Laura K Molgaard1, Kristin P Chaney2, Harold G J Bok3, Emma K Read4, Jennifer L Hodgson5, S Kathleen Salisbury6, Bonnie R Rush7, Jan E Ilkiw8, Stephen A May9, Jared A Danielson10, Jody S Frost11, Susan M Matthew12. 1. Department of Veterinary Population Medicine, College of Veterinary Medicine, University of Minnesota, St. Paul, MN, USA. 2. Professional Programs Office/Department of Veterinary Integrative Biosciences, College of Veterinary Medicine & Biomedical Sciences, Texas A&M University, College Station, TX, USA. 3. Centre for Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands. 4. Office of Professional Programs, College of Veterinary Medicine, The Ohio State University, Columbus, OH, USA. 5. Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, USA. 6. Department of Veterinary Administration/Department of Veterinary Clinical Sciences, Purdue University College of Veterinary Medicine, Purdue University, West Lafayette, IN, USA. 7. Office of the Dean, Kansas State University, Manhattan, KS, USA. 8. Department of Surgical and Radiological Sciences, School of Veterinary Medicine, University of California, Davis, Davis, CA, USA. 9. Clinical Science and Services, Royal Veterinary College, Hatfield, UK. 10. Department of Veterinary Pathology, Iowa State University, Ames, IA, USA. 11. Education Consultant and Facilitator, Lusby, MD, USA. 12. Department of Veterinary Clinical Sciences, College of Veterinary Medicine, Washington State University, Pullman, WA, USA.
Abstract
Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally. Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment. Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework.Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework.
Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally. Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment. Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework.Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework.
Authors: Zenhwa Ben Ouyang; Jennifer Louise Hodgson; Elliot Robson; Kevin Havas; Elizabeth Stone; Zvonimir Poljak; Theresa Marie Bernardo Journal: Front Vet Sci Date: 2021-06-11