Development and Implementation of a Veterinary Spectrum of Care Clinical Rotation Aligned with the CBVE Model.

Spectrum of care (SOC) has recently been described in the literature, yet it is not an entirely new concept within the veterinary profession. Practitioners in general veterinary practice have long needed to provide a broad range of unique care options for their patients and clients, particularly those for whom referral is not possible. More recently, graduates and their employers have reported that new veterinarians often lack the competence and confidence to provide a broad array of care options, while training in ever more specialized tertiary-referral environments.

Cross-Sectional Survey of Student and Faculty Experiences with Feedback and Assessment of Clinical Competency on Final Year Rotations at American Association of Veterinary Medical Colleges (AAVMC) Member Institutions.

The clinical experiences, feedback, and assessment that veterinary students receive during final year rotations have a significant impact on whether they will achieve entry-level competency at the time of graduation. In this study, a cross-sectional survey was administered to American Association of Veterinary Medical Colleges (AAVMC) member institutions to collect baseline data about current feedback and assessment practices to identify key target areas for future research and educational interventions. Responses were received from 89 faculty and 155 students distributed across 25 universities.

The CBVE Model-Keystone and Stimulus for Educational Transformation in Veterinary Schools.

The AAVMC CBVE (American Association of Veterinary Medical Colleges Competency-Based Veterinary Education) model was developed in three parts and published in 2018-2019, providing an evidence-based foundation for use in all aspects of veterinary curricula management from review to redesign and continuous curricular improvement. The Ohio State University College of Veterinary Medicine (OSU CVM) recently undertook a comprehensive review and complete redesign of their curriculum, incorporating all the components of the CBVE model and, in the process, developed a continuous curricular improvement system that may serve other veterinary programs making similar changes. Anchoring the CBVE model within an adapted LEAN approach for systemic change created an outcomes-aligned system for faculty to engage with for curricular development, oversight, and modification based on continuous data collection and analysis.

Development and Use of the Competency-Based Veterinary Education (CBVE) Assessment Toolkit.

The Competency-Based Veterinary Education (CBVE) Analyze Working Group of the American Association of Veterinary Medical Colleges (AAVMC) Council on Outcomes-based Veterinary Education (COVE) has developed a CBVE assessment toolkit. The toolkit is designed to provide curriculum committees and individual instructors with an opportune intersection of the CBVE domains of competence and various assessment techniques. College-wide curriculum committees can use the toolkit to guide programs of assessment in the larger unit, ensuring that assessment methods are aligned with intended learning outcomes throughout the curriculum.

The Effect of Intranasal Plus Transcranial Photobiomodulation on Neuromuscular Control in Individuals with Repetitive Head Acceleration Events.

This proof-of-concept study was to investigate the relationship between photobiomodulation (PBM) and neuromuscular control. The effects of concussion and repetitive head acceleration events (RHAEs) are associated with decreased motor control and balance. Simultaneous intranasal and transcranial PBM (itPBM) is emerging as a possible treatment for cognitive and psychological sequelae of brain injury with evidence of remote effects on other body systems.

Intimate Partner Violence-Related Brain Injury: Unmasking and Addressing the Gaps.

Intimate partner violence (IPV) is a significant, global public health concern. Women, individuals with historically underrepresented identities, and disabilities are at high risk for IPV and tend to experience severe injuries. There has been growing concern about the risk of exposure to IPV-related head trauma, resulting in IPV-related brain injury (IPV-BI), and its health consequences.

Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes.

Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role.

The Rapid and International Expansion of Veterinary Clinical Skills Laboratories: A Survey to Establish Recent Developments.

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.

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model.

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.

Supporting diversity, equity, inclusion, and belonging to strengthen and position the veterinary profession for service, sustainability, excellence, and impact.

Advancing equality and equity in society is creating positive change, and the time has come to critically evaluate veterinary medicine, which, by all metrics, lacks diversity. To keep pace with increasingly diverse demographics and recent surges in pet ownership among all racial/ethnic groups, significant efforts to enhance diversity, equity, inclusion, and belonging (DEIB) must occur in veterinary colleges and the profession. Recruiting more underrepresented students, building pipelines for diverse faculty/staff, and creating inclusive, welcoming environments where all can thrive are critical steps toward enhancing DEIB within our organizations and profession.

Comparing Entrustment and Competence: An Exploratory Look at Performance-Relevant Information in the Final Year of a Veterinary Program.

Workplace-based assessments and entrustment scales have two primary goals: providing formative information to assist students with future learning; and, determining if and when learners are ready for safe, independent practice. To date, there has not been an evaluation of the relationship between these performance-relevant information pieces in veterinary medicine. This study collected quantitative and qualitative data from a single cohort of final-year students ( = 27) across in-training evaluation reports (ITERs) and entrustment scales in a distributed veterinary hospital environment.

Video Recording in Veterinary Medicine OSCEs: Feasibility and Inter-rater Agreement between Live Performance Examiners and Video Recording Reviewing Examiners.

The Objective Structured Clinical Examination (OSCE) is a valid, reliable assessment of veterinary students' clinical skills that requires significant examiner training and scoring time. This article seeks to investigate the utility of implementing video recording by scoring OSCEs in real-time using live examiners, and afterwards using video examiners from within and outside the learners' home institution. Using checklists, learners (n=33) were assessed by one live examiner and five video examiners on three OSCE stations: suturing, arthrocentesis, and thoracocentesis.

Collaborative Development of a Shared Framework for Competency-Based Veterinary Education.

Competency-based medical education is an educational innovation implemented in health professions worldwide as a means to ensure graduates meet patient and societal needs. The focus on student-centered education and programmatic outcomes offers a series of benefits to learners, institutions and society. However, efforts to establish a shared, comprehensive competency-based framework in veterinary education have lagged.

Collaborative Development of Core Entrustable Professional Activities for Veterinary Education.

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.

Development of core entrustable professional activities linked to a competency-based veterinary education framework.

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. 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. 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.

A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments.

Developing competence in clinical skills is important if graduates are to provide entry-level care, but it is dependent on having had sufficient hands-on practice. Clinical skills laboratories provide opportunities for students to learn on simulators and models in a safe environment and to supplement training with animals. Interest in facilities for developing veterinary clinical skills has increased in recent years as many veterinary colleges face challenges in training their students with traditional methods alone.

Evaluation of Veterinary Student Surgical Skills Preparation for Ovariohysterectomy Using Simulators: A Pilot Study.

This paper describes the development and evaluation of training intended to enhance students' performance on their first live-animal ovariohysterectomy (OVH). Cognitive task analysis informed a seven-page lab manual, 30-minute video, and 46-item OVH checklist (categorized into nine surgery components and three phases of surgery). We compared two spay simulator models (higher-fidelity silicone versus lower-fidelity cloth and foam).

The use of global rating scales for OSCEs in veterinary medicine.

OSCEs (Objective Structured Clinical Examinations) are widely used in health professions to assess clinical skills competence. Raters use standardized binary checklists (CL) or multi-dimensional global rating scales (GRS) to score candidates performing specific tasks. This study assessed the reliability of CL and GRS scores in the assessment of veterinary students, and is the first study to demonstrate the reliability of GRS within veterinary medical education.