High levels of occupational stress and mental health challenges are widely reported in the veterinary profession, affecting both students and graduated veterinarians. Early-career veterinarians face difficult transitions that can threaten attrition, worsening veterinarian shortages.

In addition to advocating for systems-level change, we aimed to better prepare student veterinarians by integrating a formal wellbeing curriculum, grounded in positive psychology concepts, across the 4-year Doctor of Veterinary Medicine program at the Ontario Veterinary College (OVC), Canada.

We used a backwards-design approach. First, we drafted wellbeing learning outcomes based on veterinary mental health literature. Second, we designed assessments to evaluate personalized content engagement and self-reflection. We then embedded scaffolded wellbeing content into the existing Art of Veterinary Medicine courses in Years 1-3. Year 4 includes an elective wellbeing rotation.

In Year 1, the focus is on mindset and building a strong wellbeing foundation amid high academic demands. Topics include: Wellbeing Domains and Strategies; Fixed vs. Growth mindsets; Thought Distortions and Reframing; Imposter Phenomenon; Help-Seeking; Self-Efficacy; Character Strengths; and Mental Health Literacy. Students complete 12 Photo Assignments capturing their wellbeing activities (e.g. physical activity; cooking; budgeting), each with a short reflection. A Capstone Project invites students to reflect on their engagement with course content and wellbeing strategies in a format of their choice (e.g. written piece, blog, video).

In Year 2, students expand their learning with concepts of self-compassion, emotional intelligence, personal boundaries and assertiveness, and mind-body practices. These are delivered via workshop sessions that promote reflection and application. Students apply the concepts to personal challenges and reflect on their future responses. Assessment includes written reflections on wellbeing skills they used in simulated client communication labs.

Year 3 introduces personal values, meaning and purpose, moral injury, and trauma-informed client care. Students are assessed via guided written reflections to explore personal insights.

In Year 4, a 1-week (35-hour) elective rotation revisits and expands on prior content, with additional sessions led by disciplinary experts: physical activity, nutrition, yoga, financial wellbeing, gratitude, and leadership. Offered 4 times per year with 5-8 students per session, the rotation fosters personalized, immersive explorations of wellbeing.

Student feedback has been largely positive. Many report the curriculum helped them “break old cycles”, practice self-discovery, and prioritize wellbeing. Several noted that dedicating time and assessment to wellbeing demonstrates OVC’s genuine commitment in a “non-performative” way. Challenges include limited curricular space and poor buy-in from some students, who multi-task or skip class to study for “traditional” courses. Attempts to collect longitudinal data to evaluate curriculum impact were ended due to low response rates, despite large incentives.

We present this curriculum as a case study in how professional programs can foster student wellbeing and resilience. As veterinary organizations make strides with wellbeing competency frameworks, we will update our curriculum to support in-program development of evidence-based skills that benefit both students and the profession.

Keywords: Curriculum development, positive psychology, resilience, veterinary, wellbeing.