Differences in career paths of alumni of the Cornell Leadership Program from North American universities compared with those alumni from universities in other countries.

OBJECTIVE: To characterize and compare the careers of alumni of the Cornell Leadership Program for Veterinary Students according to the countries where they studied and obtained their veterinary qualification. The Cornell Leadership Program is a 10-week residential research experience program for veterinary students from around the world who have ambitions for research-related careers. SAMPLE: Data on the career development of all 672 alumni were collected each year over the period of 1990 to 2019. PROCEDURES: The annual career profile of each alumnus was recorded and coded in 1 of 28 different categories. The careers and postveterinary qualifications of alumni from universities in the US and Canada (referred to as North American universities) were compared with those alumni who graduated from universities in other countries. RESULTS: Analysis of this 30-year database revealed that a considerable proportion (45.7% [307/672]) of the total 672 alumni are following the traditional career path of veterinary clinical practice rather than the research-related careers they aspired to as students during the Leadership Program. Furthermore, a higher proportion of the 325 North American alumni (56% [182/325]) were in clinical practice compared with 33.6% (112/333) of the 333 alumni from other countries. CLINICAL RELEVANCE: Many veterinary schools now provide research experience programs to encourage highly talented students who have ambitions for careers in which they can advance knowledge about animal disease and contribute to solving the health problems of animals through hypothesis-based research. Comparison of the careers of the Leadership Program alumni indicates that research experience alone is not sufficient to maintain the career goals of alumni. Follow-up mentoring of alumni of such programs is recommended while they complete their veterinary studies to reinforce their career aspirations and provide advice on how to achieve research-related careers.

Tracking Veterinary Students Who Aspire to Careers in Science.

The Cornell Leadership Program for Veterinary Students is an intensive 10-week learning experience intended to guide competitively selected scholars into careers in science and public health. It features independent research, vocational counseling, and student-directed learning modules. Program scholars are encouraged to objectively evaluate graduate training as preparation for careers promoted by the program. Prominence is given to experiential learning through research, participation in program enrichment modules, and inspirational experiences achieved through group meetings and individual interactions with established scientists. Program alumni are monitored to determine how the careers they pursue relate to their earlier-stated ambitions. In addition, subjective assessments are made of the quality of graduate training and its impact on alumni career paths. The influence of mentors, vocational counseling, and inspirational experiences on subsequent training is also subjectively assessed. Information is obtained from students' anonymous responses to questionnaires and recorded interviews. Program alumni are contacted annually to determine their current activities and career aspirations. The Leadership Program encourages program graduates to undertake careers in science and public health, yet an unanticipated number of alumni enter private veterinary practice. A factor relevant to that outcome is that many students destined for practice lack a definitive career plan. Persuading veterinary students to consider careers in research or public service is challenging but worth the effort. Critical to that connection is the need for veterinary students to objectively evaluate graduate training options because the vocations they follow appear to be strongly influenced by the experiences they choose.

Vocational choices made by alumni of the Leadership Program for Veterinary Students at Cornell University.

OBJECTIVE To compare vocational aspirations and outcomes of participants in the 10-week Leadership Program for Veterinary Students at Cornell University. DESIGN Survey. SAMPLE Veterinary students who participated in the program between 1990 and 2013. PROCEDURES Questionnaires that sought information about the career aspirations of participants at the beginning and end of the program were reviewed, along with records documenting the career progression of participants, audio recordings of interviews conducted with students, and notes of vocation-oriented counseling sessions held during each year's program. RESULTS At the conclusion of the program, 143 of 174 (82%) participants indicated they were more likely than not to undertake research training after completing their veterinary degree, compared with 106 of 174 (61%) at the beginning. Participation also stimulated interest in residency training and industry, but did little to promote interest in careers in government or the military. The percentage of participants who indicated they were more likely than not to pursue additional training in private practice decreased from 97 of 174 (56%) at the beginning of the program to 75 of 174 (43%) at the end. Information on career progression was available for 391 individuals, of whom 177 (45%) were pursuing careers of the kind envisioned by the program. However, 189 (48%) participants had a career in general or specialty clinical practice. CONCLUSIONS AND CLINICAL RELEVANCE The Leadership Program appeared to have a short-term influence on careers anticipated by program participants. However, a substantial proportion pursued careers in clinical practice after graduation.

Acquainting veterinary students with careers in the pharmaceutical industry.

Careers in the pharmaceutical industry were revealed in modules facilitated by senior scientists from companies that sponsor the Cornell Leadership Program for Veterinary Students. One module was structured as a series of interviews for different positions in industry, the other as a competition between hypothetical companies created by students. The interview-based module stimulated wide-ranging discussion of the activities and responsibilities of veterinarians employed in a discovery-intensive pharmaceutical firm and of the characteristics such companies seek in prospective employees, from both professional and personal perspectives. The second module explored the drug discovery and development process from the perspective of animal-health companies that are competitors in the market for animal health care products. The exercise provided insights into the manner in which companies discover new chemical entities, screen candidate drugs, allocate resources, and pursue the development of products through testing, licensing, and distribution.

Promoting science-based careers through student-directed learning.

Student-directed learning has been featured in a program aimed at promoting the entry of veterinary students into science-based careers. Pursuant to that objective, students participated in workshops and role-playing exercises calculated to enhance self-confidence and the development of leadership, teamwork, and communication skills. Insights into research careers and the optimal sequencing of graduate training were also gained through self-study and simulated interviews for research or service positions in industry. The modules were well received by students, who found them enjoyable and relevant to their career aspirations.

The Cornell Leadership Program for Veterinary Students.

Cornell University hosts a summer program for veterinary students who aspire to research careers. The program features independent, faculty-guided research; vocational counseling; and professional enrichment activities that seek to build teamwork skills and to foster critical thinking and effective communication. A total of 255 students from 49 veterinary colleges worldwide have taken part in the program since 1990. Among those who have completed their veterinary education, approximately half have followed career trajectories of the kind envisioned by the program. While this outcome is gratifying, it was also learned that some program graduates subsequently withdrew from a research-oriented academic track after many years of graduate study. That disquieting outcome underscores the need to inform aspiring veterinary scientists about the realities of a research career; to structure their graduate studies in a manner that will maximize their prospects of success; to provide them with ongoing guidance and assistance; and to reward them at a level that will ensure that they remain in training for a period sufficient to realize their career expectations.

An exercise in leadership training for veterinary students aiming for careers in biomedical research.

A group discussion on the theme of "leadership" has been a central event in the annual Cornell Leadership Program for Veterinary Students since 1990. However, these discussions were often unfocused and did not readily demonstrate the leadership skills of distinguished guests who were invited to participate. Since 1998, a new format for this session has been developed in which students and guests are assigned individual roles in a scenario that is unfolded by a moderator over two to three hours. This role-playing exercise ensures that every student is obliged to participate and has an opportunity to practice such leadership skills as critical thinking, verbal communication, and decision making under pressure and with inadequate information. The distinguished guests, in their assigned roles, are able to interact freely with the student fellows and thus demonstrate their expertise as experienced leaders. This challenging experience has become an enjoyable part of the 10-week Leadership Program and one that shows the importance of leadership skills for those who aspire to careers in the biomedical sciences.