Browse

You are looking at 1 - 2 of 2 items for :

  • Perspectives in Veterinary Education x
  • Refine by Access: All Content x
Clear All

Abstract

OBJECTIVE

To quantify the extent that professional skills topics were presented to veterinary students at US colleges and schools of veterinary medicine (ie, veterinary schools) in 2019 and compare findings with similar data collected in 1999 and 2009.

SAMPLE

All 30 US veterinary schools in 2019.

PROCEDURES

An electronic questionnaire was sent to the associate deans for academic affairs of all 30 veterinary schools in the United States during fall of 2019. Results were compared with published results of a similar survey performed in 1999 and 2009.

RESULTS

A 100% (30/30) response rate was achieved for 2019. A total of 173 courses on professional skills topics were reported, of which 115 (66%) were required. The most common topic was communication (79/136 [58%] courses). Overall, courses were most frequently delivered in the first 3 years of the curriculum (129/158 [82%]), with required courses most common in years 1 and 2 (79/112 [71%]). Most courses (116/150 [77%]) were assigned 1 or 2 credit hours. These results represented continuation of a substantial increase in the teaching of professional skills, compared with findings for 1999 and 2009.

CONCLUSIONS AND CLINICAL RELEVANCE

Results suggested a growing commitment to the teaching of professional skills on the part of US veterinary schools and the willingness to change on the basis of the current perceived needs of their graduates. The observed increases align nicely with the emerging framework for competency-based veterinary education and its substantial focus on assessing competency in professional skills as an important outcome of veterinary medical education.

Restricted access
in Journal of the American Veterinary Medical Association

Graduates from programs accredited by the AVMA Council on Education or individuals who complete an equivalent program must pass the NAVLE before they may practice veterinary medicine in the United States.1 In addition, fourth-year veterinary students are eligible to complete the NAVLE, provided their anticipated graduation date is within 10 months after the testing period. The NAVLE, overseen by the International Council for Veterinary Assessment, consists of 300 scored items relevant to an array of small and large animal species. Candidates are assessed according to their ability to correctly answer multiple-choice questions reflecting skills in data gathering, data

Restricted access
in Journal of the American Veterinary Medical Association