An asessment of the educational preparation of the Texas A&M University College of Veterinary Medicine graduates

• Main Author: Carbajal, Virginia Isabel
• Other Authors: Townsend, Christine
• Format: Others
• Language: en_US
• Published: Texas A&M University 2006
• Subjects: Veterinary Education; Assessment Educational Preparation; Assessment Education
• Online Access: http://hdl.handle.net/1969.1/3890

The purpose of this study was to determine the initial and actual professional goals, the changes in initial and actual professional goals and the reasons for this change of the different Texas A&M University veterinary medicine graduates from 1990-2002, how satisfied the selected veterinary medicine graduates were with their veterinary medicine college educational preparation from the graduating classes representing 1990-2002, and to determine if the top ranked courses have changed among the veterinary medicine graduates from 1990 until 2002. The descriptive research design included a questionnaire that was provided to Texas A&M University’s College of Veterinary Medicine graduates one year following graduation. Data was collected from the group of veterinarians who graduated during 1990-2002. Findings indicate that since 1990, veterinary students have entered the College of Veterinary Medicine with a predominant interest in small animal or mixed practices. This study shows the stability of the career choices with mixed and small being consistently the first and second choices over the span of years studied. No apparent trend appeared from the data that identifies one compelling reason for changing jobs. The overall satisfaction for the educational preparation on their education is 90% or more. The top-ranked basic science courses have not changed among the veterinary medicine graduates during the selected period and these are: “Pharmacology,” “Gross Anatomy,” “Endocrine,” “Parasitology,” “Physiology” and “Clinical Pathology.” The top-ranked clinical disciplines are not as clearly ranked as the basic sciences. They are: “Anesthesiology,” “Gastroenterology,” “General Surgery,” “Internal Medicine,” “Oncology,” and “Radiology.” No apparent trend appeared from the data that identifies one or the other of these categories becoming more popular over time.