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Objective: To evaluate the extent to which current selection processes at Charles Sturt University, New South Wales, Australia, predict performance within and attrition from the veterinary degree program. Design Retrospective evaluation of application details and student performance data. Methods: Database records of 424 students entering the veterinary program were retrieved from university records, including all students graduating (n = 356) or leaving the program without completing (n = 68) between 2005 and 2016. Demographic data were related to results of selection processes and achievement within the degree using univariable and multivariable general linear and logistic regression analyses. Results: The grade point average achieved over the 6 years of the degree was influenced by academic achievement prior to entry, gender (females performed ≈ 2% better than males) and interview scores. Preceptor evaluation of final‐year clinical performance was associated with interview scores, gender (males performed ≈ 4% better than females) and residential address at the time of application. Attrition for personal reasons was more common for female students and students who had completed a prior degree, and students who experienced academic or personal attrition had lower written application scores. Factors that have been previously linked to poor academic outcomes, including rural or low socioeconomic background, were not associated with adverse student outcomes. Conclusion: Selection processes did not systematically disadvantage students admitted to the degree program. Gender differences in personal attrition and academic and clinical performance warrant further evaluation. Factors in addition to academic aptitude predicted student success. [ABSTRACT FROM AUTHOR]

Aim: To measure the stress levels of Doctor of Veterinary Medicine (DVM) students at the University of Sydney using the Kessler Psychological Distress Scale (K10) questionnaire., Methods: DVM students in years 1 to 4 were surveyed in semester 2 of 2018. The voluntary online survey consisted of 6 demographic questions and the K10 scale, a standardised measure of stress commonly used in Australia by medical practitioners for evaluation and referral to mental health professionals. Academic year cohorts were compared to identify differences in stress levels. Cohorts were compared to published K10 scores from various populations including the Australian public, medical students, practicing veterinarians, and Junior Medical Officers (JMOs)., Results: The response rate was 54.4% (n = 237). DVM students experienced a higher level of psychological distress (mean 24, median 23, range 10-50) than the Australian population (mean 14.5, median 13, range 10-50), medical students (mean 18.4, median 16, range 10-50), practicing veterinarians (mean 16.7, median 15.5, range 10-30), and JMOs (mean 18.1, median 16, range 10-50). Female students (median 23) had a significantly higher level of psychological distress compared to male students (median 18) (p = 0.0005). International students (median 23) had a higher level of psychological stress than domestic students (median 22) (p = 0.0488). Different year cohorts, age range, work hours, and exercise were not associated with difference in stress levels., Conclusion: Based on higher levels of stress in DVM students than that of the general population, practicing veterinarians, JMOs and medical students, there is an urgent need for evidence-based interventions to target stress in DVM students., (© 2019 Australian Veterinary Association.)

Objective: To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science., Methods: A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock., Results: The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals., Conclusions: The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program., (© 2014 Australian Veterinary Association.)