Eliciting the Student Perspective on Point-of-Care Diagnostic Testing in Association with a Primary Care Rotation

Abstract

The majority of North American veterinary students enter general practice upon graduation. Tertiary teaching hospitals provide extensive case exposure; however, primary case responsibility and decision making are often provided by clinical faculty members. Primary care services at veterinary teaching hospitals are a central component of student preparation for general practice. Primary care cases allow students to function as the primary clinician, making real-time clinical decisions. To better emulate a private practice veterinary hospital, point-of-care diagnostics (hematology, blood chemistry, and blood coagulation) were introduced into two primary care services in North American veterinary colleges. One objective of the study was to determine the influence of point-of-care testing on students' diagnostic selections and attitudes toward point-of-care diagnostics. An additional objective was to determine student perception of the impact of the primary care service on the development of clinical decision making and their technical skills. During the study period, 166 students voluntarily completed a pre-rotation survey, and 81 completed a post-rotation survey. Questions elicited student opinions regarding the value and application of point-of-care diagnostics in a general practice setting and whether a primary care service impacted the students' overall comfort level with case management. Point-of-care diagnostics were recognized as significant assets, with 98% of students agreeing that point-of-care diagnostics improved patient care and outcome. Results supported that primary care services provide valuable experiences for students as primary case clinicians, with 93% of respondents agreeing or strongly agreeing that the rotation improved their diagnostic ability and confidence.