Empathy and burnout: how can educators help veterinary students develop balance for their future practice?

As part of an exploratory interdisciplinary project, students’ understanding of empathy to patients and clients in a number of healthcare professions were investigated. The research questions related to students’ understanding of empathy and how it is facilitated in their courses. In-depth interviews were held with five students, including two veterinary students, during which they were asked to define empathy and to give examples in day to day life and practice. Whilst the students recognised the potential benefits of client empathy, too much
empathy for clients was seen as a way in which they could be overwhelmed and detrimental to their own mental wellbeing. Therefore lack of empathy to clients was seen as a potential protective measure for this. Time pressures were also seen as a barrier to expressing empathy, possibly leading to distress amid the pressure to move things on faster than they might like. They also highlighted a tension between concern for the animal’s welfare and empathy for the client and their circumstances. The veterinary students felt that empathy was not explicitly discussed in their curriculum but was inferred in certain places. Suggestions as to how to help prepare students for these challenges in practice were more explicit discussion in class about the benefits empathy can bring to their relationship with the client who is the gatekeeper to the animal’s welfare and history. Additionally, postgraduate peer support groups were suggested in which vets could share experiences and unburden themselves when out in practice, similar to councillors having counselling support.