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Favier R, Proot J, Matiasovic M, Roos A, Knaake F, van der Lee A, den Toom M, Paes G, van Oostrom H, Verstappen F, Beukers M, van den Herik T, Bergknut N. Towards a flexible and personalised development of veterinarians and veterinary nurses working in a companion animal referral care setting. Vet Med Sci 2024; 10:e1518. [PMID: 38952266 PMCID: PMC11217593 DOI: 10.1002/vms3.1518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2024] [Revised: 05/15/2024] [Accepted: 06/10/2024] [Indexed: 07/03/2024] Open
Abstract
In the Netherlands, the demand for veterinarians and veterinary nurses (VNs) working within referral care is rapidly growing and currently exceeds the amount of available board-certified specialists. Simultaneously, a transparent structure to guide training and development and to assess quality of non-specialist veterinarians and VNs working in a referral setting is lacking. In response, we developed learning pathways guided by an entrustable professional activity (EPA) framework and programmatic assessment to support personalised development and competence of veterinarians and VNs working in referral settings. Between 4 and 35 EPAs varying per discipline (n = 11) were developed. To date, 20 trainees across five disciplines have been entrusted. Trainees from these learning pathways have proceeded to acquire new EPAs in addition to their already entrusted set of EPAs or progressed to specialist training during (n = 3) or after successfully completing (n = 1) the learning pathway. Due to their outcome-based approach, the learning pathways support flexible ways of development.
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Affiliation(s)
| | - Joachim Proot
- Evidensia Dierenziekenhuis BarendrechtBarendrechtThe Netherlands
| | | | - Arno Roos
- Evidensia Dierenziekenhuis NieuwegeinNieuwegeinThe Netherlands
| | - Frans Knaake
- Evidensia Dierenziekenhuis Den HaagDen HaagThe Netherlands
| | | | | | - Geert Paes
- IVC Evidensia the NetherlandsVleutenThe Netherlands
| | - Hugo van Oostrom
- Evidensia Dierenziekenhuis BarendrechtBarendrechtThe Netherlands
- Evidensia Dierenziekenhuis ArnhemArnhemThe Netherlands
| | | | - Martijn Beukers
- Evidensia Dierenziekenhuis BarendrechtBarendrechtThe Netherlands
- Evidensia Dierenziekenhuis Hart van BrabantWaalwijkThe Netherlands
| | | | - Niklas Bergknut
- Evidensia Dierenziekenhuis Hart van BrabantWaalwijkThe Netherlands
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Peters H, Holzhausen Y, Czeskleba A, Schumann M. Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach. BMC MEDICAL EDUCATION 2024; 24:588. [PMID: 38807126 PMCID: PMC11134953 DOI: 10.1186/s12909-024-05553-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Accepted: 05/13/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND The concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program. METHODS The undergraduate medical program at the Charité - Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program's study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants. RESULTS After two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching. CONCLUSIONS In systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.
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Affiliation(s)
- Harm Peters
- Dieter Scheffner Center for Medical Education und Educational Research, Dean´s Office for Study Affairs, Charité - Universitätsmedizin Berlin, Charitéplatz 1, Berlin, 10117, Germany.
| | - Ylva Holzhausen
- Dieter Scheffner Center for Medical Education und Educational Research, Dean´s Office for Study Affairs, Charité - Universitätsmedizin Berlin, Charitéplatz 1, Berlin, 10117, Germany
| | - Anja Czeskleba
- Dieter Scheffner Center for Medical Education und Educational Research, Dean´s Office for Study Affairs, Charité - Universitätsmedizin Berlin, Charitéplatz 1, Berlin, 10117, Germany
| | - Marwa Schumann
- Dieter Scheffner Center for Medical Education und Educational Research, Dean´s Office for Study Affairs, Charité - Universitätsmedizin Berlin, Charitéplatz 1, Berlin, 10117, Germany
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Wolden M, Flom-Meland C, Gusman LN, Drevyn E, McCallum C. Determining the Optimal Length of Clinical Education Experiences: Surveying Doctor of Physical Therapy Academic and Clinical Faculty. JOURNAL, PHYSICAL THERAPY EDUCATION 2024:00001416-990000000-00106. [PMID: 38684091 DOI: 10.1097/jte.0000000000000342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 01/29/2024] [Indexed: 05/02/2024]
Abstract
INTRODUCTION/REVIEW OF LITERATURE There is wide variability in the length of full-time clinical education experiences (CEEs) among Doctor of Physical Therapy (DPT) programs. We investigated academic and clinical faculty perspectives on the optimal length and level of agreement on the length, timing, and offering of full-time CEEs. SUBJECTS A survey assessing perspectives on the optimal length and level of agreement for the length, timing, and offering of full-time CEEs was completed by 100 academic and 240 clinical faculty. METHODS Differences between academic and clinical faculty responses on the optimal length and level of agreement were assessed with a 2-sample test of proportions and 2-sample t-test. RESULTS Participants believed that the length of full-time CEEs (in weeks) should be single CEE 10.6 (SD 2.3); first CEE 7.8 (SD 2.1); terminal CEE 12.5 (SD 5.4); integrated CEE 9.6 (SD 1.9); and total CEEs 37.2 (SD 6.9). There were significant differences (MD = -3.0; 95% confidence interval [CI] -4.6 to -1.6) between academic and clinical faculty perspectives for the total length of CEEs. No significant differences between academic and clinical faculty perspectives for the length of single, first, terminal, or integrated CEEs. There were significant differences between academic and clinical faculty perspectives for the optimal length of inpatient (MD = 1.1; 95% CI 0.6-1.6) and specialty (MD = 0.8; 95% CI 0.2-1.3) settings. There were significant differences between academic and clinical faculty level of agreement for 8 of 15 items. DISCUSSION AND CONCLUSION There was consistency between academic and clinical faculty regarding the perceived optimal length of full-time CEEs. Academic and clinical faculty perspectives for the optimal length of terminal full-time CEEs (12.5 weeks) were different than those for the national average (21.8 weeks) length of terminal full-time CEEs. Our study provides evidence to support DPT programs' clinical education curriculum decisions regarding the length of full-time CEEs to optimize students learning and maturation.
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Affiliation(s)
- Mitch Wolden
- Mitch Wolden is the professor at the University of Jamestown, 4190 26th Avenue South, Fargo, North Dakota 58104 . Please address all correspondence to Mitch Wolden
- Cindy Flom-Meland is the professor and is a program director and Chair at the University of North Dakota
- Lori N. Gusman is the assistant professor and is an associate director of Clinical Education at the University of Miami
- Elsa Drevyn is the clinical assistant professor and is a director of Clinical Education at the University of Miami
- Christine McCallum is the professor and is a program director at the Walsh University
| | - Cindy Flom-Meland
- Mitch Wolden is the professor at the University of Jamestown, 4190 26th Avenue South, Fargo, North Dakota 58104 . Please address all correspondence to Mitch Wolden
- Cindy Flom-Meland is the professor and is a program director and Chair at the University of North Dakota
- Lori N. Gusman is the assistant professor and is an associate director of Clinical Education at the University of Miami
- Elsa Drevyn is the clinical assistant professor and is a director of Clinical Education at the University of Miami
- Christine McCallum is the professor and is a program director at the Walsh University
| | - Lori N Gusman
- Mitch Wolden is the professor at the University of Jamestown, 4190 26th Avenue South, Fargo, North Dakota 58104 . Please address all correspondence to Mitch Wolden
- Cindy Flom-Meland is the professor and is a program director and Chair at the University of North Dakota
- Lori N. Gusman is the assistant professor and is an associate director of Clinical Education at the University of Miami
- Elsa Drevyn is the clinical assistant professor and is a director of Clinical Education at the University of Miami
- Christine McCallum is the professor and is a program director at the Walsh University
| | - Elsa Drevyn
- Mitch Wolden is the professor at the University of Jamestown, 4190 26th Avenue South, Fargo, North Dakota 58104 . Please address all correspondence to Mitch Wolden
- Cindy Flom-Meland is the professor and is a program director and Chair at the University of North Dakota
- Lori N. Gusman is the assistant professor and is an associate director of Clinical Education at the University of Miami
- Elsa Drevyn is the clinical assistant professor and is a director of Clinical Education at the University of Miami
- Christine McCallum is the professor and is a program director at the Walsh University
| | - Christine McCallum
- Mitch Wolden is the professor at the University of Jamestown, 4190 26th Avenue South, Fargo, North Dakota 58104 . Please address all correspondence to Mitch Wolden
- Cindy Flom-Meland is the professor and is a program director and Chair at the University of North Dakota
- Lori N. Gusman is the assistant professor and is an associate director of Clinical Education at the University of Miami
- Elsa Drevyn is the clinical assistant professor and is a director of Clinical Education at the University of Miami
- Christine McCallum is the professor and is a program director at the Walsh University
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MacKay M, Ford C, Grant LE, Papadopoulos A, McWhirter JE. Developing public health competency statements and frameworks: a scoping review and thematic analysis of approaches. BMC Public Health 2023; 23:2240. [PMID: 37957658 PMCID: PMC10644570 DOI: 10.1186/s12889-023-17182-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Accepted: 11/07/2023] [Indexed: 11/15/2023] Open
Abstract
Competencies ensure public health students and professionals have the necessary knowledge, skills, values, and behaviours to do their jobs effectively. Public health is a dynamic and complex field requiring robust competency statements and frameworks that are regularly renewed. Many countries have public health competencies, but there has been no evidence synthesis on how these are developed. Our research aim was to synthesize the extent and nature of the literature on approaches and best practices for competencies statement and framework development in the context of public health, including identifying the relevant literature on approaches for developing competency statements and frameworks for public health students and professionals using a scoping review; and, synthesizing and describing approaches and best practices for developing public health competency statements and frameworks using a thematic analysis of the literature identified by the scoping review. We conducted a scoping review and thematic analysis of the academic and grey literature to synthesize and describe approaches and best practices for developing public health competency statements and frameworks. A systematic search of six databases uncovered 13 articles for inclusion. To scope the literature, articles were assessed for characteristics including study aim, design, methods, key results, gaps, and future research recommendations. Most included articles were peer-reviewed journal articles, used qualitative or mixed method design, and were focused on general, rather than specialist, public health practitioners. Thematic analysis resulted in the generation of six analytical themes that describe the multi-method approaches utilized in developing competency statements and frameworks including literature reviews, expert consultation, and consensus-building. There was variability in the transparency of competency framework development, with challenges balancing foundational and discipline-specific competencies. Governance, and intersectoral and interdisciplinary competency, are needed to address complex public health issues. Understanding approaches and best practices for competency statement and framework development will support future evidence-informed iterations of public health competencies.
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Affiliation(s)
- Melissa MacKay
- Department of Population Medicine, University of Guelph, Guelph, ON, N1G 2W1, Canada
| | - Caitlin Ford
- Department of Population Medicine, University of Guelph, Guelph, ON, N1G 2W1, Canada
| | - Lauren E Grant
- Department of Population Medicine, University of Guelph, Guelph, ON, N1G 2W1, Canada
| | - Andrew Papadopoulos
- Department of Population Medicine, University of Guelph, Guelph, ON, N1G 2W1, Canada
| | - Jennifer E McWhirter
- Department of Population Medicine, University of Guelph, Guelph, ON, N1G 2W1, Canada.
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Prescott-Clements L, Soreskog-Turp J, Crawford B, Williams K. The Development and Implementation of a National Veterinary Graduate Development Programme (VetGDP) to Support Veterinarians Entering the UK Workforce. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022:e20220112. [PMID: 36538366 DOI: 10.3138/jvme-2022-0112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
The UK veterinary profession is facing significant challenges, including high rates of veterinarians leaving the profession amidst workforce shortages, alongside high levels of dissatisfaction, stress, and poor mental health. The highest rates of attrition are associated with veterinarians who have recently graduated and are at an early stage in their careers. Although there may be many contributory factors, a lack of adequate support during the transition from vet school into their first professional role following graduation may be one important cause. Consequently, it has never been more important to develop an effective system for supporting new graduates, which is accessible to all. A new Veterinary Graduate Development Programme (VetGDP) has been developed, using a framework of professional activities that are sufficiently flexible to create a bespoke, individualized program for each graduate depending on the role they enter. Each new graduate is assigned a dedicated coach (Adviser) within their workplace, who has been trained to provide effective support and has committed to doing so throughout the program. VetGDP has been implemented on a national scale in the UK; engagement is assured through the RCVS Code of Professional Conduct and quality assurance is in place. VetGDP has been developed using established educational, sociocultural, and behavioral theories, and the latest research in coaching and feedback within medical education. These methods, which aim to ensure there is the best possible impact on graduates' professional development, and the creation of a positive learning culture within the workplace, are taught to all Advisers via an e-learning package.
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Affiliation(s)
- Linda Prescott-Clements
- Royal College of Veterinary Surgeons (RCVS), The Cursitor, 38 Chancery Lane, London, WC2A 1EN UK
| | - Jenny Soreskog-Turp
- Royal College of Veterinary Surgeons (RCVS), The Cursitor, 38 Chancery Lane, London, WC2A 1EN UK
| | - Britta Crawford
- Royal College of Veterinary Surgeons (RCVS), The Cursitor, 38 Chancery Lane, London, WC2A 1EN UK
| | - Kirsty Williams
- Royal College of Veterinary Surgeons (RCVS), The Cursitor, 38 Chancery Lane, London, WC2A 1EN UK
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6
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Dorman DC, Poppenga RH, Schoenfeld-Tacher RM. The Current State of Veterinary Toxicology Education at AAVMC Member Veterinary Schools. Vet Sci 2022; 9:vetsci9120652. [PMID: 36548813 PMCID: PMC9782070 DOI: 10.3390/vetsci9120652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 11/17/2022] [Accepted: 11/17/2022] [Indexed: 11/23/2022] Open
Abstract
This study assessed the depth, breadth, and perception of toxicology education in curricula at Association of American Veterinary Medical Colleges (AAVMC) member veterinary schools. An online questionnaire was sent twice to all 54 AAVMC members and sent once to a veterinary toxicology list serve. The survey covered areas related to instructor demographics, the depth and extent of toxicology taught, and the respondent's perceptions of their student's ability to perform entrustable professional activities (EPA). Results were analyzed using descriptive statistics. Our survey resulted in a 44% response rate. All responding schools included toxicology in their curriculum, and it was a required course in 23 programs. Contact hours in stand-alone veterinary toxicology courses ranged from 14 to 45 h. Most respondents indicated that the current time allotted for toxicology was inadequate, despite indicating that most of their students could perform most EPAs autonomously. One exception related to the ability of students to analyze toxicology data. We found small variations in teaching methods and curriculum content. The results of our study can assist veterinary schools in evaluating their curricula to better prepare new graduates for the management of toxicology issues they may face in their veterinary careers.
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Affiliation(s)
- David C. Dorman
- Department of Molecular Biosciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27607, USA
| | - Robert H. Poppenga
- California Animal Health and Food Safety Laboratory, School of Veterinary Medicine, University of California, Davis, CA 95616, USA
| | - Regina M. Schoenfeld-Tacher
- Department of Molecular Biosciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27607, USA
- Correspondence:
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Favier R. Entrustable professional activities: bridging the gap between veterinary education and clinical practice. Vet Rec 2022; 191:378-380. [DOI: 10.1002/vetr.2414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Robert Favier
- IVC Evidensia/ IVC Evidensia Academy Utrecht Netherlands
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Read EK, Maxey C, Hecker KG. Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model. Front Vet Sci 2022; 9:1019305. [PMID: 36387400 PMCID: PMC9642912 DOI: 10.3389/fvets.2022.1019305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Accepted: 09/29/2022] [Indexed: 09/19/2023] Open
Abstract
With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.
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Affiliation(s)
- Emma K. Read
- College of Veterinary Medicine, The Ohio State University, Columbus, OH, United States
| | - Connor Maxey
- Faculty of Veterinary Medicine, University of Calgary, Calgary, AB, Canada
| | - Kent G. Hecker
- Faculty of Veterinary Medicine, University of Calgary, Calgary, AB, Canada
- International Council for Veterinary Assessment, Bismarck, ND, United States
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Homfray B, Attwood A, Channon SB. Anatomy in Practice: How Do Equine and Production Animal Veterinarians Apply Anatomy in Primary Care Settings? JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220074. [PMID: 36198110 DOI: 10.3138/jvme-2022-0074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
To successfully prepare veterinary undergraduates for the workplace, it is critical that anatomy educators consider the context in which developing knowledge and skills will be applied. This study aimed to establish how farm animal and equine general practitioners use anatomy and related skills within their daily work. Qualitative ethnographic data in the form of observations and semi-structured interviews were collected from 12 veterinarians working in equine or farm animal first-opinion practice. Data underwent thematic analysis using a grounded theory approach. The five themes identified were relevant to both equine and farm animal veterinarians and represented the breadth and complexity of anatomy, its importance for professional and practical competence, as well as the requirement for continuous learning. The centrality and broad and multifaceted nature of anatomy was found to challenge equine and farm animal veterinarians, highlighting that essential anatomy knowledge and related skills are vital for their professional and practical competence. This aligns with the previously described experiences of companion animal clinicians. In equine practice, the complexity of anatomical knowledge required was particularly high, especially in relation to diagnostic imaging and assessing normal variation. This resulted in greater importance being placed on formal and informal professional development opportunities. For farm animal clinicians, anatomy application in the context of necropsy and euthanasia was particularly noted. Our findings allow anatomy educators to design appropriate and effective learning opportunities to ensure that veterinary graduates are equipped with the skills, knowledge, and resources required to succeed in first-opinion veterinary practice.
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Newman AW, Moller CA, Evans SJM, Viall A, Baker K, Schaefer DMW. American Society for Veterinary Clinical Pathology-Recommended Clinical Pathology Competencies for Graduating Veterinarians. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:641-649. [PMID: 34491154 DOI: 10.3138/jvme-2021-0004] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Given the move toward competency-based veterinary education and the subsequent reevaluation of veterinary curricula, there is a need for specialties to provide guidance to veterinary college administrators and educators on the core knowledge and skills pertaining to their specialty to ensure their inclusion in revised or redesigned curricula. The American Society for Veterinary Clinical Pathology (ASVCP) Education Committee sought to create a list of competencies specific to clinical pathology expected of graduating veterinarians. The stimulus for this project was the American Veterinary Medical Association Council on Education Standards of Accreditation for Colleges of Veterinary Medicine, further driven by the 2018 publication of the Association of American Veterinary Medical Colleges Competency-Based Veterinary Education Working Group framework. The recommendations made in this document are the culmination of the 2016 ASVCP Education Forum for Discussion, multiple remote subcommittee communications, and feedback obtained from ASVCP membership. The final framework includes 8 clinical pathology-focused domains of competence with 20 clinical pathology competencies and 61 clinical pathology illustrative sub-competencies. The clinical pathology-focused domains of competence are: the pre-analytical phase of testing, laboratory medicine and instrumentation, principles of test selection and interpretation, hematology and hemostasis, chemistry, endocrinology, urinalysis, and cytology. These are not intended to replace the nine established AAVMC domains of competence with supportive competencies and illustrative sub-competencies but to guide institutions for how clinical pathology aligns within the competency-based veterinary education (CBVE) framework for the practice-ready veterinary graduate. This clinical pathology competency framework may prove useful and empowering during discussions of curriculum revisions and redesigns.
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11
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Jonker FH. A personal view on basic education in reproduction: Where are we now and where are we going? Reprod Domest Anim 2022; 57 Suppl 1:7-15. [PMID: 32974940 PMCID: PMC9291147 DOI: 10.1111/rda.13769] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 06/30/2020] [Accepted: 07/02/2020] [Indexed: 11/28/2022]
Abstract
This article explores the current and expected direction of education in reproduction at the Faculty of Veterinary Medicine of Utrecht University. The current reproductive course in the Bachelor's programme is described. Based on the yearly routine course evaluation, changes have been started and continue to be implemented, and the educational ideas behind it are defined. Interactive e-learning modules that combine knowledge clips, animations, and quizzes have been developed. For the practical classes, e-modules with instructional videos have been paired to the written material. Using these new tools during self-study, students have to prepare for the necessary face-to-face classes that contain more in-depth discussions and practical training. In the second part, the author describes his expectations for further educational development. The growth of effective self-study using e-learning, besides traditional textbooks, before more in-depth face-to-face classes is likely to occur. With the growth of modern possibilities, such as the haptic technique and virtual reality, a better preparation in laboratory skills before practical training with animals is expected. In the author's opinion, despite all new learning methods and material, small group, face-to-face lectures, and practical classes with animals or animal material remain absolutely necessary. This article concludes with some lessons learned during the current adaptation of the course.
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Affiliation(s)
- F Herman Jonker
- Department of Population Health Sciences, Section Farm Animal Health, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands
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12
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Ten Cate O, Taylor DR. The recommended description of an entrustable professional activity: AMEE Guide No. 140. MEDICAL TEACHER 2021; 43:1106-1114. [PMID: 33167763 DOI: 10.1080/0142159x.2020.1838465] [Citation(s) in RCA: 100] [Impact Index Per Article: 33.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Entrustable professional activities (EPAs) have received much attention in the literature since they were first proposed in 2005. Useful guidelines, workshops, courses, and conferences have supported faculty in developing programs and designing assessment procedures using EPAs and entrustment decision-making. Yet, the need for clarification remains, particularly as more programs make the step from design to implementation.Well-written EPAs provide a natural construct to establish the outcome of training. To be useful, EPAs require more than a suitable title. This AMEE Guide elaborates eight sections of a full EPA description, and provides explanations and justifications for each. These sections are: title; specification and limitations; risks in case of failure; most relevant competency domains; knowledge, skills, attitudes and experiences; information sources to assess progress and support summative entrustment; entrustment/supervision level expected at which stage of training; and time period to expiration if not practiced.Constructing fully elaborated EPAs creates a shared mental model amongst learners and programs, informs competency-based curriculum design, directs ad-hoc and formal entrustment decision-making, and provides standards for certifying bodies and boundaries for scope of practice. The framework intends to support curricular leaders looking to adopt new EPAs, or revise and define established EPAs for competency-based education.
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Affiliation(s)
- Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - David R Taylor
- Department of Medicine, Queen's University, Kingston, Canada
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Weggemans MM, Ter Haar NM, Prakken B, Ten Cate O. Developing Entrustable Professional Activities for the Training of Translational Scientists: A Modified Delphi Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1461-1466. [PMID: 33883399 DOI: 10.1097/acm.0000000000004130] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Improved training for translational scientists is important to help address the waste of resources and irreproducibility of research outcomes in current translational medicine. However, there are a lack of training programs that cover the full range of knowledge and skills translational scientists need to develop, and many translational research training programs struggle to develop competency frameworks and assessment tools. Entrustable professional activities (EPAs) have been successfully implemented to link competencies with everyday practice in training health care professionals but have not yet been developed for research training. The purpose of the current study was to develop EPAs for translational scientists that could be used for their training and assessment and help increase the transparency and reproducibility of research outcomes and methods by providing best practices for translational research. METHOD In 2019, a modified Delphi technique, preceded by a focus group held in 2018 using a nominal group technique, was used to reach consensus on EPA titles and content among an international panel of 22 translational experts. Mean, standard deviation, and level of agreement were calculated after each round. Consensus was defined as ≥ 80% agreement. RESULTS Consensus was reached on 89% of the items after the first round and 100% after the second round. The final list of EPAs consists of 17 EPAs divided over 7 sections. CONCLUSIONS The concept of EPAs is new to the field of research training. The 17 EPA titles and their descriptions developed in this study may be used as a framework for improved training for translational scientists with the ultimate goal to contribute to closing the gap between bench and bedside, reducing resource waste in science, and increasing the reproducibility of research outcomes.
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Affiliation(s)
- Margot M Weggemans
- M.M. Weggemans is a resident in anesthesiology and PhD student, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-9475-0731
| | - Nienke M Ter Haar
- N.M. ter Haar was research employee at the time of this study, at the Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-6127-2438
| | - Berent Prakken
- B. Prakken is professor, vice dean of education, and director, Education Center, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-8488-4816
| | - Olle Ten Cate
- O. ten Cate is professor and senior scientist, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0002-6379-8780
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Schumacher DJ, Cate OT, Damodaran A, Richardson D, Hamstra SJ, Ross S, Hodgson J, Touchie C, Molgaard L, Gofton W, Carraccio C. Clarifying essential terminology in entrustment. MEDICAL TEACHER 2021; 43:737-744. [PMID: 33989100 DOI: 10.1080/0142159x.2021.1924365] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
With the rapid uptake of entrustable professional activties and entrustment decision-making as an approach in undergraduate and graduate education in medicine and other health professions, there is a risk of confusion in the use of new terminologies. The authors seek to clarify the use of many words related to the concept of entrustment, based on existing literature, with the aim to establish logical consistency in their use. The list of proposed definitions includes independence, autonomy, supervision, unsupervised practice, oversight, general and task-specific trustworthiness, trust, entrust(ment), entrustable professional activity, entrustment decision, entrustability, entrustment-supervision scale, retrospective and prospective entrustment-supervision scales, and entrustment-based discussion. The authors conclude that a shared understanding of the language around entrustment is critical to strengthen bridges among stages of training and practice, such as undergraduate medical education, graduate medical education, and continuing professional development. Shared language and understanding provide the foundation for consistency in interpretation and implementation across the educational continuum.
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Affiliation(s)
- Daniel J Schumacher
- Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Olle Ten Cate
- Center for Research Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Arvin Damodaran
- Prince of Wales Clinical School, Faculty of Medicine, UNSW Sydney, Sydney, Australia
| | - Denyse Richardson
- Department of Medicine, University of Toronto, Toronto, Canada
- The Royal College of Physicians and Surgeons, Ottowa, Canada
| | - Stanley J Hamstra
- Accreditation Council for Graduate Medical Education, Chicago, IL, USA
- University of Ottawa, Ontario, Canada
- Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Shelley Ross
- Department of Family Medicine, University of Alberta, Edmonton, Canada
| | - Jennie Hodgson
- Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, USA
| | - Claire Touchie
- The Medical Council of Canada, University of Ottawa, Ottawa, Canada
| | - Laura Molgaard
- University of Minnesota College of Veterinary Medicine, St. Paul, MN, USA
| | - Wade Gofton
- Royal College of Physicians and Surgeons of Canada, University of Ottawa, Ottawa, Canada
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Ramaswamy V, Fitzgerald M, Danciu T, Nalliah R, de Peralta T, Munz SM, Murdoch-Kinch CA. Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process. J Dent Educ 2021; 85:1349-1361. [PMID: 33876437 DOI: 10.1002/jdd.12620] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Revised: 03/29/2021] [Accepted: 04/01/2021] [Indexed: 11/10/2022]
Abstract
PURPOSE/OBJECTIVES The purpose of this study was to define and develop a set of Entrustable Professional Activities (EPAs) for dental education using a modified Delphi consensus approach. EPAs define the core tasks that a graduating dentist needs to perform independently in practice. The EPA framework facilitates assessment of competencies as they manifest in the tasks and independence needed to be ready for practice. METHODS Feedback was obtained from participants about a list of EPAs, with modifications made after each of the 3 rounds, using a modified Delphi approach. Phase 1 included attendees at the ADEA Fall 2017 meeting (n = 35) who participated in an EPA workshop primarily composed of academic deans. The Phase 2 "reactor panel" consisted of 10 dental schools' academic deans and other individuals with expertise and interest in dental curriculum and assessment (n = 31). Phase 3 participants were attendees at the ADEA CCI 2019 meeting (n = 91) who also participated in a 2-day EPA workshop. RESULTS In phase 1, overall ratings for acceptability of the EPAs were satisfactory. In phase 2, the next iteration of EPAs was judged as satisfactory for inclusion in curriculum, match well with clinical practice and clarity. In phase 3, the EPAs were judged as satisfactory for being an "entrustable, essential, and important task of the profession." Qualitative feedback suggested wording, measurability, and specific focus of EPA statements is important. CONCLUSIONS A preliminary set of EPAs was designed for predoctoral dental education through a systematic, careful consensus building approach involving a diverse set of participants.
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Affiliation(s)
- Vidya Ramaswamy
- Associate Director for Curriculum & Program Evaluation, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Mark Fitzgerald
- Associate Dean CBCE, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Theodora Danciu
- Director of Engaged Learning and Assessment, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Romesh Nalliah
- Associate Dean for Patient Services, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Tracy de Peralta
- Senior Associate Dean of Academic Affairs and Innovation, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Stephanie M Munz
- Program Director, General Practice Residency, Michigan Medicine, Ann Arbor, Michigan, USA
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Trittmacher S, Schnepf A, Kleinsorgen C, Detlefsen H, Hessler J, Campe A, Hennig-Pauka I. Communication and animal observation in livestock farming - pilot study of a teaching project in veterinary education. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc61. [PMID: 33824897 PMCID: PMC7994864 DOI: 10.3205/zma001457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 08/07/2020] [Accepted: 09/21/2020] [Indexed: 06/12/2023]
Abstract
Objective: Within the scope of a teaching project, students of veterinary medicine are to study animal and environmental observation and how to communicate with the persons responsible for animals on pig farms. They will be prepared to reflect on conversational behavior, identify difficult conversational situations and solve them in a goal-oriented way. In addition to piloting, the the aim of the study is to evaluate the teaching project by the students and the teaching staff. Methodology: Animal observation is trained using a virtual tour of a stock farm based on pictures and videos. The didactic approaches Design Thinking and the creative Walt Disney method are used in order to work on a previously prioritized problem. A typical conflict situation in pig farming is simulated in a role-play. Acquired skills are put into practice during a stock examination on the practice day, where the students communicate their observations. Evaluation is conducted using paper-based questionnaires and feedback interviews. Results: Evaluations of the students are generally positive. The desire to include communication studies in the curriculum was expressed several times. For the theoretical teaching units, a larger group of participants is needed to achieve higher interaction through diversity. The acquired knowledge is reliably applied and utilized on the practice day. Conclusion: The theoretical teaching units extensively prepare the students for the practical stock examination and teach basic skills of communication. Some adjustments to the procedure and focus should be made regarding the practical part. Generally, the conveyed information and methods are considered to be important by the students.
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Affiliation(s)
- Sara Trittmacher
- Stiftung Tierärztliche Hochschule Hannover, Außenstelle für Epidemiologie in Bakum, Bakum, Germany
| | - Anne Schnepf
- Stiftung Tierärztliche Hochschule Hannover, Institut für Biometrie, Epidemiologie und Informationsverarbeitung, Hannover, Germany
- Stiftung Tierärztliche Hochschule Hannover, WHO Collaborating Centre for Research and Training for Health at the Human-Animal-Environment Interface, Hannover, Germany
| | - Christin Kleinsorgen
- Stiftung Tierärztliche Hochschule Hannover, ZELDA - Zentrum für E-Learning, Didaktik und Ausbildungsforschung, Hannover, Germany
| | | | | | - Amely Campe
- Stiftung Tierärztliche Hochschule Hannover, Institut für Biometrie, Epidemiologie und Informationsverarbeitung, Hannover, Germany
- Stiftung Tierärztliche Hochschule Hannover, WHO Collaborating Centre for Research and Training for Health at the Human-Animal-Environment Interface, Hannover, Germany
| | - Isabel Hennig-Pauka
- Stiftung Tierärztliche Hochschule Hannover, Außenstelle für Epidemiologie in Bakum, Bakum, Germany
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Gates MC, McLachlan I, Butler S, Weston JF. Experiences of employers, work colleagues, and mentors with new veterinary graduates and preferences towards new graduate support programmes. N Z Vet J 2020; 69:38-50. [DOI: 10.1080/00480169.2020.1805373] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- MC Gates
- School of Veterinary Science, Massey University, Palmerston North, New Zealand
| | - I McLachlan
- Veterinary Council of New Zealand, Wellington, New Zealand
| | - S Butler
- Veterinary Council of New Zealand, Wellington, New Zealand
| | - JF Weston
- School of Veterinary Science, Massey University, Palmerston North, New Zealand
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Salisbury SK, Rush BR, Ilkiw JE, Matthew SM, Chaney KP, Molgaard LK, May SA, Bok HGJ, Hodgson JL, Frost JS, Read EK. Collaborative Development of Core Entrustable Professional Activities for Veterinary Education. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:607-618. [PMID: 32427543 DOI: 10.3138/jvme.2019-0090] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
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.
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Wolcott MD, Mason MR, Broome AM, Tittemore AJ, De Rossi SS, Quinonez RB. Faculty perspectives of an entrustable professional activity (EPA) framework in predoctoral dental education. J Dent Educ 2020; 84:955-963. [DOI: 10.1002/jdd.12373] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2020] [Revised: 06/26/2020] [Accepted: 08/04/2020] [Indexed: 11/10/2022]
Affiliation(s)
- Michael D. Wolcott
- Division of Oral and Craniofacial Health Sciences UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
- Division of Practice Advancement and Clinical Education UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Matthew R. Mason
- Division of Comprehensive Oral Health UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Angela M. Broome
- Division of Diagnostic Sciences UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Ashley J. Tittemore
- Office of the Dean UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Scott S. De Rossi
- Office of the Dean UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Rocio B. Quinonez
- Division of Pediatric and Public Health UNC Adams School of Dentistry, University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
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Wolcott MD, Quinonez RB, Ramaswamy V, Murdoch‐Kinch CA. Can we talk about trust? Exploring the relevance of “Entrustable Professional Activities” in dental education. J Dent Educ 2020; 84:945-948. [DOI: 10.1002/jdd.12354] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 07/19/2020] [Accepted: 07/26/2020] [Indexed: 11/06/2022]
Affiliation(s)
- Michael D. Wolcott
- Division of Oral and Craniofacial Health Sciences University of North Carolina Adams School of Dentistry Chapel Hill North Carolina USA
| | - Rocio B. Quinonez
- Division of Pediatrics and Public Health University of North Carolina Adams School of Dentistry Chapel Hill North Carolina USA
| | - Vidya Ramaswamy
- Curriculum and Program Evaluation University of Michigan School of Dentistry Ann Arbor Michigan USA
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