The Effects of Deliberate Practice in Open Access Sessions on Veterinary Students' Confidence and Performance of Large Animal Clinical Skills

Veterinary education demands high levels of competence in clinical skills, including in large animal practice, yet many students struggle with both performance and confidence. This study investigates the effects of deliberate practice strategies on the confidence and competence of veterinary students enrolled in large animal medicine and surgery courses at City University of Hong Kong. In our prospective cohort study, 22 fifth-year veterinary students participated in Open Access practice sessions, engaging in self-directed learning supplemented with feedback from clinical educators. Data were collected through a series of questionnaires assessing self-reported confidence levels, practice strategies and practice frequency. Students' Objective Structured Clinical Examination (OSCE) results were also analyzed. Our findings show that a higher deliberate practice score predicted better objective performance in large animal skills. However, confidence levels did not consistently correlate with performance. Interestingly, while practice increased confidence after a session, students who passed experienced a smaller confidence boost compared to their peers who failed. This suggests a complex relationship between practice frequency, confidence, and objective performance. Our results highlight the effectiveness of deliberate practice in enhancing veterinary students' competencies in large animal skills. By focusing on structured, goal-oriented practice, this study aims to inform curriculum development regarding strategies that would improve student preparedness for clinical practice in large animal medicine.