Alvarez Elizabeth E, Schultz Kelly, Lygo-Baker Simon, Chun Ruthanne
University of Wisconsin-Madison School of Veterinary Medicine, Madison, WI 53706 USA.
Centre for Education, Faculty of Life Sciences and Medicine, King's College London, London, SE1 8WA.
J Vet Med Educ. 2024 Dec 19:e20240034. doi: 10.3138/jvme-2024-0034.
Incorporating curriculum to effectively help veterinary students learn how to provide accessible quality care to is needed. The primary aims of this study are to explore how a 2-week rotation at a veterinary medical service-learning clinic (Wisconsin Companion Animal Resources, Education, and Social Services [WisCARES]) improves (a) comfort in working with clients from diverse race and low socioeconomic (SOCI) backgrounds and (2) confidence in leading cases, communication skills, and providing a spectrum of care options. Students were surveyed at five time points pre-rotation: mid-week 1, mid-week 2, end of rotation, and 1-month post. A total of 115 survey series were at least partially completed. Of the 97 responses that include background information, 68 (70%) students reported having "no to a few weeks" of experience working with diverse or low SOCI populations. When comparing themselves to before starting the rotation, student responses indicated increased comfort (mean = 4.54, standard deviation [SD] = 0.54) and compassion (mean = 4.42, SD = 0.78) working with low-income or homeless populations, more comfort interacting with members of different race or ethnicity groups (mean = 4.21, SD = 0.82), and more appreciation for the human-animal bond (mean = 4.42, median = 5). Students also reported that spending time at WisCARES positively impacted their confidence in a clinical setting, managing and communicating about financial decisions, and approaching cases creatively. Giving students an opportunity to lead cases with clients from diverse races and low SOCI backgrounds can enhance levels of comfort with practice and improve confidence.
需要纳入课程以有效帮助兽医专业学生学习如何提供可及的优质护理。本研究的主要目的是探讨在兽医医疗服务学习诊所（威斯康星伴侣动物资源、教育和社会服务中心[WisCARES]）进行为期两周的轮转如何提高：（a）与不同种族和低社会经济背景的客户合作时的舒适度，以及（b）在主导病例、沟通技巧和提供一系列护理选择方面的信心。在轮转前的五个时间点对学生进行了调查：第1周中、第2周中、轮转结束时以及轮转后1个月。总共至少部分完成了115个调查系列。在包含背景信息的97份回复中，68名（70%）学生报告称与不同或低社会经济地位人群合作的经验为“没有到几周”。与开始轮转前相比，学生的回复表明与低收入或无家可归人群合作时的舒适度（平均值 = 4.54，标准差[SD] = 0.54）和同情心（平均值 = 4.42，SD = 0.78）有所提高，与不同种族或族裔群体成员互动时更自在（平均值 = 4.21，SD = 0.82），对人宠关系的理解更深刻（平均值 = 4.42，中位数 = 5）。学生们还报告说，在WisCARES的经历对他们在临床环境中的信心、处理和沟通财务决策以及创造性地处理病例产生了积极影响。让学生有机会主导与不同种族和低社会经济背景客户的病例，可以提高实践中的舒适度并增强信心。
