One Health as a Core Component of Veterinary Medicine: Defining Day-1 Public Health Competencies for the Veterinary Workforce.

Animal health and veterinary medicine are integral to One Health, contributing important perspectives on complex challenges arising at the human-animal-environment interface. The published Competency-Based Veterinary Education (CBVE) framework dedicates a domain of competence and three associated sub-competencies to public health (Domain 4). However, a panel of One Health scientists sought to establish additional outcomes believed necessary to support core veterinary curricula related to veterinary public health (VPH)/One Health.

Implementation of a Clinical Entrustment Scale and Feedback Form in an Academic Veterinary Medical Center: An Empirical Analysis of Goal Oriented Learner Driven-Entrustment (GOLD-E) Assessment Tool.

This paper presents findings from an empirical analysis conducted on the initial implementation of Goal Oriented Learner Driven-Entrustment (GOLD-E). Specifically, researchers examined the following questions: How do faculty, technicians, and residents/interns integrate GOLD-E into their assessment process? Is GOLD-E user friendly (e.g.

Key considerations in planning and designing programmatic assessment in competency-based medical education.

Programmatic assessment as a concept is still novel for many in clinical education, and there may be a disconnect between the academics who publish about programmatic assessment and the front-line clinical educators who must put theory into practice. In this paper, we clearly define programmatic assessment and present high-level guidelines about its implementation in competency-based medical education (CBME) programs. The guidelines are informed by literature and by lessons learned from established programmatic assessment approaches.

Clarifying essential terminology in entrustment.

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.

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.

Development and Implementation of a National Center of Excellence in Dairy Production Medicine Education for Veterinary Students: Description of the Effort and Lessons Learned.

The need for consortial programs to provide advanced education in food animal veterinary production medicine has been recognized and lauded for nearly three decades. This article describes one effort to create a dairy production medicine curriculum funded by a United States Department of Agriculture (USDA) Higher Education Challenge Grant. This National Center of Excellence in Dairy Production Medicine Education for Veterinarians is housed at the Dairy Education Center of the University of Minnesota and the project was a collaboration of the University of Minnesota, the University of Illinois, the University of Georgia, and Kansas State University.

Methods Used to Assess Student Performance and Course Outcomes at the National Center of Excellence in Dairy Production Medicine Education for Veterinarians.

Between 2012 and 2014, three cohorts of senior veterinary students participated in an 8-week dairy production medicine course created by the National Center of Excellence in Dairy Production Medicine Education for Veterinarians. One goal of this course is to better prepare veterinary students to serve the increasingly complex needs of the dairy industry. In this article, we describe the assessment methods and student performance outcomes of those first three cohorts.

Effects of an 8-Week Dairy Production Medicine Course on Veterinary Student Self-Confidence and Perceptions of Knowledge and Skills Used by Dairy Veterinarians.

The 8-week dairy production medicine course at the National Center of Excellence in Dairy Production Medicine Education for Veterinarians is designed to equip senior veterinary students with the knowledge and skills needed to serve the dairy industry. Course developers identified 59 topics of importance for dairy production medicine veterinarians. Students ( = 50) were surveyed before and after the course to determine their perceptions of (a) the importance of the 59 topics for their intended positions and (b) their knowledge and skill in those areas.

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.

Prior Experience, Career Intentions, and Post-Graduate Positions of Veterinary Students Who Participated in an 8-week Dairy Production Medicine Course.

Three cohorts of senior veterinary students ( = 50) from seven United States (US) colleges of veterinary medicine took an 8-week dairy production medicine course at the Dairy Center of Excellence in Production Medicine Education for Veterinarians (DCE) between 2012 and 2014. Participants completed a questionnaire before and after the course and 1 to 2 years after graduation. Objectives were to determine the prior academic training and livestock experience of course participants, to compare students' career aspirations before and after taking the course, and to identify factors associated with post-graduate position.

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.

Monitoring the Curriculum through the Student Perspective.

Student input was deliberately included as part of the curriculum implementation and assessment plan at the University of Minnesota College of Veterinary Medicine. The new curriculum included design features to encourage deeper learning such as a spiral curriculum with cross-course integration, increased open time, and more active learning. Student well-being was seen as a simultaneous need.

Curriculum Review and Revision at the University of Minnesota College of Veterinary Medicine.

Curriculum review is an essential part of ongoing curriculum development, and is a mandate of the American Veterinary Medical Association Council on Education (AVMA COE), the accrediting body of all North American schools and colleges of veterinary medicine. This article describes the steps in curriculum review undertaken by the University of Minnesota College of Veterinary Medicine (UMN CVM) in response to this mandate from the COE and to a recommendation from a recent collegiate review that was part of a larger university-level strategic planning effort. The challenges of reviewing and revising the curriculum within a short time frame were met by appointing a dedicated curriculum review board and by engaging students and faculty groups, both as focus groups and as specific faculty work sections within disciplines.

Closing the Loop: Using Evidence to Inform Refinements to an Admissions Process.

Substantive changes in our evaluation of applicants have been implemented in response to the findings of the various phases of outcomes assessment. This article will describe the changes that have been implemented as a result of analyzing the association of pre-veterinary academic, subjective, and behavioral-event interview scores with veterinary students' performance in the DVM program, including clinical competencies, and their performance on the North American Veterinary Licensing Examination. Pre-veterinary academic performance predicted academic performance in veterinary school.

Financial expectations of first-year veterinary students.

Objective: To assess student awareness of the financial costs of pursuing a veterinary education, to determine student expectations for financial returns of a veterinary career, and to identify associations between student debt and factors such as future career plans or personality type.

Design: Survey.

Sample: First-year veterinary students at the University of Minnesota College of Veterinary Medicine.

Creation of a metric for faculty effort in teaching in the veterinary curriculum.

A teaching-effort metric was generated using information from health sciences literature and self-reported data from faculty members. This metric was used to verify faculty effort based on teaching assignments, to equalize teaching between faculty members within disciplines, and to help faculty members understand the ramifications of new teaching opportunities on their overall effort.

Frequency of interactions between veterinarians and other professionals to guide interprofessional education.

The objective of this study was to determine the frequency with which veterinarians interact with individuals in other health professions and related fields of work. Four thousand members of the American Veterinary Medical Association (AVMA) were surveyed. Demographic information was collected, and participants were asked how frequently they interacted with members of various professions.

Comparison of student self-assessment with faculty assessment of clinical competence.

At the University of Minnesota, fourth-year veterinary students assessed their clinical competence after completion of a small-animal, internal-medicine clinical rotation using the same rotation assessment form used by supervising faculty. Grades were compared between the two groups. Students identified by faculty as low-performing were more likely to overestimate their competence in the areas of knowledge, clinical skill, and professionalism than were students identified by faculty as higher performing.

Relationships among common measures of student performance and scores on the North American Veterinary Licensing Examination.

Objective: To determine relationships among several common measures of performance prior to and during veterinary school (ie, Graduate Record Examination [GRE] scores, undergraduate grade point average [UGPA], Qualifying Examination [QE] scores, overall grade point average during veterinary school [VGPA], and scores for the North American Veterinary Licensing Examination [NAVLE]).

Design: Longitudinal retrospective study.

Sample Population: 192 students from the Iowa State University College of Veterinary Medicine and 152 students from the University of Minnesota College of Veterinary Medicine.

The use of a structured interview guide in veterinary college admissions.

The University of Minnesota College of Veterinary Medicine incorporated a structured behavioral interview guide in its 2004 application cycle. This article presents the challenges associated with the incorporation of the guide, the methods used to ensure appropriate training for faculty and practicing veterinarians conducting interviews, and preliminary data regarding the guide's contribution to the admissions process.