Informing Interprofessional Curriculum Design: Insights from Veterinary and Veterinary Nursing Students

Interprofessional education (IPE) is widely recognized in human health care for fostering collaboration and improving professional working practices. However, its implementation in veterinary education remains limited. The study aimed to investigate student perceptions of IPE and interprofessional practice (IPP) to inform future curriculum development and integration of interprofessional learning at Bristol Veterinary School. A qualitative approach involving eight focus groups with veterinary and veterinary nursing students was used. Discussions explored perceptions of professional roles, interprofessional interactions, and suggestions for collaborative learning. Data were analyzed to identify key themes. Participants highlighted the value of both professions working together more effectively as well as identifying some associated challenges. Many reported limited understanding of each other's roles and had observed how hierarchical structures and stereotypes were acting as barriers to effective collaboration. Students expressed a desire for more structured IPE within the curriculum and proposed interventions such as joint practical classes and case-based simulations with an interprofessional focus. Informal social interaction was also seen as valuable in promoting mutual respect. The findings underscore the importance of integrating student-informed IPE into veterinary training to enhance interprofessional knowledge and collaboration. Although the study focused on a single institution, the findings are applicable more broadly, offering insight for curriculum development across veterinary education.