Alignment of Selected Veterinary Education Competencies With the Interprofessional Professionalism Assessment (original) (raw)
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Medical Teacher, 2019
Veterinary schools have been moving toward competency-based education and assessment for the past 15 or more years. In 2015, educational leaders from Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment. This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework. This paper will report on the development of these EPAs and discuss their role in competency-based veterinary education and assessment. Practice Points Entrustable professional activities (EPAs) integrate multiple competencies to create opportunities for workplace-based assessment. The AAVMC Competency-Based Veterinary Education (CBVE) EPAs describe eight core workplace activities in veterinary clinical practice. Each EPA includes a description, brief commentary, and elements of the activity. Each EPA is mapped to the most relevant competencies in the CBVE Competency Framework.
Beyond NAVMEC: Competency-Based Veterinary Education and Assessment of the Professional Competencies
Journal of Veterinary Medical Education, 2013
The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognize...
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Journal of Veterinary Medical Education, 2020
Entrustable professional activities (EPAs) have been proposed as a practical framework for the implementation of competency-based education. As veterinary education moves toward a competency-based approach, core EPAs provide a context for assessment of workplace activities. This article reports on the development of eight core clinical EPAs for veterinary education created through multi-institutional collaboration, with international input from veterinary educators and veterinary educational leaders. These core EPAs are intended as minimal expectations for clinical activities that should be assessed for every graduate of Association of American Veterinary Medical Colleges member institutions. Adoption of the core EPAs and the associated Competency-Based Veterinary Education (CBVE) framework by veterinary schools is intended to promote Day One graduate competence and thereby enhance patient care and client service.
Medical teacher, 2016
Despite the growing prominence of professional (non-technical) competencies in veterinary education, the evidence to support their importance to veterinary graduates is unclear. To summarize current evidence within the veterinary literature for the importance of professional competencies to graduate success. A systematic search of electronic databases was conducted (CAB Abstracts, Web of Science, PubMed, PsycINFO, ERIC, Australian and British Education Index, Dissertations & Theses) from 1988 to 2015 and limited to the veterinary discipline (veterinar* term required). Evidence was sought from consensus-based competence frameworks, surveys of stakeholder perceptions, and empirical evidence linked to relevant outcomes (e.g. employability, client satisfaction or compliance). Data extraction was completed by two independent reviewers and included a quality assessment of each source. Fifty-two sources were included in the review, providing evidence from expert frameworks (10 sources), st...
Developing a Professional Studies Curriculum to Support Veterinary Professional Identity Formation
Journal of veterinary medical education, 2018
Professional studies teaching in medical and veterinary education is undergoing a period of change. Traditional approaches, aiming to teach students professional values and behaviors, are being enhanced by curricula designed to support students' professional identity formation. This development offers the potential for improving student engagement and graduates' mental well-being. The veterinary professional identity associated with emotional resilience and success in practice incorporates complexity in professional decision making and the importance of context on behaviors and actions. The veterinarian must make decisions that balance the sometimes conflicting needs of patient, clients, veterinarian, and practice; their subsequent actions are influenced by environmental challenges such as financial limitations, or stress and fatigue caused by a heavy workload. This article aims to describe how curricula can be designed to support the development of such an identity in stude...
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A systematic review of the literature was carried out to determine the evidence for the reliability and validity of the assessment methods used in veterinary medical education. The review followed the approach used by the Best Evidence Medical Education (BEME) group. This process has established baseline data on published evidence and found that a relatively small number of articles exist
Teaching Non-Technical (Professional) Competence in a Veterinary School Curriculum
Journal of Veterinary Medical Education, 2006
Data from focused studies and comprehensive surveys suggest that developing or enhancing non-technical (professional) skills will result in a more satisfied and successful veterinary student or veterinary graduate. The College of Veterinary Medicine at Washington State University has devoted considerable time, effort, and resources to augmenting the non-technical aspects of its curriculum while maintaining the traditional strengths of its DVM program. Here we summarize pertinent research and best-practice recommendations from a variety of sources and outline the steps that have been taken, with the underlying rationales, to integrate the teaching and modeling of non-technical (professional) competence throughout a four-year course of veterinary study.
Approaches to defining day-one competency: a framework for learning veterinary skills
Revue Scientifique et Technique de l'OIE, 2009
Competency at graduation, in a variety of physical and attitudinal skills, is an essential outcome measure for courses training veterinary surgeons. The approach adopted by the Royal Veterinary College, London, to identify and define the expected skill competencies required of our veterinary undergraduates by the time of graduation is described. In addition, we demonstrate how this skill set was built into a framework that was aligned with other student learning objectives. This two-year project resulted in the publication of a day-one skills handbook, which was introduced to the college staff and students in 2007.
Creating measurable, practice-relevant day-1 competencies for swine veterinary education
Education in the Health Professions
IntroductIon Veterinary education (VE) is transitioning toward a competency-based model with a focus on educational outcomes. This means that in addition to teaching and assessing scientific knowledge and facts, veterinary students need opportunities to learn and practice the competencies (which integrate knowledge, skills, values, and attitudes) that they will be using when they graduate and start practicing. [1,2] Indeed, Welsh et al. define a Day-1 competency as one that the new graduate is expected to perform on graduation without any supervision from qualified staff. [3] Competencies and the skills they include can be widely applicable across members of the same profession or be more specific to a branch of the profession, in this case, a focus on a certain animal species. The latter is more readily identifiable, and this is why the first efforts to define skills in VE originated from species-specific practitioners. Indeed, some of the first attempts to define skills necessary for a veterinary graduate were made by small animal veterinarians in Australia [4] and by food animal veterinarians in the US. [5] The American Association of Equine Practitioners created a list of core competencies for graduates interested in equine practice. [6] More recently, broad competency frameworks have been developed in health professions such as human and veterinary medicine. [7-10] In 2018, the Association of American Veterinary Medical Colleges Competency-Based veterinary education (CBVE) Working Group published a document outlining the framework of competencies to be used by educators and colleges to guide the development of competency-based curricula and assessments. The document entitled "CBVE: Part 1-CBVE Framework is organized into nine domains: (1) clinical reasoning and decision-making, (2) individual animal care, (3) animal population care, (4) public health, (5) communication, (6) collaboration, (7) professionalism, (8) financial and practice management, and (9) scholarship. There are 32 competencies in all, organized under the nine domains, and each competency is illustrated by example subcompetencies (with more specificity than the competencies). [9] Delineating competencies enable all Background: Veterinary education (VE) is increasingly transitioning toward a competency-based model with a focus on educational outcomes. The American Association of Veterinary Medical Colleges published a framework of competencybased veterinary education (CBVE) to provide guidance to veterinary educators in creating a curriculum that would graduate proficient veterinarians, capable of carrying out activities central to the profession, without supervision. Aims and Objectives: Swine Faculty at a Midwest Institution aimed to create a subset of competencies anchored in the CBVE framework for graduates aspiring to practice swine medicine. Methods: Using the Delphi process and the collaboration of swine practitioners and educators around the country, the team developed a list of 109 competencies divided into nine domains and three levels of expertise. Results: The list was designed as an online, interactive, savable tool, available at http://z.umn.edu/SwineCompetencies. Conclusion: Following this work, the swine faculty plans to evaluate the swine curriculum at the college level with the intent to incorporate additional opportunities for the students to practice and be assessed on the activities listed.