Shelter medicine rotations help students rethink care for underserved communities: a qualitative analysis of veterinary student reflective journals.

Abstract

OBJECTIVE: Access to veterinary care remains a significant barrier for many pet owners. Community-based learning opportunities are increasingly recognized as a way to address these gaps while fostering student development. This qualitative study aimed to understand more about the student learning experience through veterinary community engagement opportunities. METHODS: Using a retrospective qualitative study design, we examined reflective journals from veterinary students following a shelter medicine rotation at the University of Pennsylvania between January 2015 and July 2019. The journals were analyzed with the use of collaborative qualitative content analysis. RESULTS: 53 veterinary students were included in the study. Eight major themes emerged from their journals, including student perspectives of owners, pets, neighborhoods, community outreach, and self; the learning process; the role of pets as social catalysts; and trust. Students frequently described shifts in their perceptions toward pet owners. Both the depth (time invested) and breadth (diversity of experiences) of community outreach experiences contributed uniquely to students' acquisition of soft skills critical to excellence in clinical practice, including social competence, cultural humility, and contextualized decision-making. CONCLUSIONS: These findings suggest that structured, reflective, ethical community-based experiential learning can challenge the hidden curriculum, foster emotional intelligence, and better prepare veterinary students for real-world practice. CLINICAL RELEVANCE: Incorporating sustained, diverse, and ethically grounded community engagement into veterinary curricula may empower future veterinarians to navigate complex social contexts and more effectively serve all types of populations.