The demographics and evaluation of the externship experiences arranged by michigan state university veterinary medicine students

• Published in: Journal of veterinary medical education Vol. 29; no. 2; p. 96
• Main Authors: Sprecher, David J, Krehbiel, Janver D, Hauptman, Joe G
• Format: Journal Article
• Language: English
• Published: Canada 2002
• Subjects: Curriculum; Education, Veterinary; Humans; Mentors; Michigan; Program Evaluation; Schools, Veterinary; Surveys and Questionnaires; Michigan
• ISSN: 0748-321X
• DOI: 10.3138/jvme.29.2.96

The clinical curriculum at the Michigan State University (MSU) College of Veterinary Medicine encourages off-campus study. One elective, veterinary externship, allows students to arrange experiences that are expected to challenge them academically and provide realism about private practice and nontraditional employment. This study was undertaken to describe the demographics of student-arranged externships and to characterize the evaluation of our students by on-site mentors.
Externship demographics and evaluation data were analyzed for the participants from two consecutive veterinary classes. Mentors evaluated 11 categories relating to student knowledge, ability, enthusiasm, or potential and responded to three questions.
88% of students from the classes of 1999 and 2000 elected either one or two externships. Small animal practice settings predominated; externships were frequently used to gain experience with a particular species or discipline; and non-private practice settings accounted for 21% of the total. Statistical differences among the 11 evaluation categories are reported.
Whether in traditional or nontraditional arenas, externships offer an effective way to give students choices in the attainment of veterinary skills, abilities, knowledge, and potential. Mentors were dedicated to their responsibilities and provided useful evaluations. In comparison to other evaluation categories, our students lacked an understanding of entry-level practice and business management concepts. Many mentors failed to equate practice and business management with the clinical education of veterinary students.