Students' Reports of Challenges, Experiences, and Perceptions of Equity, Diversity, and Inclusion at Veterinary Colleges in Canada and the United States

Equity, diversity, and inclusion (EDI) in veterinary medicine affects veterinarians, students, clients, and the regional availability of veterinary services. Veterinary students from 5 colleges in Canada and 5 colleges in the United States were surveyed about their challenges, experiences, and perceptions related to EDI, resulting in 456 responses (10.4%). A greater proportion of participants reported personal, financial, mental health, and physical health challenges during veterinary college compared to the proportion reporting these challenges before starting veterinary college. Statistically, participants who did not identify as White (odds ratio [OR]: 2.2, confidence interval [CI]: 1.1-4.3), who reported having a disability (OR: 5.0, CI: 2.1-12.1), and who identified as part of the LGBTQ2S+ community (OR: 8.5, CI: 3.8-19.2 ) were more likely to agree or strongly agree that discrimination occurs at veterinary colleges. Fewer participants reported experiencing discrimination in veterinary colleges (20.6%) compared to veterinary workplaces (36.8%). In the workplace, more participants reported the expectation of facing bias from clients than from managers or peers. The expectation of facing bias from clients was associated with the female gender (OR: 2.7, CI: 1.3-5.6), not identifying as White (OR: 7.4, CI: 2.5-21.3), and identifying as part of the LGBTQ2S+ community (OR: 2.7, CI: 1.3-5.4). More participants expected to practice in the same type of region as where they grew up rather than a different type of region. Thus, training future veterinarians from areas with region-based lack of access to veterinary services may be more effective than simply training more veterinarians. College EDI initiatives should include input from all participants and especially those who are most likely to experience discrimination, facilitating meaningful training and support.