Health Promotion for Students of Veterinary Medicine: A Preliminary Study on Active Microbreaks and Ergonomics Education

SIMPLE SUMMARY: A relevant number of veterinarians leave the profession within the first years after graduation. In a preliminary study, we investigated the effects of very short, active interventions, called microbreaks, in 36 students of veterinary medicine. Students were encouraged to integrate these microbreaks into their days over 6 weeks, within the total observational period of 12 weeks. Additionally, information on the ergonomics of a variety of veterinary tasks was given in weekly interactive talks with practicing clinicians and a physiotherapist. At the start, many veterinary students reported musculoskeletal discomfort in the neck and the lower back. All students were able to incorporate the microbreaks well during their study activities and found them relieving. After 12 weeks, the participating students reported fewer painful body regions, and that their self-efficacy in potentially painful, risky, or dangerous interactions with animals in a veterinary setting had increased. The feeling of control over dangerous situations increased with dogs but decreased with horses. Most students wanted to continue the microbreaks in the future and judged the topic of the present study to be relevant to their profession. ABSTRACT: Occupational hazards, such as psychosocial stressors, physical injuries from human–animal interactions, and physically demanding work tasks, are common in the veterinary profession, and musculoskeletal discomfort and pain (MDP) may already be present in veterinary undergraduates. This preliminary study investigates the effects of very short, active interventions, called microbreaks, in 36 veterinary students. At the start, participants had a high prevalence of MDP, especially in the neck and lower back. Within a 12-week observational period, 6 weeks of active intervention comprised teaching microbreaks (nine strengthening, stretching, and relaxation exercises; 30–90 s each) and a weekly veterinary-specific ergonomics education and discussion. After the intervention, participants reported fewer painful body regions and an increase in their self-efficacy in potentially painful, risky, or dangerous human–animal interactions. After the 12-week observational period, participants had increased self-efficacy in the maintenance of physical health and self-protection but decreased self-efficacy in healing injuries after veterinary human–animal interactions. Participants felt to have increased and decreased control over dangerous situations with dogs and horses, respectively, although self-efficacy in handling horses increased. Participants integrated microbreaks well into their undergraduate activities and rated the topic relevant to their (later) profession. This should encourage the inclusion of similar programs in undergraduate curricula.