Public Health Knowledge, Preparedness, and Professional Identity Among Veterinary Students: A Multi-Institutional Survey of AVMA-Accredited Programs

Abstract Veterinarians work at the intersection of animal, human, and environmental health, yet integration of public health and One Health competencies across veterinary curricula remains poorly characterized. An anonymous, cross-sectional online survey of DVM/VMD students enrolled in AVMA COE–accredited or provisionally accredited veterinary schools worldwide evaluated knowledge, perceived training adequacy, confidence, professional identity, and career intentions related to public health and One Health. The 32-item instrument was analyzed using descriptive statistics and inductive thematic analysis. A total of 262 students participated; because the number of students who received the invitation could not be determined, a response rate could not be calculated. Of the respondents, 80.5% were enrolled in US-based programs. Most intended to pursue clinical practice (77.5%); approximately 6.5% intended to enter public health or government careers. Antimicrobial resistance ranked as the highest perceived public health threat (mean rank 2.27/5), followed by zoonotic diseases (2.53). Self-reported confidence and perceived training adequacy were moderate across all assessed domains. Thematic analysis of open-ended responses identified five curricular-gap themes: limited awareness of public health career pathways, insufficient experiential and simulation-based learning, difficulty applying public health principles in practice, inadequate curricular emphasis, and gaps in One Health communication and inter-professional collaboration. The inability to calculate a response rate and the convenience-based recruitment approach limit generalizability; findings should be considered preliminary, exploratory, and hypothesis generating rather than representative. Expanded standardized One Health content, scenario-based instruction, and inter-professional experiences may strengthen veterinary student preparedness for emerging zoonotic and pandemic threats.