Three Things to Know
Service-learning rotations may better equip future veterinarians to address diverse barriers to care. A study assessed Tufts at Tech (TAT) community veterinary clinic participants to understand changes in their confidence and attitudes pre- and post-rotation.
Students encountered financial, communication, transportation, and client disability barriers. Notably, those who experienced these at TAT reported increased confidence in handling them post-rotation.
Post-TAT, most students reported a changed perspective on community medicine (86%) and underserved clients (77%). Although less than 5% intended to pursue shelter/community medicine careers, the experience fostered critical self-reflection and greater empathy.
For Dog Welfare Practitioners
Previous studies have established the Tufts at Tech community veterinary clinic’s success in providing crucial veterinary care, especially preventive services, to low-income households who might otherwise forgo them.
This model benefits both pet owners and veterinary students by providing a wider understanding and improved skills in addressing access barriers. Dog welfare organizations should leverage this win-win scenario by partnering with veterinary colleges to implement community clinics in their regions, such as the partnership between Massey University and its local SPCA in New Zealand. This can effectively mitigate owner surrenders due to financial constraints and lack of veterinary access.
The Full Picture
Service-learning is a promising approach to prepare future veterinarians to work with diverse populations, including underserved communities. It combines academic learning with community engagement and reflection, aiming to build clinical, communication, and cultural competence. At Tufts University’s Cummings School of Veterinary Medicine, students participate in a service-learning rotation, which offers subsidized care to low-income clients. This model provides hands-on experience and emphasizes the “spectrum of care,” which balances clinical decisions with factors like cost and client needs.
This study, titled “Assessing Service-Learning in Community-Based Veterinary Medicine as a Pedagogical Approach to Promoting Student Confidence in Addressing Access to Veterinary Care”, aims to evaluate whether such service-learning experiences boost students’ confidence in working with underserved clients and influence their perceptions of community medicine.
Study Methods
The study involved third- and fourth-year veterinary students participating in the 3-week clinical service-learning rotation at the Tufts at Tech (TAT) Community Veterinary Clinic in Worcester, Massachusetts. Students completed an online survey three days before the rotation and a follow-up survey on the last day. Participation was voluntary, anonymous, and approved by the university’s ethics board.
The pre-rotation survey collected demographic information and previous experience with community medicine programs. Both pre- and post-surveys assessed whether students had worked with clients facing specific barriers to veterinary care, such as financial hardship, transportation issues, language barriers, disabilities, limited clinic hours, and challenges with follow-up communication.
Students also rated their confidence (on a 1–5 scale) in managing these barriers. The post-survey additionally asked students to reflect on whether the TAT rotation influenced their perspectives on community medicine and underserved clients, and to indicate their intended area of veterinary practice after graduation.
Study Results
A total of 63 students completed the pre-survey and 99 completed the post-survey, with 55 completing both. The majority of participants were female (78%) and white (87%), with an average age of 26. Demographics closely matched the overall 2020 Cummings School graduating class. Most students (84%) had previous experience with community medicine programs, though levels of experience varied.
Barriers Faced and Confidence Gained at Community Veterinary Clinic
Before the TAT rotation, 89% had worked with clients facing financial limitations, due in part to earlier community medicine programs and curriculum content. After the rotation, all students (100%) had this experience, along with increased exposure to other barriers. Analysis showed that average confidence in managing financial barriers rose from 2.9 (pre-survey) to 3.8 (post-survey).
Beyond cost, students also faced communication challenges due to language differences (88%) and difficulties contacting clients (87%), often stemming from clients’ limited access to technology. However, confidence was lowest in managing language barriers, underlining a need for formal interpretation services and training.
On the other hand, students who encountered transportation and client disabilities during the rotation reported higher confidence than those who did not. This highlights the value of practical exposure and existing support programs (e.g., cab vouchers).
Attitudes After Community Veterinary Clinic Experience
After TAT, most students reported that the experience changed their perspectives on community medicine (86%) and underserved clients (77%).
In terms of career intentions (n = 89), the majority (72%) planned to pursue small-animal general practice or internships, with a smaller number indicating interest in large-animal practice, lab animal medicine, shelter/community medicine, or exotics. While not all students plan careers in shelter/community medicine, the rotation encouraged critical self-reflection and greater empathy.
Conclusion
TAT appears to be an effective service-learning model for teaching veterinary students about real-world barriers to care. It fosters both skill development and empathy across a range of challenges — not just financial, but also communication and accessibility. Expanding such programs and investing in supportive infrastructure (like interpreters and transportation aid) are key steps toward making veterinary care more inclusive.
Miscellaneous
Data From Study:
Owned Dogs > Cost of Ownership > Vet Care
Year of Publication:
2021
External Link:
King E, Mueller M, Wolfus G and McCobb E (2021) Assessing Service-Learning in Community-Based Veterinary Medicine as a Pedagogical Approach to Promoting Student Confidence in Addressing Access to Veterinary Care. Front. Vet. Sci. 8:644556. https://doi.org/10.3389/fvets.2021.644556