"My path to veterinary school" a case study of perceptions in undergradute animal sciences students
Authors:   , York Ashley Renee 
Published: November 2024

In 2020, 10,273 students applied to veterinary school, yet only 3,000 were admitted nationwide (Douglass & Johnson, 2020). Preparing for veterinary school begins early, with students taking as many math and science courses and they can during their high school years (Purdue College of Veterinary Medicine, 2023). As students continue to prepare to apply for veterinary school, they also must focus on obtaining animal experiences, communication/leadership skills, and obtaining letters of recommendation (American Veterinary Medical Association, 2023). As students move on from their undergraduate studies into the professional school of veterinary medicine there is a crisis looming, mental health. Sutton (2007) indicated that first year veterinarian school students experienced elevated anxiety, feelings of being an imposter, depression, and procrastination. Looking at the career field of veterinary medicine, there has been an increase in mental health crisis's including an alarming rate of suicide. The suicide rate of practicing veterinarians is high, with male veterinarians 2.1 percent and female veterinarians 3.5 percent more likely to die by suicide than the general public (Tomasi, et.al., 2019). While research has been done on practicing veterinarians and those who attend veterinary school little has been done on students who pursue this career stream at the undergraduate level. Learning about the journey of undergraduates pursuing veterinary school could help identify hidden factors that may be influencing these alarming mental health numbers. This qualitative study explored the perceptions of seven high achieving undergraduate students and their journey in applying to veterinary school. In this case, high achieving students that held a 3.5 cumulative grade point average or higher and appeared on the institution's Deans List. The Dean's List is a public list and it is the highest academic honors a student can receive on their transcript at the institution in which the study took place at. The participants were within their last year of finishing their undergraduate degree and all had applied to at least one school of veterinary medicine program. Understanding that these participants anticipate joining a profession that has seen an increase in mental health crisis's including an alarming rate of suicide, it is important to understand their journey at the undergraduate level. While research has been conducted with practicing veterinarians and those who attend veterinary school, little has been conducted with students who pursue this career stream at the preprofessional level. Learning about the journey of undergraduates pursuing veterinary school could help identify hidden factors that may be influencing these alarming mental health numbers. Using resiliency theory, perfectionism, and knowledge on high achieving students, opened ended questions were developed and used as a basis for this study. Through interviews, observations, and field notes three major themes emerged from this study: engaging purposefully, despairing perfectionism, and wearing masks. Hidden truths were identified through these themes. Areas of discovery included how these participants chose to spend their time by centering it around their goal of becoming a veterinarian, the need to always appear perfect in fear that that other would think of them differently if they showed "weakness", as well as the need to have perfect grades in order to obtain admission. Limitations within this study included: participants being at different stages in finding out their acceptance to veterinary school, the willingness of students to participate, participant effect, and the ability to observe participants in their workplace. The voices of the participants and the data gathered from this study form a foundation for future research within this student population. Undergraduates who pursue veterinary school understand the course work that they need to take to be eligible but do these students really understand what it takes to get into veterinary school? What is the perfect combination of coursework, leadership, and experience? These questions and more should continue to be explored.