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Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates.

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dc.contributor.advisor Chenier, Tracey
dc.contributor.author Dhinsa, Tavleen
dc.date.accessioned 2019-09-11T16:30:18Z
dc.date.available 2019-09-11T16:30:18Z
dc.date.copyright 2019-09
dc.date.created 2019-08-28
dc.date.issued 2019-09-11
dc.identifier.uri http://hdl.handle.net/10214/17435
dc.description.abstract Recent veterinary graduates enter clinical practice with a comprehensive knowledge base and skill set but still report low confidence in their clinical problem-solving abilities. To elucidate the reasons behind this low self-confidence we conducted a cross-sectional study into the self-confidence scores of two graduating cohorts of DVM students in two clinical competencies related to diagnostic reasoning, and a mixed methods investigation into how the problem-solving process changes for DVM students postgraduation. Findings showed that the self-confidence scores of students declined as they progressed through Years 1-3 of the DVM program, stabilized during their externship placements and final year, and improved six-months post-graduation. Interviews with DVM graduates identified content overload, a theory-practice gap, and a fear of making diagnostic errors as experiences contributing to this low confidence. Study findings highlight the need for further study on the impact of self-confidence on diagnostic skill development in veterinary students and recent graduates. en_US
dc.language.iso en en_US
dc.subject pedagogy en_US
dc.subject diagnostic reasoning en_US
dc.subject clinical reasoning en_US
dc.subject veterinary education en_US
dc.title Diagnostic Reasoning Skills in Veterinary Students and Recent Veterinary Graduates. en_US
dc.type Thesis en_US
dc.degree.programme Population Medicine en_US
dc.degree.name Master of Science en_US
dc.degree.department Department of Population Medicine en_US
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