An examination of how veterinary students incorporate contextual factors in clinical decision making

Carnan, Maureen (2026) An examination of how veterinary students incorporate contextual factors in clinical decision making. MVM(R) thesis, University of Glasgow.

Abstract

The transition from structured didactic learning to the inherently unpredictable nature of real-world clinical practice presents challenges for veterinary students, particularly in the translation of theoretical knowledge into appropriate contextualised care pathways. The aim of this study was to examine clinical reasoning in final year veterinary students and to explore to what extent they were able to incorporate contextual factors, when presented with a common small animal veterinary encounter, involving distinct contextual considerations relating to both the owner and the patient.

This was a mixed method study involving quantitative and qualitative analysis. Participants viewed a simulated veterinary consultation involving distinct contextual factors and completed a Post Encounter Form (PEF) for evaluation of their clinical reasoning, in terms of the two subsets- diagnostic and management reasoning. They then viewed the simulation a second time, while being instructed to vocalise their thoughts, using the Think Aloud Protocol. The PEF responses were graded and allocated score categories depending on the quality and accuracy of the answer. Think aloud transcripts were coded for references to contextual factors and these segments of text were analysed using Braun and Clarke’s reflexive thematic analysis.

Overall, participants performed better at diagnostic reasoning then management reasoning in this case, achieving consistently higher scores for diagnostic reasoning than for management reasoning. Statistical analysis showed a significant difference in score category achievement between the two subsets of clinical reasoning. Furthermore, we found no evidence that a high score in diagnostic reasoning translated to a high score in management reasoning. The qualitative analysis found that although most students were able to recognise the distinct contextual factors in this case and integrate them to varying degrees into their cognitive processes, not all students considered or incorporated them when formulating their suggested management plans. This suggests that while contextual awareness was often present, it did not consistently translate into appropriate individualisation of the management script for this patient. Further work is required to develop and establish an educational framework to support students in the development of this skill.

• Item Type: Thesis (MVM(R))
• Qualification Level: Masters
• Subjects: S Agriculture > SF Animal culture > SF600 Veterinary Medicine
• Colleges/Schools: College of Medical Veterinary and Life Sciences > School of Biodiversity, One Health & Veterinary Medicine
• Supervisor's Name: Hammond, Professor Jennifer and Boyle, Dr. James
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86185
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 17 Aug 2026 10:01
• Last Modified: 17 Aug 2026 10:01
• Thesis DOI: 10.5525/gla.thesis.86185
• URI: https://theses.gla.ac.uk/id/eprint/86185