Epsilon Archive for Student Projects

Abstract

Increasing antimicrobial resistance (AMR) is a global crisis, and veterinary antimicrobial use (AMU) plays an important role. As much of the available literature on this topic focuses on the working veterinarian, this study chose to focus on the future professionals of the field: the veterinary students. A few international studies have recently set out to assess veterinary students’ knowledge around AMU, but these studies have not focused on how the students see themselves putting their knowledge into practice. Because of this, the aim was to gain an in-depth understanding of the process around prescribing antimicrobials as understood by Swedish veterinary students in their final year. This was accomplished through a qualitative study in which in-depth interviews framed by social practice theory were conducted with 11 final-year veterinary students. The interviews focused on four clinical scenarios (mastitis and metritis in dairy cows; pyoderma and pyometra in dogs) to highlight the materials, competencies and meanings framing their future practice around AMU. The resulting data were subjected to a reflexive thematic analysis, which incorporated a comparison with Swedish antibiotic treatment guidelines and conversations with Swedish experts in the four clinical scenarios.
The interviews revealed that the students had a strong critical approach to AMU, and their reasoning in the clinical scenarios showed a clear alignment with the guidelines in several areas. As a result, the students did not appear to be particularly lacking in knowledge; instead, they lacked confidence in their ability to prescribe antimicrobials when deemed necessary, most likely due to a perceived lack of hands-on training. Other practices vital to combatting AMR also did not appear to be heavily featured in the clinical training, such as follow-up practices or consideration of a herd perspective also in individual cases. Assumptions present in both the students’ answers and the guidelines similarly did not seem to be discussed in teaching; for example, the varying reasons why different species get different treatment are often connected to assumptions of meanings, such as the economic value of an animal or the human-animal bond.
These deficiencies could be addressed by future revisions to the veterinary program, such as incorporating more external training, distributing practical exercises throughout all years of study, or extending the program.