Making EMS sustainable for the future

Avoiding unintended consequences

It is clear that change is needed in order to make EMS sustainable in the longer term and fulfil its potential to be a valuable addition to the professional development of the next generation of vets. However, this needs to be done in such a way as to minimise the risk of unintended consequences that could have a negative impact on our future graduates and new members of the profession. The current challenges associated with EMS certainly need to be addressed, but the value EMS brings to veterinary education also needs to be kept in mind.

The importance of added value

EMS is described within the RCVS accreditation standards as "a unique opportunity for students to gain valuable hands-on experience and practise skills acquired during the veterinary programme, in a further range of ‘real workplace learning’ contexts". However, we know from our stakeholder feedback that the value EMS brings is much more nuanced than simply the ability to practise skills.

"The added value a good EMS placement brings to students often relates to the more intangible aspects of working as a vet"

The added value a good EMS placement brings to students often relates to the more intangible aspects of working as a vet: experiencing the culture in the workplace, the discussions between colleagues, the varied (and sometimes challenging) client interactions, the business context and working as part of a professional team.

These are the 'difficult to measure' components of professional development, helping develop resilience and professional identity, which is enhanced through experience in different working environments.

Stakeholder feedback

We set the policy for EMS within the accreditation standards for veterinary programmes, and the new standards being implemented in 2023 include an updated EMS policy which adds clarity around EMS and allows additional flexibility for students (Appendix 1). However, after recognising the additional challenges being faced and to explore options for a new EMS policy in the longer-term future, we hosted a Stakeholder Event in London in November 2021.

A wide range of stakeholders attended, including vet students, new graduates, vet school representatives and veterinary organisations including BVA, SPVS and AVS. In order to make the event solution-focussed, a range of options were discussed at length and additional ‘blue sky’ ideas were invited. The day was positive and highly constructive with many useful ideas being put forward (see The Future of EMS: Report of the Stakeholder Day), which we have used to develop proposals for a future EMS policy.

"Reducing the financial burden of attending EMS placements on students, which exacerbates the challenges for those students from differing socio-economic backgrounds, was a priority."

Reducing the financial burden of attending EMS placements on students, which exacerbates the challenges for those students from differing socio-economic backgrounds, was a priority. However, this needs to be done in a way that does not have a negative impact on students’ professional development, or inadvertently create further inequalities. Reducing the demand for placements through a reduction in the amount of EMS required could also reduce the associated costs. Stakeholders discussed how this could be achieved without reducing the overall educational value of EMS to students, if the consistency of high-quality EMS placements was improved through additional quality assurance measures and guidance for students and providers on best practice.

In addition to considering the demand for placements, stakeholders explored how the ‘supply’, namely, the number of placements available, could be increased. The costs to providers were discussed and acknowledged, and although payment would be welcomed, there was a clear sense from providers that they offered EMS for other reasons. EMS providers described feeling a real sense of personal and professional satisfaction when a placement has gone well, and feel that they are ‘giving back’ to the profession through sharing their experience and expertise. In contrast, instances where a student was disengaged or uninterested during a placement left them feeling somewhat disillusioned. Placement providers were keen to be recognised for the value they bring, and more appreciated by the vet schools. In light of this, incentives for EMS providers and recognition of their commitment were discussed. 

One reason why students might be less engaged on a particular EMS placement, was attributed to the requirements of EMS set by each vet school, for example, the need to do a certain number of weeks’ EMS in specific areas of practice. This could result in students attending a placement in which they were less interested, simply to 'tick the box', leading to low satisfaction of both the student and provider. A more flexible, outcomes-focused approach to EMS, established through our accreditation standards for vet degrees and associated EMS policy, could help address this and also enhance the consistency and quality of placements.

The options and ideas discussed at the stakeholder day provided the foundations for the development of the future EMS policy by our Education Committee.