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Sibicky SL, Daugherty KK, Chen AMH, Rhoney D, Nawarskas J. Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100681. [PMID: 38460599 DOI: 10.1016/j.ajpe.2024.100681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 09/22/2023] [Accepted: 03/05/2024] [Indexed: 03/11/2024]
Abstract
OBJECTIVES To review the implementation drivers of competency-based pharmacy education (CBPE) and provide recommendations for enablers. FINDINGS Competency-based education is an emerging model in the health professions, focusing on time-variable competency development and achievement compared with a time-bound, course-based, traditional model. CBPE is an outcomes-based organized framework of competencies enabling pharmacists to meet health care and societal needs. However, challenges need to be recognized and overcome for the successful implementation of CBPE. Competency drivers include defining the competencies and roles of stakeholders, developing transparent learning trajectories and aligned assessments, and establishing lifetime development programs for stakeholders. Organization drivers include developing support systems for stakeholders; facilitating connections between all educational experiences; and having transparent assessment plans, policies, and procedures that align with core CBPE precepts, including the sustainability of time-variability. Leadership drivers include establishing growth mindset and facilitating a culture of connection between workplace and educational environments, program advocacy by institutional leaders, accepting failures as part of the process, shifting the organizational culture away from learner differentiation toward competence, and maintaining sufficient administrative capability to support CBPE. SUMMARY The successful implementation of CBPE involves enabling the competency, organization, and leadership drivers that will lead to program success. More research is needed in the areas of creation, implementation, and assessment of CBPE to determine success in this model. We have reviewed and provided recommendations to enable the drivers of successful implementation of CBPE.
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Affiliation(s)
- Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Denise Rhoney
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - James Nawarskas
- University of New Mexico College of Pharmacy, University of New Mexico, Albuquerque, NM, USA
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Frank JR, Hall AK, Oswald A, Dagnone JD, Brand PLP, Reznick R. From Competence by Time to Competence by Design: Lessons From A National Transformation Initiative. PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:224-228. [PMID: 38550713 PMCID: PMC10976982 DOI: 10.5334/pme.1342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Accepted: 03/06/2024] [Indexed: 04/02/2024]
Affiliation(s)
- Jason R. Frank
- Centre for Innovation in Medical Education, and Professor, Department of Emergency Medicine, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Andrew K. Hall
- Department of Emergency Medicine, University of Ottawa, Ottawa, ON, Canada
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Anna Oswald
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Competency Based Medical Education, and Professor, Division of Rheumatology, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - J. Damon Dagnone
- Department of Emergency Medicine, Queen’s University, Kingston, ON, Canada
- Standards and Accreditation, Royal College of Physicians & Surgeons of Canada, Ottawa, ON, Canada
| | - Paul L. P. Brand
- Clinical Medical Education, University Medical Centre and University of Groningen, the Netherlands
- Medical Education and Faculty Development, Isala Hospital, Zwolle, The Netherlands
| | - Richard Reznick
- Queen’s University, Immediate Past President Royal College of Physicians and Surgeons of Canada, Canada
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Gummery E, Singh M, Channon SB. Establishing a veterinary anatomy core syllabus through a modified Delphi process. J Anat 2024; 244:184-201. [PMID: 37664883 PMCID: PMC10734647 DOI: 10.1111/joa.13948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 08/09/2023] [Accepted: 08/11/2023] [Indexed: 09/05/2023] Open
Abstract
Anatomy forms a key component of veterinary curricula, but, in the context of an evolving profession, curricula are adapting and changing accordingly. There is a lack of guidance for educators regarding the levels of anatomical knowledge required for a graduate to be considered safe or competent. A formal review of veterinary anatomy learning outcomes (LOs) is therefore timely to support curriculum development in this rapidly evolving field. This study aimed to create a set of LOs which reflect the recommended core requirements for a new graduate veterinarian. A consensus approach using a modified Delphi method was used. The Delphi panel consisted of 23 experienced and active veterinary anatomy educators from veterinary schools within the UK and Ireland. The process had four stages: (1) Research team review, pre-screening and modification of a list of existing LOs (adapted from the Core Regional Anatomy Syllabus) which then formed the initial set of outcomes sent for review; (2) Delphi Round 1; (3) Delphi Round 2; (4) Post-Delphi final screening and review. Qualitative data outlining the rationale for modification and rejection of LOs were analysed via content analysis. 167 LOs were initially presented to the Delphi panel in Round 1. 64 of those were accepted, 79 recommended for modification and 23 rejected. 122 LOs were presented to the Delphi panel in Round 2. Of these, 86 outcomes were accepted, 10 modified and 26 rejected. 160 LOs were ultimately accepted and form the Veterinary Anatomy Core Syllabus. Key themes arising from analysis include the removal of unnecessary detail and increased focus on the relevance of competencies required of a new veterinary graduate. The syllabus presented may be used by curriculum planners, teachers and students within veterinary education worldwide.
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Affiliation(s)
- Erica Gummery
- School of Veterinary Medicine and ScienceUniversity of NottinghamSutton BonningtonUK
| | - Miren Singh
- Department of Comparative Biomedical SciencesRoyal Veterinary College, University of LondonLondonUK
| | - Sarah B. Channon
- Department of Comparative Biomedical SciencesRoyal Veterinary College, University of LondonLondonUK
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Byrnes MK, Jones BD, Foerst EMH. Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220100. [PMID: 37083561 DOI: 10.3138/jvme-2022-0100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.
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Affiliation(s)
- Meghan K Byrnes
- Virginia Maryland College of Veterinary Medicine, 205 Duck Pond Drive, Blacksburg VA 24061
| | - Brett D Jones
- Virginia Tech, School of Education, 1750 Kraft Dr., MC 0302, Blacksburg, VA 24061
| | - Emily M Holt Foerst
- Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Suite M114, Roanoke, VA 24016
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Thompson JL, MacKay J, Bowlt Blacklock K. Evaluation of veterinary students' confidence and competence with surgical entrustable professional activities after repeated use of low-fidelity training models. Vet Rec 2023; 192:e2779. [PMID: 36912203 DOI: 10.1002/vetr.2779] [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: 09/12/2022] [Revised: 01/30/2023] [Accepted: 02/06/2023] [Indexed: 03/14/2023]
Abstract
BACKGROUND This study aimed to evaluate whether low-fidelity surgical training models increased veterinary students' surgical confidence and competence and decreased procedural stress related to core surgical entrustable professional activities (EPAs). METHODS Final-year veterinary students repeatedly performed one of three surgical EPAs on a low-fidelity surgical training model (canine castration, subcutaneous lump removal and eyelid laceration repair) and completed a survey at set time points. In addition, a grading rubric was used to assess participants' competence in performing the assigned EPA at two different time points. Survey results and competency gradings were compiled and analysed. RESULTS Students' self-assessed confidence significantly increased, and stress significantly decreased, between assessment points on all three EPA surgical training models. Graded competence significantly improved between the assessment points on all training models, and most students deemed the models to be realistic and helpful for student practices. LIMITATIONS Limitations relate to the study involving a single cohort from a single institute and the reliance on student self-assessment. CONCLUSIONS Repeated exposure to low-fidelity surgical training models increased final-year students' surgical confidence and competence and reduced procedural stress related to three key surgical EPAs. Assessment of competence using a grading rubric was successful and could be incorporated into a competence-based veterinary education assessment framework to allow screening of competence prior to graduation.
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Affiliation(s)
- Jamie-Leigh Thompson
- Department of Small Animal Surgery, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK
| | - Jill MacKay
- Department of Veterinary Medical Education, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK
| | - Kelly Bowlt Blacklock
- Department of Small Animal Surgery, The Royal (Dick) School of Veterinary Studies, Edinburgh, UK
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Chen ZF, Hsu YHE, Lee JJ, Chou CH. Perceptions of Veterinarians and Veterinary Students on What Risk Factors Constitute Medical Disputes and Comparisons between 2014 and 2022. Vet Sci 2023; 10:vetsci10030200. [PMID: 36977239 PMCID: PMC10056102 DOI: 10.3390/vetsci10030200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Revised: 02/16/2023] [Accepted: 02/26/2023] [Indexed: 03/08/2023] Open
Abstract
This study compared the risk perceptions of medical disputes among veterinarians and veterinary students in Taiwan between 2014 and 2022. Online validity-tested questionnaires were used to collect data, with 106 (73 veterinarians and 33 students) and 157 (126 veterinarians and 31 students) surveys collected in 2014 and 2022, respectively. Respondents would be asked to rate their perceptions on how likely each risk factor constitutes a medical dispute according to their past experiences on a five-point Likert scale from 1 to 5: “Very unlikely, unlikely, neutral, likely, very likely.” The results showed that overall risk perceptions increased significantly in 2022 compared to 2014, with the top risk factors being attitudes during interactions and complaint management among experienced veterinarians. In contrast, students considered medical skills and clients’ perspectives as the top two risk factors, with complaints management ranking as the least significant factor. The findings suggest that effective communication and complaint management are crucial in preventing medical disputes, highlighting the importance of developing these skills in young veterinarians and veterinary students to reduce medical disputes. The study also recommends increasing practical experiences of medical disputes and complaint management in veterinary education to bridge the gap between the perceptions of experienced veterinarians and students.
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Affiliation(s)
- Zih-Fang Chen
- Zoonoses Research Center, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
| | - Yi-Hsin Elsa Hsu
- Executive Master Program of Business Administration in Biotechnology, Taipei Medical University, Taipei 11031, Taiwan
- School of Healthcare Administration, Taipei Medical University, Taipei 11031, Taiwan
- Correspondence: (Y.-H.E.H.); (C.-H.C.)
| | - Jih-Jong Lee
- Institute of Veterinary Clinical Science, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
| | - Chung-Hsi Chou
- Zoonoses Research Center, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
- Correspondence: (Y.-H.E.H.); (C.-H.C.)
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Baillie S, Dilly M, Ciappesoni JL, Read E. The Rapid and International Expansion of Veterinary Clinical Skills Laboratories: A Survey to Establish Recent Developments. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220113. [PMID: 36795498 DOI: 10.3138/jvme-2022-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Veterinary clinical skills laboratories are used for teaching a wide range of practical, clinical, and surgical skills on models and simulators. A survey conducted in 2015 identified the role of such facilities in veterinary education in North America and Europe. The current study aimed to capture recent changes using a similar survey with three sections to collect data about the structure of the facility, its uses in teaching and assessment, and the staffing. The survey consisted of multiple choice and free text questions, was administered online using Qualtrics and was disseminated in 2021 via clinical skills networks and Associate Deans. Responses were received from 91 veterinary colleges in 34 countries; 68 had an existing clinical skills laboratory and 23 were planning to open one within 1-2 years. Collated information from the quantitative data described the facility, teaching, assessment and staffing. Major themes emerged from the qualitative data relating to aspects of the layout, location, integration in the curriculum, contributions to student learning, and the team managing and supporting the facility. Challenges were associated with budgeting, the ongoing need for expansion and leadership of the program. In summary, veterinary clinical skills laboratories are increasingly common around the world and the contributions to student learning and animal welfare were well recognized. The information about existing and planned laboratories and the tips from those managing the facilities provides valuable guidance for anyone intending to open or expand an existing clinical skills laboratory.
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Affiliation(s)
- Sarah Baillie
- Bristol Veterinary School, University of Bristol, Langford House, Langford, Bristol BS40 5DU UK
| | - Marc Dilly
- Dina-Weißmann-Allee 6, 68519 Viernheim, Germany
| | - José Luis Ciappesoni
- University of Buenos Aires (UBA), Chorroarín 280 C1427CWO, Autonomous City of Buenos Aires, Argentina
| | - Emma Read
- The Ohio State University College of Veterinary Medicine, Columbus, OH 43210 USA
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Lubbers BV, Fajt VR, Teller LM, Apley MD, Stillisano J. Using telehealth clinical case vignettes to enhance clinical confidence and competence in veterinary students. Front Vet Sci 2023; 9:1075752. [PMID: 36727037 PMCID: PMC9884685 DOI: 10.3389/fvets.2022.1075752] [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: 10/20/2022] [Accepted: 12/30/2022] [Indexed: 01/18/2023] Open
Abstract
Veterinarians contribute substantially to the health of their patients and enhance the communities in which they live. Delivery of veterinary curricula continues to evolve to ensure that veterinary graduates are prepared to meet their professional obligations on Day One of their careers. In this study, veterinary practitioners were recruited to deliver telehealth case rounds to veterinary students at Kansas State University and Texas A&M University. Case discussions were hosted virtually once per month in the 2020-2021 and 2021-2022 academic years for a total of 16 sessions. Each presenting practitioner was instructed to develop a brief presentation for a case routinely seen in their practice, and to discuss important clinical decision points in diagnosis, treatment and management. Cases could also highlight important ethical or communication issues encountered in veterinary medicine. The overall goals of this project were to increase the quantity and diversity of clinical cases to which veterinary students were exposed during their professional training and to evaluate the feasibility and acceptability of telehealth technology as a teaching strategy. Student participants were surveyed to determine the effectiveness of telehealth sessions in increasing overall confidence and competence in case management, and veterinary presenters were surveyed to determine motivations for participating in the project and perceived value of the telehealth sessions. More than 95% of students indicated that participation in telehealth sessions increased their clinical confidence and competence. Presenting practitioners unanimously indicated that they would participate in similar instruction in the future. Recommendations are provided to improve the educational experience for future adopters of telehealth teaching sessions.
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Affiliation(s)
- Brian V. Lubbers
- Department of Clinical Sciences, College of Veterinary Medicine, Kansas State University, Manhattan, KS, United States,*Correspondence: Brian V. Lubbers ✉
| | - Virginia R. Fajt
- Veterinary Physiology and Pharmacology, School of Veterinary Medicine, Texas A&M University, College Station, TX, United States
| | - Lori M. Teller
- Veterinary Small Animal Clinical Sciences, School of Veterinary Medicine, Texas A&M University, College Station, TX, United States
| | - Michael D. Apley
- Department of Clinical Sciences, College of Veterinary Medicine, Kansas State University, Manhattan, KS, United States
| | - Jacqueline Stillisano
- School of Education and Human Development, Texas A&M University, College Station, TX, United States
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Duerr F, Lambrechts N, Duncan C, Gibbs CP, West A, Rishniw M, Elam L. What to Teach in Small Animal Veterinary Orthopedics: A Survey of Practicing Veterinarians to Inform Curriculum Development. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:e20220070. [PMID: 36638202 DOI: 10.3138/jvme-2022-0070] [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
Competency-based veterinary education focuses on the knowledge and clinical skills required to generate a productive and confident practitioner. Accurate identification of clinically relevant core competencies enables academic institutions to prioritize which new and foundational information to cover in the limited time available. The goal of this study was to aggregate the opinions of veterinary practitioners about small animal core competencies in veterinary orthopedics. An online 20-question survey was distributed with questions regarding respondent demographics, education, practice type, caseload, involvement in orthopedic procedures, access to referral hospitals, frequency of orthopedic condition presentation and procedure performance, and proposed percent allocation of various orthopedic curriculum topics. Responses were included from 721 respondents, largely first-opinion veterinarians (81%, n = 580/721). The majority (58%; n = 418/721) of respondents performed less than 10% of the orthopedic surgeries themselves and, 37% (n = 266/721) reported never performing orthopedic surgery; of those performing surgeries, 78% (n = 354/455) performed less than six orthopedic procedures monthly. The five most common orthopedic conditions seen included: generalized osteoarthritis, patellar luxation, cranial cruciate ligament disease, hip dysplasia/arthritis, and muscle/tendon injuries. Median respondent scores for the percentage which a topic should comprise in an ideal orthopedic curriculum were 20% each for 'orthopedic exam' and for 'non-surgical orthopedic knowledge', 15% each for 'non-surgical orthopedic skills,' 'orthopedic imaging (radiographs),' and 'surgical orthopedic knowledge,' 10% for 'surgical orthopedic skills,' and 2% for 'advanced orthopedic imaging.' Based on these results, a curriculum focusing on the most clinically relevant orthopedic conditions with an emphasis on diagnosis establishment and non-surgical treatments is proposed.
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Affiliation(s)
- Felix Duerr
- College of Veterinary Medicine and Biomedical Sciences, Department of Clinical Sciences, 1601 Campus Delivery, Fort Collins, CO 80523-1678 29 Aspeling St, Bodorp, George 6529 South Africa
| | | | - Colleen Duncan
- College of Veterinary Medicine and Biomedical Sciences, Department of Microbiology, Immunology and Pathology, 1601 Campus Delivery, Fort Collins, CO 80523-1601 USA
| | - Connor P Gibbs
- College of Natural Sciences, Department of Statistics, 102 Statistics Building, 851 Oval Dr., Fort Collins, CO 80523-1877 USA
| | - Andrew West
- College of Veterinary Medicine and Biomedical Sciences, 1601 Campus Delivery, Fort Collins, CO 80523-1601 USA
| | - Mark Rishniw
- Veterinary Information Network, 777 West Covell Blvd, Davis, CA, 95616 USA
| | - Lindsay Elam
- College of Veterinary Medicine and Biomedical Sciences, Department of Clinical Sciences, 1601 Campus Delivery, Fort Collins, CO 80523-1678 USA
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Kerr CL, Abdulghani M, Smith C, Khosa DK. Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video during Basic Skills Training. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:790-798. [PMID: 34807806 DOI: 10.3138/jvme-2021-0123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants' perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance (p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.
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Byrnes MK. Professional Skills Teaching within Veterinary Education and Possible Future Directions. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:686-692. [PMID: 34499594 DOI: 10.3138/jvme-2021-0038] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.
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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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Crandall KA, Khosa D, Conlon P, Hewson J, Lackeyram D, O'Sullivan T, Reniers J. Investigating the Relationship between Multiple Mini-Interview Communication Skills Outcomes and First-Year Communication Skills Performance and Reflections in Students at the Ontario Veterinary College. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20210152. [PMID: 36107721 DOI: 10.3138/jvme-2021-0152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
An important outcome for veterinary education is ensuring that graduates can provide an appropriate level of care to patients and clients by demonstrating core competencies such as communication skills. In addition, accreditation requirements dictate the need to assess learning outcomes and may drive the motivation to incorporate relevant and appropriate methods of entry assessments for incoming students. Predicting the success of Doctor of Veterinary Medicine (DVM) students based on entry assessment performance has been scantly investigated and can be challenging. Specifically, no research presently exists on predicting DVM students' first-year performance in relation to communication skills at the time of program entry. Objectives of this exploratory study were to investigate (a) the relationship between communication skills outcomes from multiple mini-interview (MMI) data and first-year academic performance related to communication and (b) the relationship between communication skills outcomes from MMI data and self-reported first-year communication reflections. A retrospective single-class study was conducted. Data were analyzed using descriptive statistics, correlation statistics, regression models, and paired t-tests to identify relationships among variables. Paired t-tests showed that students felt more prepared to meet second-year expectations over first-year expectations. Spearman's correlation revealed an association between MMI communication scores and one pre-year 1 survey question related to professionalism. Noo relationships were observed between MMI communication scores and marks from a self-reflection assignment in a communications course, or grades from a clinical medicine course that included clinical communication. The merit for further exploration of the relationship between communication competencies and student performance is discussed.
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Banse HE, Baker RE, Domaracki C, McCauley C, Duhon B, Grandt B, Jackson K, Spangler DM, Hunt JA. Teaching veterinary surgical skills: Comparison of massed versus spaced instruction. Vet Surg 2022; 51:1118-1125. [DOI: 10.1111/vsu.13870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 06/21/2022] [Accepted: 07/14/2022] [Indexed: 11/29/2022]
Affiliation(s)
| | - Rose E. Baker
- Louisiana State University Baton Rouge Louisiana USA
| | | | | | - Brandy Duhon
- Louisiana State University Baton Rouge Louisiana USA
| | - Beth Grandt
- Louisiana State University Baton Rouge Louisiana USA
| | - Kate Jackson
- Louisiana State University Baton Rouge Louisiana USA
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Thompson JL, MacKay J, Blacklock KB. Veterinary students' views on surgical entrustable professional activities and the impact of COVID-19 on clinical competence development. Vet Rec 2022; 191:e1978. [PMID: 35917462 PMCID: PMC9539105 DOI: 10.1002/vetr.1978] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 06/02/2022] [Accepted: 06/29/2022] [Indexed: 01/05/2023]
Abstract
Background The primary purpose of this study was to understand veterinary students’ views on the described key surgical entrustable professional activities (EPAs) and to understand how COVID‐19 restrictions have impacted their clinical skill and competence development. Methods Final‐year veterinary students at a single institute completed a web‐based survey distributed by email. The survey aimed to characterise five constructs regarding EPAs, and a specific five‐point Likert‐like scale was created asking explicitly worded questions for each construct. Results One hundred and ten students responded. The cohort agreed that the previously described key surgical EPAs were clinically important and relevant, but over 50% of the respondents felt that they had no substantial experience with them and were not confident or comfortable performing them. Additionally, most students (95%) felt their clinical development was negatively impacted by COVID‐19. Conclusions The results of this study show that the key EPAs proposed are considered important skills by the undergraduate cohort described and that experience levels when entering the final year are lacking, potentially due to reduced exposure to clinical cases influenced by the COVID‐19 pandemic.
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Affiliation(s)
- Jamie-Leigh Thompson
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Edinburgh, UK
| | - Jill MacKay
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Edinburgh, UK
| | - Kelly Bowlt Blacklock
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Edinburgh, UK
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Cake M, Bell M, Cobb K, Feakes A, Hamood W, Hughes K, King E, Mansfield CF, McArthur M, Matthew S, Mossop L, Rhind S, Schull D, Zaki S. Employability as a Guiding Outcome in Veterinary Education: Findings of the VetSet2Go Project. Front Vet Sci 2021; 8:687967. [PMID: 34692801 PMCID: PMC8531261 DOI: 10.3389/fvets.2021.687967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 09/10/2021] [Indexed: 11/13/2022] Open
Abstract
This paper presents a mini-review of employability as a guiding outcome in veterinary education-its conceptualisation, utility, core elements and dimensions, and pedagogical approaches-through a summary of the findings of a major international project with the same aims (the VetSet2Go project). Guided by a conception of the successful veterinary professional as one capable of navigating and sustainably balancing the (sometimes competing) needs and expectations of multiple stakeholders, the project integrated multiple sources of evidence to derive an employability framework representing the dimensions and capabilities most important to veterinary professional success. This framework provides a useful complement to those based in narrower views of competency and professionalism. One notable difference is its added emphasis on broad success outcomes of satisfaction and sustainability as well as task-oriented efficacy, thus inserting "the self" as a major stakeholder and bringing attention to resilience and sustainable well-being. The framework contains 18 key capabilities consistently identified as important to employability in the veterinary context, aligned to five broad, overlapping domains: veterinary capabilities (task-oriented work performance), effective relationships (approaches to others), professional commitment (approaches to work and the broader professional "mission"), psychological resources (approaches to self), plus a central process of reflective self-awareness and identity formation. A summary of evidence supporting these is presented, as well as recommendations for situating, developing, and accessing these as learning outcomes within veterinary curricula. Though developed within the specific context of veterinarian transition-to-practise, this framework would be readily adaptable to other professions, particularly in other health disciplines.
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Affiliation(s)
- Martin Cake
- School of Veterinary Medicine, Murdoch University, Perth, WA, Australia
| | - Melinda Bell
- School of Veterinary Medicine, Murdoch University, Perth, WA, Australia
| | - Kate Cobb
- School of Veterinary Medicine and Science, University of Nottingham, Nottingham, United Kingdom
| | - Adele Feakes
- School of Animal and Veterinary Sciences, The University of Adelaide, Adelaide, SA, Australia
| | - Wendy Hamood
- School of Animal and Veterinary Sciences, The University of Adelaide, Adelaide, SA, Australia
| | - Kirsty Hughes
- Royal (Dick) School of Veterinary Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Eva King
- School of Veterinary Science, The University of Queensland, Gatton, QLD, Australia
| | - Caroline F Mansfield
- School of Education, The University of Notre Dame Australia, Fremantle, WA, Australia
| | - Michelle McArthur
- School of Animal and Veterinary Sciences, The University of Adelaide, Adelaide, SA, Australia
| | - Susan Matthew
- College of Veterinary Medicine, Washington State University, Pullman, WA, United States
| | - Liz Mossop
- Vice-Chancellor's Office, The University of Lincoln, Lincoln, United Kingdom
| | - Susan Rhind
- Royal (Dick) School of Veterinary Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Daniel Schull
- School of Veterinary Science, The University of Queensland, Gatton, QLD, Australia
| | - Sanaa Zaki
- Sydney School of Veterinary Science, The University of Sydney, Sydney, NSW, Australia
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Noyes JA, Stewart SD, Gabarro JP, Welch PM. Development of a veterinary emergency open standard competency framework using a competency-based model of medical education. J Vet Emerg Crit Care (San Antonio) 2021; 31:727-741. [PMID: 34608749 DOI: 10.1111/vec.13145] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 06/24/2021] [Accepted: 09/07/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE To address the shortage of emergency veterinarians, the profession is exploring accelerated training pathways. We sought to contribute to the solution by developing the foundation for an open standard, competency-based veterinary emergency training curriculum for use by any program. We also developed a curricular delivery, tracking, and assessment system to demonstrate how the framework can be integrated into training programs. DESIGN: Hybrid Delphi method. SETTING: Academia and referral practice. ANIMALS: None. INTERVENTIONS None. MEASUREMENTS AND MAIN RESULTS An emergency veterinary competency framework was developed by adapting the human Model of the Clinical Practice of Emergency Medicine, which aligns with the Competency-Based Veterinary Education framework, to produce 4 areas of core competency: Patient Care, Interpersonal/Communication, Professionalism, and Practice-based Learning/Improvement. A comprehensive list of veterinary emergency skills was generated and organized within the framework utilizing the hybrid Delphi method. An initial survey completed by 133 emergency and critical care specialists and emergency room clinicians produced data regarding the value of specific skills. An 11-member focus group consisting of survey participants iterated upon the survey results to produce a master library of skills and cases, including 56 Patient Care, 43 Interpersonal/Communication, 11 Practice-based Learning/Improvement, and 20 Professionalism skills, as well as 155 case types. The curricular delivery system tracks and assesses case management proficiency and development of knowledge and professional skills using a patient care eLearning program and simulation training environment. CONCLUSIONS: The increasing need for emergency veterinarians is a shared industry-wide challenge. To contribute toward a collective solution, we have undergone an evidence-based process to create the foundation for an open standard competency framework composed of a library of skills and cases. We offer this open standard framework to the veterinary profession and hope it continues to grow and evolve as we drive toward developing competency-based training programs that address the shortage of emergency veterinarians.
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Chaney KP, Hodgson JL. Using the Five Core Components of Competency-Based Medical Education to Support Implementation of CBVE. Front Vet Sci 2021; 8:689356. [PMID: 34355035 PMCID: PMC8329094 DOI: 10.3389/fvets.2021.689356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 06/23/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, veterinary education has begun the transition to competency-based models, recognizing that, like medical education, our goals include improved patient and client outcomes and the importance of learner-centered methods in education. Given that implementation of competency-based veterinary education (CBVE) is still in its relative infancy across many veterinary programs, we stand to gain from a unified approach to its implementation. As a guideline, the five core components of competency-based medical education (CBME) should serve to ensure and maintain fidelity of the original design of outcomes-based education during implementation of CBVE. Identified the essential and indispensable elements of CBME which include 1) clearly articulated outcome competencies required for practice, 2) sequenced progression of competencies and their developmental markers, 3) tailored learning experiences that facilitate the acquisition of competencies, 4) competency-focused instruction that promotes the acquisition of competencies, and 5) programmatic assessment. This review advocates the adoption of the principles contained in the five core components of CBME, outlines the approach to implementation of CBVE based upon the five core components, and addresses the key differences between veterinary and medical education which may serve as challenges to ensuring fidelity of CBVE during implementation.
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Affiliation(s)
- Kristin P. Chaney
- Department of Veterinary Integrative Biosciences, Texas A&M University College of Veterinary Medicine and Biomedical Sciences, College Station, TX, United States
| | - Jennifer L. Hodgson
- Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, United States
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Tegzes JH, Frost JS. Alignment of Selected Veterinary Education Competencies With the Interprofessional Professionalism Assessment. Front Vet Sci 2021; 8:688633. [PMID: 34307528 PMCID: PMC8300899 DOI: 10.3389/fvets.2021.688633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 06/10/2021] [Indexed: 11/20/2022] Open
Affiliation(s)
- John H. Tegzes
- Office of Mission Integration, College of Veterinary Medicine, Western University of Health Sciences, Pomona, CA, United States
| | - Jody S. Frost
- National Academies of Practice, Lusby, MD, United States
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20
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Danielson JA. Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to Veterinary Medical Education. Front Vet Sci 2021; 8:688457. [PMID: 34150902 PMCID: PMC8208474 DOI: 10.3389/fvets.2021.688457] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 05/11/2021] [Indexed: 11/13/2022] Open
Abstract
This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. Those assumptions, derived from characteristics of competency based medical education (CBME) identified by CBME proponents are: (1) There are sufficient shortcomings in the medical competence of graduate veterinarians that solutions are necessary, and changes in the way we teach veterinarians will address those problems. (2) It is feasible to identify generally accepted core competencies in veterinary medical practice. (3) Teaching to defined learning outcomes will produce greater achievement for learners than approaches that do not emphasize clearly defined outcomes. (4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes. (5) Competency-focused instruction, which tailors the pace and progression of instruction to learners, is feasible in veterinary medical education, and will produce better outcomes than instruction that moves all students through an equivalent process in a set time frame. (6) Programmatic Assessment, including numerous direct observations with feedback, will improve learning outcomes, and is feasible in veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
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Affiliation(s)
- Jared A. Danielson
- College of Veterinary Medicine, Iowa State University, Ames, IA, United States
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21
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Bok HGJ, van der Vleuten CPM, de Jong LH. "Prevention Is Better Than Cure": A Plea to Emphasize the Learning Function of Competence Committees in Programmatic Assessment. Front Vet Sci 2021; 8:638455. [PMID: 33996968 PMCID: PMC8116587 DOI: 10.3389/fvets.2021.638455] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Accepted: 03/04/2021] [Indexed: 11/13/2022] Open
Affiliation(s)
- Harold G. J. Bok
- Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands
| | | | - Lubberta H. de Jong
- Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands
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22
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Clise MH, Matthew SM, McArthur ML. Sources of pleasure in veterinary work: A qualitative study. Vet Rec 2021; 188:e54. [PMID: 33818770 DOI: 10.1002/vetr.54] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 09/27/2020] [Accepted: 12/03/2020] [Indexed: 11/06/2022]
Abstract
BACKGROUND Despite the rise in positive psychology within organisational settings, less is known about the positive factors associated with veterinary work and veterinarian well-being. This qualitative study investigated sources of pleasure for veterinarians. METHOD A subset of archival data from a larger study on veterinary well-being was analysed. The current study was based on data from 273 veterinarians responding to a Ten Statements Test (TST) and demographic questions. In the TST, participants provided up to 10 responses to the prompt, 'I derive pleasure in my work as a veterinarian when…'. RESULTS Using the job demands-resources model as a framework, a total of 2536 responses were manually coded into themes relating to resources (positive responses) or demands (responses indicating a negative factor). In order of frequency, job resources are related to professional expertise (22%), positive outcomes (20%), job characteristics (19%), relationships (16%), recognition (10%), helping (7%) and personal resources (3%). Top job demands are related to stress and fatigue (17%) and poor work-life balance (16%). CONCLUSION The results suggest that there are an abundance of positive factors in veterinary work associated with feelings of pleasure, which may support veterinarian well-being.
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Affiliation(s)
- Madeleine H Clise
- School of Psychology, University of Adelaide, Adelaide, South Australia, Australia
| | - Susan M Matthew
- College of Veterinary Medicine, Washington State University, Washington, USA
| | - Michelle L McArthur
- School of Animal and Veterinary Science, University of Adelaide, Adelaide, South Australia, Australia
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