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Journal of Veterinary Medical Education, Vol 32, Issue 2, 242-248
Copyright © 2005 by Association of American Veterinary Medical Colleges

RESEARCH AND EDUCATION REPORTS

Veterinary students as elite performers: preliminary insights

D Zenner, GA Burns, KL Ruby, RM Debowes, and S Stoll

Veterinary Clinical Sciences, College of Veterinary Medicine, Washington State University, P.O. Box 647010, Pullman, WA, 99164, USA. zenner@vetmed.wsu.edu

The KPMG ''Mega Study'' (Brown JP, Silverman JD. The current and future market for veterinarians and veterinary medical services in the United States. J Am Vet Med Assoc 215:161-183, 1999) and other studies (Cron WL, Slocum JV, Goodnight DB, Volk JO. Impact of management practices and business behaviors on small animal veterinarians' incomes. J Am Vet Med Assoc 217:332-338, 1999; Lewis RE. Non-technical Competencies Underlying Career Success as a Veterinarian: A New Model for Selecting and Training Veterinary Students. Minneapolis: Personnel Decisions, 2002) concur that improvement in veterinary practitioner performance is necessary. Improvement in practitioners' non-technical competencies is considered most vital. Little research exists that identifies underlying psychological factors harbored by veterinary students that inhibit ability to achieve sustained maximum professional performance. Left unaddressed, these same characteristics may lead to coping behaviors that disrupt or, in the worst cases, lead to voluntary or involuntary termination of professional careers. Several performance-related characteristics and interpersonal dynamics are investigated in this study that provide preliminary evidence for the long-term shortcomings addressed in previous veterinary practice management literature. Pedagogical recommendations for addressing these student psychological characteristics are submitted for consideration.


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R. C. Sutton
Veterinary Students and Their Reported Academic and Personal Experiences During the First Year of Veterinary School
J Vet Med Educ, January 1, 2007; 34(5): 645 - 651.
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