ability to diagnose accurately and quickly (for first year and fifth year students xZI = 4.5, P = 0.04; for fifth year students and second year graduates xZ1 = 8.6,

-

-

-

P = 0.003).

Professional behaviour Costs of treatment and nonpayment offees - Attitudes hard-

ened between first and fifth year, and these changes were sus- tained after graduation (Table 4).

Range of the veterinary role- More that 75% agreed that ‘all veterinarians should be concerned to prevent cruelty in ani- mals’, but the statement ‘It‘s a strange veterinarian who does not want to treat disease in animals’ evoked widely divergent views (Table 4) .

Ethics- While 50% or more disagreed that ‘It’s the rare vet- erinarian whose behaviour is always consistent with the ethics of the profession’, 17 to 22% agreed (Table 4).

Availability - There was a decrease from first year onward in the number of respondents who believed that veterinarians should be available whenever any clients, even new ones, believe that they need their services. There was a correspond- ing increase over time in support for the statement that ‘Veterinarians are entitled to have some time to themselves, provided they make sure another veterinarian is available to the client’ (Table 5) .

Response to perceived incompetence - In the three surveys, 57 to 59% would try to demonstrate shortcomings to a colleague thought to be seriously incompetent, and 24 to 30% would report the colleague to the Veterinary Surgeons’ Board (Table 6).

Although the results in Table 6 seems to indicate a consis- tent response over time, they hide the fact that many respon- dents gave different opinions in the three surveys, and that the changes approximately balanced one another. For example at S1, 5 5 respondents indicated that they would ‘demonstrate shortcomings’, but at S 5 this action would be taken by only 38 of that 5 5 ; most of the orher 17 having indicated that they would ‘report ... to the ..Board’. This number was almost equal to the number changing their responses in the opposite direction. Similar patterns in response occurred between S 5 and G2.

VI SI NVI NI

Treatment of individual sick S1 77 23 0 0 or injured animals S5 84 15 0 0

G2 84 14 0 0

Treatment of disease in flocks S1 89 11 0 0 and herds s5 91 9 0 0

G2 81 15 3 0

0 0 s5 91 9 0 0 G2 87 12 0 0

increase the food supply for S1 31 52 15 2 human beings 55 34 47 18 1

G2 18 50 25 6

Prevention of disease in animals S1 89 11

~ ~ ~

Students in first year (SI) and fifth year (S5) and graduates in their second year of work (G2) were asked to indicate the extent to which they believed each was important Very important (VI), somewhat important (SI), not very important (NVI) and not at all important (NI) Results are included only for those who responded to all three questionnaires Numbers represent the per- centage of respondents n = 103

Table 2. Perceived status o r prestige of veterinarians.

Rank s1 s5 G2

1 1 5 4 2 4 4 5

3 12 6 9 4 16 16 17 5 14 19 21 6 15 18 13 7 17 8 8 8 12 12 11

9 3 5 4 1 1 1

~~ ~~~ ~ ~ ~

10 ~ ~~~~ ~~ ~

Students in first year (S1) and fifth year (S5) and graduates (G2) were asked ‘What, in your opinion is the relative status or prestige of the following profes- sional groups?’, and were given a list of (in order) scientists, engineers, lawyers, dentists, architects, veterinarians, school teachers, university teach- ers, diplomats and doctors. They were asked to rank the professions by plac- ing 1 against that they believed had the highest status, 2 against the next highest and so on. Results are included only for those who responded to all three questionnaires. Numbers indicate the percentage ranking veterinarians at rank 1, rank 2 and so on, n = 103.

Socialising influences Two important influences on students as they pass through

their veterinary course are staff members, and other students. When they were in first year, 85% of the students respond-

ed that it was important to get to know members of staff on a personal basis, and by fifth year this percentage has increased to 97.

At first year 54% of the students indicated that they expect- ed to attend most or all activities, and most of the remainder to attend ‘some’ activities of the Veterinary Students’ Association (Table 7 ) . Their responses in fifth year indicated that their predictions were essentially correct. Furthermore, 25% expected to be, and most of these later reported that they had been, active in at least one other student club or society (Table 7) .

298 Aust Vet J Vol. 74, No. 4, October 1996

Page 3: A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

................................................................................................................................ Discussion

People embarking on a career as veterinarians, or entering any other profession for that matter, must acquire a range of attributes. The most obvious are the knowledge and skills nec- essary to perform the tasks of the veterinarian; these lie at the heart of the veterinary curriculum. But also of great impor- tance are the habits and modes of thought and behaviour that characterise the veterinary role. These include the attributes that make students think and act as veterinarians and identi- fy themselves as part of the veterinary profession. Some of these attributes have been examined in this study.

The acquisition of these attributes, often referred to as the process of professional socialisation (Anderson and Western 1976; Bragg 1976; Coombs 1978), occurs more or less uncon- sciously, and much of it takes place during the veterinary course. The changes thus coincide and interact with other changes that are occurring in the lives and minds of these young people. For example, at this time many of them are developing their identity as independent individuals, and many are developing significant relationships with other people.

Professional socialisation is not restricted to the student years. Some facets of it develop early in life and remain rela- tively constant despite the interactions and experiences involved in becoming a veterinarian. For many, these include the attitudes towards animals which led them to seek a veteri- nary career in the first place (Heath et a1 1996). They may also include opinions on the status and prestige of veterinarians. In this study for example, the ranking of veterinarians against nine other professions changed little between the first year of study and the second year of veterinary work (Table 2).

The attitudes that develop during the veterinary course itself or shortly thereafter include those relating to the importance to the veterinarian of understanding and communicating effectively with other people. Many students enter the course with little appreciation of the importance of these skills, but most soon become conscious of their importance (Stone et al 1992; Heath 1996). In this study for example significant increases occurred both during the course and after graduation in the perceived importance of interpersonal skills and atti- tudes. Attitudes regarding the costs of treatment and nonpay- ment of fees also changed, from an altruistic approach on entering the course to a more pragmatic one after exposure to the realities of the veterinary workplace (Table 4) . Similar though less marked changes also occurred in students' opin- ions on whether veterinarians should be available whenever clients feel that they need them, and on the importance of honesty and integrity, dedication, and a keenness to prevent cruelty as characteristics of a successful veterinarian (Table 5 ) . Attitudes to other aspects of animal welfare have also been reported to become firmer during the student and immediate postgraduate years (Heath and Blackshaw 1988).

Some attitudes also change in unpredictable ways during the veterinary course. For example, a simple analysis of responses to perceived incompetence (Table 6) would seem to indicate that first year students already had a view on this issue, and that these views remained constant over time. However, detailed analysis of responses of individuals revealed that many changes in attitudes occurred both during the veterinary course and after graduation, but that changes in one direction were largely balanced by changes in the opposite direction.

Table 3. Characteristics of a 'successful veterinarian'.

S1 S5 G2

Skill in handling animals

Ability to gain respect and confidence of clients

Ability to diagnose accurately and quickly

An interest in animals

Ability to analyse a situation or problem logically

High standards of honesty and integrity

An appearance of confidence

Gaining real enjoyment out of veterinary science

A broad knowledge of veterinary science

Dedication to veterinary science

Keenness to prevent cruelty to animals

Being able to communicate ideas

A capacity for sustained hard work

A capacity for meticulous attention to detail

Skill in handling people

Knowledge of human nature

94

94

88

84

83

80

80

80

79

75

58

61

57

60

52

26

89

87

39

55

89

9

71

65

51

54

45

90

57

17

82

57

85

92

50

66

85

68

86

75

65

51

43

90

74

31

87

64

Students in first year (SI) and fifth year (S5) and graduates in their second year of work (G2) were asked to indicate on a four point scale their response to the question: 'How important for a successful veterinarian is each of the fol- lowing characteristics?' The four points on the scale were 'very important' 'somewhat important' 'not very important' and 'not at all important'. Results are included only for those who responded to this question in all three questionnaires, and for those issues regarded by more than 50% in at least one survey as 'very important'. Numbers represent the percentage of respon- dents who regarded that issue as 'very important', n = 103.

Table 4. Attitudes to issues relating t o veterinary work.

SA+A N D+SD

A veterinarian should never refuse s1 57 26 16 treatment to an animal simply because S5 17 28 52

9 19 62 its owner has not paid previous accounts

57 11 32 Considerations of cost must influence the

4 3

All veterinarians should be concerned S1 76 18 6

G2 85 1 1 4

Its a strange veterinarians who does not S1 52 17 31 want to treat disease in animals S5 38 14 48

G2 35 20 46

Its the rare veterinarian whose behaviour S1 18 32 50 is always consistent with the ethics of S5 17 17 66

G2 22 15 62 the profession

Students in first year (Sl) and fifth year (55) and graduates in their second year of work (G2) were asked on a five point Likert scale from 'strongly agree' to strongly disagree' the extent to which they agreed with these statements. Results include only for those who responded to all three questionnaires. The responses to 'strongly agree' and 'agree' have been combined (SA+A) as have those for 'disagree' and 'strongly disagree'(D+SD). Numbers represent the percentage giving these responses, n = 103.

G2

S1

G2 91 type of treatment that animals receive 55 94 3 3

to prevent cruelty to animals 55 93 3 4

~~~ ~_______ ~~ ~~

Aust Vet J Vol. 74, No. 4 , October 1996 299

Page 4: A longitudinal study of veterinary students and recent graduates 2. Views of the veterinary profession

............................................................... Table 5. Availability of veterinarians.

................................................................. Table 7. Involvement in student activities.

S1 S5 G2

Yes, veterinarians should be available 37 17 13 whenever any clients, even new ones, feel that they need them

whenever regular clients need them, but they are not obligated to new clients

No, veterinarians are entitled to have some 57 81 80 time to themselves, provided they make sure another veterinarian is available to the client

It depends, veterinarians should be available 4 2 3

No, a veterinarian is entitled to regular hours 2 1 3

~ ~ ~~~~~~~~~~ ~ ~~ ~~

just like anyone else

Students in first year (SI) and fifth year (S5) and graduates in their second year of work (G2) were asked their response to the question: 'Do you think that veterinarians owe it to their clients to be on call regularly, seven days a week, 24 hours a day?' Results are included only for those who responded in all three questionnaires. Numbers represent the percentage of respondents who supported that par- ticular response, n = 103.

~~

Table 6. Response to perceived incompetence.

s1 55 G2

Attempt to demonstrate the colleagues 57 59 57

Alert the public to this fact so that the 1 1 0

shortcomings to h idher

profession should not come into disrepute

Report the veterinarian to the Veterinary 28 30 24 Surgeons' Board

Take little action, since variations in competence 9 8 13 among members of any professional group is one of the features of professional life

is one of the features of professional life

Students in first year (SI) and fifth year (S5) and graduates in their second year of work (G2) were asked which of possible actions they believe should be taken 'If a veterinarian has reason to believe that one of hidher profes- sional colleagues is seriously incompetent in hidher work.' Results are includ- ed only for those who responded to this question in all three questionnaires. Numbers represent the percentage of respondents who supported that response, n = 103.

Take little action, since independence of action 2 2 2

~~ ~ ~~ ~~ ~

~~

Year of survey Attend most or Attend some Attend few or all activities activities no activities

U Q V S A ~ s1 54 30 16 s5 60 29 11

Other club s1 25 29 35b 23 16 40b

~~~

s5 ~

First year students (Sl) were asked 'how active are you likely to be in the Veterinary Students' Association or any other student club or society?', and were asked to indicate one of five options, from 'I expect to be very active' to 'I am unlikely to attend any functions at all'. Fifth year students (S5) were asked virtually identical questions, though in the past tense. The first and second, and the fourth and fifth response options have been combined in this Table. The responses are those from students who responded in both first and fifth year, and the numbers represent percentages indicating each option, n = 102. aUniversity of Queensland Veterinary Students' Association. bWhere percentages do not add to 100, this is primarily because some did not respond to this item. However, small discrepancies may be due to rounding.

This study has also revealed the importance placed by stu- dents o n interactions with staff members and on their involve- ment with other students in informal settings. These interac- tions may be of key importance in developing opinions on professional issues and laying foundations for future collabo- rative relationships between professional colleagues.

Acknowledgments We are most grateful to Professor John Western for his help

and support, and to those who completed our questionnaires.

References Anderson DS and Western JS (1976) In The Professions in Australia: A

Critical Appraisal, edited by P Boreham, A Pemberton and P Wilson, University of Queensland Press, St Lucia, pp 42-55

Bragg AH (1976) The Socialisation Process in Higher Education, American Association for Higher Education, Washington DC

Coombs RH (1 978) Mastering Medicine: Professional Socialisation in Medical School, The Free Press, New York

Heath TJ and Blackshaw JK (1988) Aust Vet J 65: 290 Heath T Western J and Chaloupka F (1988) AVA News No. 8, 1988:l Heath TJ (1 996) J Vet Med Ed 23:2 Heath TJ Lynch-Blosse M and Lanyon A (1 996) Aust Vet J 74:300 Stone EA, Shugas DA, Bader JD and O'Neil EH (1992) J Am Vet Med

(Accepted f i r publication 5 July I3961 Assoc 12:1849

Epidural butorphanol in dogs n a Canadian study, 16 dogs were anaesthetised with isoflurane and given a placebo or a dose of I 0.25 mg/kg butorphanol, a synthetic opioid, into the epidural space. The anaesthesia was stopped at

120 minutes. Cutaneous analgesia persisted for 3 hours after that in butorphanol-treated dogs. This effect corresponded with the persistent analgesic concentration of butorphanol in plasma and was longer than the analgesic effect achieved with parenteral butorphanol, but shorter that with epidural morphine. The analgesia was initially caused by the effect of butorphanol on the supraspinal struc- tures. After vascular absorption from the epidural space, it continued as segmentary type of analge- sia.

Troncy E, Besner J-G, Charbonneau R, Cuvelliez SG. Blais D. Pharmacokinetics of epidural butorphanol in isoflu- rane-anaesthetized dogs. J Vet Pharmacol Therap 1996; 19:268-273.

300 Aust Vet J Vol. 74, No. 4, October 1996