Dilly Marc, Tipold Andrea, Geuenich Katja
University of Veterinary Medicine Hannover, Foundation, Clinical Skills Lab, Hannover, Germany.
University of Veterinary Medicine Hannover, Foundation, Small Animal Clinical, Hannover, Germany.
GMS J Med Educ. 2016 Feb 15;33(1):Doc9. doi: 10.3205/zma001008. eCollection 2016.
Veterinary studies in Germany are regulated by the Veterinary Certification Act (TAppV). The practical part of the education consists of 1,170 hours, whereby up to 850 hours can be spent on the curative work placement. A curative work placement can result in physical and psychological stress in the sense of a professional overload. It is the aim of this study to find out in what areas and to what extent competence is acquired and psychological stress exists in students during their work placement. Veterinary students (n=142) from all German education institutes participated in a voluntary online-study based on Burnout Screening Scales (BOSS) as well as a questionnaire regarding the acquisition of competence and excessive stress during the work placement (FKÜP). The distribution of values for work placement related stress show that such work placement related stress is generally slightly increased (T=60) and lies above that of occupational stresses within the normal population. Work placement related physical complaints also show a significant slight increase (T=61). A value (T=42) within the normal range was determined for the resource values. Few of the students questioned considered themselves to be excessively stressed in favour of a high subjective acquisition of competences. The largest increase regarding the acquisition of competence was noted for the areas of animal handling/restraint and application and injection techniques. In the sense of a perceived excessive demand regarding practical capabilities the areas of emergency management, surgery and medication dispensation were mentioned. With regard to the load structure and the acquisition of competence by veterinary students during their work placement, more support of the individual and a balancing of teaching/learning goals would be desirable and represents a promising approach.
德国的兽医学研究受《兽医认证法》（TAppV）监管。教育的实践部分包括1170小时，其中最多850小时可用于治疗性实习。从职业负担过重的角度来看，治疗性实习可能会导致身体和心理压力。本研究的目的是找出学生在实习期间在哪些领域以及在何种程度上获得了能力，以及存在心理压力。来自德国所有教育机构的142名兽医专业学生参与了一项基于职业倦怠筛查量表（BOSS）的自愿在线研究，以及一份关于实习期间能力获得和过度压力的问卷（FKÜP）。与实习相关的压力值分布表明，这种与实习相关的压力总体上略有增加（T = 60），且高于正常人群的职业压力。与实习相关的身体不适也有显著的轻微增加（T = 61）。资源值确定在正常范围内（T = 42）。很少有接受询问的学生认为自己因主观上高度获得能力而承受过度压力。在动物处理/约束以及应用和注射技术领域，能力获得方面的增长最为显著。从对实践能力的过高要求来看，提到了应急管理、手术和药物配给等领域。关于兽医专业学生在实习期间的负荷结构和能力获得，更需要对个人的支持以及教学/学习目标的平衡，这是一种有前景的方法。
