The Transition from Veterinary Student to Practitioner: A “Make or Break” Period
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Notice bibliographique
Résumé
This paper examines the transition from veterinary student to practitioner, in the context of assessing the outcomes of the veterinary degree program in which the students were trained. Questionnaires were sent to all registered veterinarians who graduated from Massey University between 2001 and 2003 and the heads of human resources of all veterinary practices in New Zealand. These groups, together with veterinarians who had graduated from Massey University between 1993 and 2000, were also invited to participate in focus groups or interviews. Replies were received from 64 graduates and 114 employers. In addition, 115 veterinarians were interviewed or joined focus groups. Most participants thought that the veterinary degree program at Massey University provided a strong basis in scientific theory and clinical reasoning, but was lacking in communication skills training. Clinical exposure was regarded as less than optimal, but adequate for starting practice and as much as could be achieved within the duration of the program. Graduates and employers both recognized the pivotal importance of the first year in practice in the careers of veterinarians. Most graduates had positive experiences of their first year, but for those whose experiences were negative, they were often strongly so. Situations in which confidence and clinical competence could be developed in a supportive environment were associated with positive outcomes. The first year after graduation was regarded by graduates and employers as a "make or break" period. Many of the changes that the veterinary profession is currently experiencing, particularly in terms of the demographics of its entrants, impact upon this first post-graduation year.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle