This project aims to gain a better understanding of the mechanisms that contribute to the subjectification process of veterinary students by use of the rich pictures method. This method encourages master’s veterinary students to reflect on their thoughts and emotions during a complex professional situation they were involved in during their final extramural clerkship. To answer the research questions, student answers, focus groups and in-depth interviews will be analyzed.

Background information

This project is part of the Senior Extramural Clerkship, one of the final courses in the veterinary master’s program. The course includes a ten-week long placement at an external veterinary practice and on-campus teaching sessions every other week.

In the fifth week, students participate in a rich pictures workshop. During this workshop, they reflect on an impactful experience that occurred during their extramural clerkship and which influenced their evolving identity as a veterinary professional. Rich pictures are drawings that represent a situation as personally experienced by the student, showing relevant elements such as relationships, emotions, behaviors, and contextual factors. This method helps students reflect on complex and meaningful professional experiences.

The workshop supports professional identity formation (PIF), an important goal of the Veterinary Medicine curriculum. PIF is the process by which a student develops the values, behaviors and sense of identity they need to function within the veterinary community. This PIF process is supported by (implicit) socialization and subjectification. By encouraging reflection, critical thinking, and the exploration of new perspectives, the rich pictures method helps students analyze and evaluate their experiences and supports their ongoing professional development.

Aims

This project aims to answer the following research question(s):

• What mechanisms play a role when students draw rich pictures of impactful experiences and reflect on them during their extramural clerkship?
• How do these mechanisms contribute to their subjectification process?

Project description

During the workshop, students (3 groups of 40 students, 120 students in total) have 20 minutes to draw a complex situation they experienced, including the relevant factors and people involved. After drawing, reflection is supported by successively discussion in pairs and small focus groups and written questionnaires. To guide their discussions, students are given certain questions, such as ‘How did this situation influence the way you see yourself as a veterinarian?’ On top of these data, semi-structured 1-on-1 interviews will be conducted with at least 15 students to find out how the subjectification process contributes to their PIF.

References

• Biesta, G. J. J., & van Braak, M. (2020). Beyond the medical model: Thinking differently about medical education and medical education research. Teaching and Learning in Medicine, 32(4), 449 456. https://doi.org/10.1080/10401334.2020.1798240
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
• Cristancho, S. (2015). Eye opener: Exploring complexity using rich pictures. Perspectives on Medical Education, 4(3), 138–141. https://doi.org/10.1007/s40037-015-0187-7
• Cristancho, S. M., & Helmich, E. (2019). Rich pictures: A companion method for qualitative research in medical education. Medical Education, 53(9), 916–924. https://doi.org/10.1111/medu.13890
• Fleer, J., Smit, M. J., Boer, H. J., Knevel, M., Velthuis, F., Trippenzee, M., de Carvalho Filho, M. A., & Scholtens, S. (2025). An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. Medical Teacher, 47(4), 580–588. https://doi.org/10.1080/0142159X.2024.2387809