Abstract Background This study represents part of a research project on final‐year veterinary students' perspectives on veterinary professionalism. It explores their views on the essential attributes of professionalism for clinical success and the most effective ways to integrate professionalism education into the veterinary curriculum. Methods Focus groups were conducted with final‐year veterinary students at Massey University in New Zealand. Discussions examined students’ perceptions of veterinary professionalism, its role in clinical career success, and their evaluation of the current professionalism teaching programme. Thematic analysis was performed on transcripts using an inductive approach to identify emerging themes. Results Students defined career success as work longevity, establishing an optimum work–life balance and making a positive contribution to the profession. Professionalism was linked to both client‐focused attributes (communication, rapport building, empathy) and practitioner‐focused attributes (accountability, integrity, wellbeing). While questioning the relevance of professionalism education during their early years of study, final‐year students now recognised its value, particularly through clinical practice, mentorship, role modelling and feedback from clinical faculty. Small group work, role playing and reflective exercises were deemed effective teaching methods. Limitations The study was limited to a single institution, so the findings may not be fully generalisable to other veterinary programmes. A degree of student response bias in the focus groups must also be acknowledged. Conclusions Final‐year students emphasised the importance of professionalism for a successful clinical career. Teaching approaches integrating interactive learning, mentorship and clinical application were most effective. Aligning professionalism education with clinical experiences could enhance its perceived relevance throughout the curriculum.
Gordon et al. (Wed,) studied this question.