When we think about hazing, images of fraternities and other college-based groups fill our minds, but every group has its rituals, and every community determines its own “code for admission.” Veterinary medicine as a professional community is no different. Participants will learn about how cultural norms in the profession can span anywhere from subliminal gaslighting to keep the status quo, institutionalized hazing to make sure that everyone “earns their stripes,” to full-out discrimination. Participants will leave with a direction forward to learn to combat professional hazing in veterinary medicine.
This presentation will provide participants with the current research results related to first-ever national faculty wellbeing study in the veterinary profession. This study will highlight data points for discussion and provide evidence-based approaches and recommendations for consideration. Environmental factors and wellbeing metric comparisons between academia and non-academic workplaces that impact wellbeing in the profession will also be discussed.
A critical assessment of the new veterinarian. We explore supply and demand in the market for veterinary education as well as how cohorts differ both amongst themselves and from previous classes.
During this program a variety of data points will be shared including a recent JAVMA article, focused on the experiences of 440 LGBTQ+ professionals and students in the veterinary profession, living in the United States and United Kingdom. Overall, results showed comparatively high rates of suicide ideation and suicide attempts among LGBTQ+ professionals and students, and the relationship between climate variables and negative mental health outcomes suggested enhanced efforts are needed to improve the climates in veterinary workplaces and colleges. Join us to discuss this research, the implications, and a minimum of three ways to improve the climate within a veterinary workplace.
Anxiety about grades is an importance cause of stress in veterinary students and many internship and residency programs depend heavily upon grade point average and class rank when evaluating applicants. These measures of academic performance have significant limitations and we propose rethinking this approach to lower stress, enhance diversity, and select balanced applicants who can be successful in these challenging programs.
Wellbeing within the veterinary profession is constantly challenged by a multitude of factors, and veterinary house officers comprise a particularly vulnerable population. Mental and physical fatigue and economic strain are important factors affecting wellbeing among post-graduate trainees and may play a role as a bottleneck towards diversity; this session provides new data quantifying the magnitude of these factors on veterinary house officers and stimulates discussion of practical strategies for mitigation of sleep deprivation and economic strain in order to improve overall wellbeing among veterinary postgraduate trainees.
In 2017, the AAVMC released a competency-based veterinary education framework that includes “attends to wellbeing of self and others” as a core competency. Subsequently, many colleges are now exploring ways to incorporate wellbeing principles and stress management skills into their core curricula. This includes developing a four-year integrated wellbeing curriculum that will allow students to cultivate emotional intelligence skills and develop wellbeing strategies that will support them as students and throughout their professional careers. This presentation will cover the outcomes of the AAVMC Wellbeing Curriculum Competencies Working Group including; the list of potential wellbeing competencies, learning objectives, assessment tools, and potential implementation points.
The student experience has its ups and downs – from their entrance into their medical training, the classroom and clinic experience, to graduation and their debut into the profession. Students can experience a variety of stressors during their education, but there are stressors once they enter the profession that they may not anticipate. Does the curriculum adequately prepare students to enter the profession? How can the transition into the profession be better supported? Systemic barriers and solutions will be discussed on how to improve the student experience and better support new professionals.