Evaluation of knowledge, self-assessment of skills and self-perception in the role of small animal practitioner of veterinary students before and after a structured clinical rotation

Clinical rotations are an integral part of the veterinary curriculum. Their effect on knowledge, skills and self-perception, however, has been poorly investigated. The aim of this study was to evaluate the effect of a structured small animal clinical rotation on veterinary students in these three areas. Participating students were asked to complete an online questionnaire with questions assessing knowledge, skills and self-perception before and after their clinical rotation. A total of 61 students completed the questionnaire before and 43 after the clinical rotation, leading to 41 pre-post matches for self-assessment of skills and self-perception and 39 pairs for knowledge-based questions. The percentage of correctly answered knowledge-based questions increased statistically significantly but only by one correct answer on average. Participants rated their skills in performing specific tasks significantly higher after the clinical rotation compared to before. All participants assessed themselves as competent at history taking, performing a general examination and endotracheal intubation after the clinical rotation. However, 30-40% of participants disagreed at least partly with the sentence that they can perform neurological and ophthalmological examinations as well as interpret blood results on their own after the clinical rotation. Participants rated themselves significantly higher regarding their self-perception in the role of small animal practitioner after the clinical rotation than at the start of the rotation. The study indicated that the clinical rotation improved students' self-assessment of their skills and attitude but did not lead to a significant improvement in knowledge.