CRITICAL THINKING IN VETERINARY MEDICINE EDUCATION: PERCEPTIONS OF VETERINARIANS ON THE PREPAREDNESS OF GRADUATES FOR THE WORKPLACE

Abstract

The transition from higher education to the professional environment remains a critical phase for new graduates, particularly in fields that require both technical expertise and strong decision-making abilities, such as Veterinary Medicine. Recent research highlights a persistent skills gap between what students develop in university programs and what employers expect from entry-level professionals. Among the key transversal competencies, critical thinking emerges as both essential and insufficiently developed during academic training.

This study presents the results of a qualitative content analysis based on 18 semi-structured interviews conducted with practicing veterinarians, grouped into three focus groups. The central research question explored was: “Do you perceive a gap in critical thinking skills between what is taught at universities and what is required in the workplace?”

The findings revealed three main categories contributing to this gap: (1) limited practical application of critical thinking in academic settings, (2) underutilization of internships as critical thinking development opportunities, and (3) insufficient training in soft skills, such as communication, adaptability, and problem-solving. Interestingly, participants did not emphasize deficits in technical knowledge but consistently highlighted the importance of critical thinking and other transversal competencies for successful professional integration.

Veterinarians stressed that fostering critical thinking requires pedagogical shifts toward case-based learning, structured reflection on clinical decision-making, and greater exposure to real-world problem-solving during training. This study contributes to the broader discussion on aligning veterinary education with contemporary labor market demands and highlights the need for curricular strategies that embed critical thinking explicitly into both theoretical and practical learning contexts.