Enhancing Veterinary Education: Integrating Wildlife Medicine Into Undergraduate Training in Kenya

Veterinary education has traditionally focused on domestic animals, yet the expanding role of veterinarians in wildlife health necessitates the integration of wildlife medicine into undergraduate training. In Kenya, despite the ecological and economic importance of wildlife, veterinary curricula provide limited structured exposure to wildlife medicine. This study aimed to (i) identify gaps in undergraduate veterinary training related to wildlife health and (ii) use these findings to inform the design of a stakeholder‐driven pilot training model. A mixed‐methods approach was applied using two structured surveys administered to veterinary students and graduates ( n = 83) and employers ( n = 33). Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through a thematic analysis. The findings were further refined through a stakeholder validation workshop involving academia, wildlife practitioners, and conservation stakeholders. While 71% of respondents expressed interest in wildlife health, only 22% felt adequately prepared for practice. Key gaps included insufficient curriculum content, limited time allocation, and lack of practical exposure. Employers reported variability in graduate competence, reinforcing the need for improved training. These findings informed the development of a 10‐module pilot training program combining theoretical instruction with field‐based experiential learning. The study highlights the feasibility of a research‐informed, stakeholder‐driven approach to curriculum development in wildlife medicine. However, the effectiveness of the intervention was not evaluated, and further longitudinal research is required to assess its impact on competencies, career outcomes, and workforce preparedness in wildlife health.