Predictors of Perceived Curricular Difficulty in the First Semester of Veterinary Education

Abstract

Transitioning from undergraduate education to the professional curriculum of veterinary medicine poses serious challenges for many students in their first year. Several academic and personal factors contribute to the challenges students face in this critical period. This study investigated factors affecting academic performance in the first semester of the Doctor of Veterinary Medicine (DVM) program. The research focused on the interplay of variables including undergraduate preparedness, science GPA, undergraduate major, anxiety, perceived curricular difficulty, expectancy of future success, and academic performance. Structural equation modeling was utilized to analyze relationships among variables. The findings indicated that students with low science GPAs and non-animal science undergraduate majors experienced less preparedness, leading to perceived curriculum difficulty and decreased expectations of success. This chain reaction elevated academic anxiety, negatively impacting academic performance. The study provided recommendations for intervention strategies that might enhance student success by addressing stressors impacting students’ feelings of preparedness and coursework related anxiety to promote academic achievement and well-being.