Growing up, I have consistently been the child who asks “why”. Why shouldn’t I run with scissors? Why do chickens have 2 legs and cows have 4? Why do I have to learn maths if I want to be a vet? This questioning spirit has accompanied me into my adult life and eventually to vet school in Surrey. Like many of my peers here in vet school, I aspired to be a vet ever since getting my first pet. However, upon actually reaching vet school I became slightly disillusioned by the reductionist nature of the curriculum.
Animals became an anatomical construct, the sum of physiological processes. With an understanding of anatomy and physiology, you are taught to turn to pharmacological and surgical knowledge to treat disease. The propensity and breadth of information to be taught means there is simply no time to ask why or how. However, the antidote to this problem is that we are encouraged to acknowledge the gaps in our knowledge, think critically, and seek answers underpinned by a strong evidence base. The culmination of these factors has led me here to Glasgow for the year.
With an interest in systems thinking, and a desire to learn a bit more about human-animal dynamics, I have taken a “gap year” in my studies. I am undertaking the AWSEL (Animal Welfare Ethics and Law) Master’s before returning to my veterinary degree. A steep learning curve and severe bout of imposter syndrome ensued upon my arrival in Glasgow! The initial few weeks were spent getting to grips with “Key Research Skills”. This module covered aspects of scientific writing, research design, and statistical analysis. The ethos of effective scientific communication underpins this model, which I found that I enjoyed. Often thought of as a “soft skill”, communication is something that I think is incredibly important and extremely undervalued. The ability to articulate a message and temper it to your audience is a critical rather than a “soft skill” in my view. Previous study has reinforced this: engaging with clients, the ultimate test of communication – if done well – can vastly improve patient outcomes.
There were, however, other aspects of this module that I found more difficult. Data analysis and coding elements were a particular challenge for me. Frustration was the predominant emotion felt as hours were spent generating countless error codes. As time progressed it became easier and this feeling abated. R and I have finally made friends – for now!
Aside from my computing foibles, the next greatest challenge that my move to Scotland presented was the issue of dressing for the multiple seasons that occur each day. Naively, I thought my Irish upbringing would prepare me well. I was wrong. I have since invested in some warmer coats and a ridiculous reinforced umbrella. Thankfully, the predictability of winter has set in, the imposter syndrome has faded, and “Key Research Skills” is over.
For now, classes continue. Animal welfare science this semester, a choice of modules next semester, and a final research project to end the year. I feel fortunate to have met such supportive and interesting people in the past months and look forward to the challenges to come alongside them. As this year and my trajectory in life continues, I will continue to ask why, knowing only further questions will result, and that is okay.
Jessie McCarthy is a fourth-year Veterinary student at the University of Surrey. Particularly interested in welfare, she is undertaking the Animal Welfare Ethics and Law MSc in Glasgow before returning to Surrey to finish her veterinary studies.