LAUSR

The move to outcome-based education for professional degrees has placed an emphasis on defining what constitutes competencies for a profession. A review of the literature on professional competencies shows the development of professional frameworks that encompass the knowledge, clinical skills, professional skills, and professional attributes regarded as necessary for veterinary graduates. It follows that veterinary education has a responsibility to ensure students have these professional competencies. This study used an explanatory mixed-methods approach to determine whether veterinary students at the University of Glasgow attained professional skills and attributes. Using a publicly available employability framework developed as part of the VetSet2Go project, a quantitative comparison was made between students of different genders and students from separate year groups. Focus groups from these year groups explored the potential reasons for the scores and where the employability attributes were acquired. Participants were asked to provide feedback on the usefulness of the employability self-assessment tool. Data analysis showed that students tended to score themselves low on self-confidence and high on trustworthiness. Fourth-year students tended to score themselves lower on each attribute than second-year students. Results indicate that students are aware of the provision of teaching interventions for the development of certain attributes, but they feel some attributes are gained through experience and recognize the importance of school culture; university provides a period for socialization in a professional identity. Self-confidence is important for well-being and for bringing value to future employers, and educators should consider ways to improve this attribute.