The Importance of Adhering to Terminology When Implementing Competency-Based Veterinary Education (CBVE)

Author:

Chaney Kristin P.1ORCID,Hodgson Jennifer L.2ORCID,Banse Heidi E.3ORCID,Danielson Jared A.4ORCID,Gates M. Carolyn5ORCID,Ilkiw Jan E.6ORCID,Matthew Susan M.7ORCID,Read Emma K.8ORCID,Salisbury S. Kathleen9ORCID,Taylor Rosanne M.10ORCID,Frost Jody S.11ORCID

Affiliation:

1. School of Veterinary Medicine & Biomedical Sciences, Texas A&M University, College Station, TX 77843

2. Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Virginia Tech, Blacksburg, VA, USA 24061

3. Office of Educational Innovation and Impact, School of Veterinary Medicine, Louisiana State University, Baton Rouge, LA 70803

4. Success and Innovation, Department of Veterinary Pathology, Iowa State University College of Veterinary Medicine, Ames, IA 50011-1134, USA

5. School of Veterinary Science Massey University, Private Bag 11-222 Palmerston North, Manawatu, 4442 New Zealand

6. Department of Surgical & Radiological Sciences, School of Veterinary Medicine, University of California, Davis, CA 95616 USA

7. Department of Veterinary Clinical Sciences, Washington State University College of Veterinary Medicine, Pullman WA 99163

8. Department of Veterinary Clinical Sciences, The Ohio State University College of Veterinary Medicine, 1900 Coffey Road, Columbus, OH, USA, 43210

9. Purdue University College of Veterinary Medicine, West Lafayette, IN, 47907-2026

10. Sydney School of Veterinary Science, The University of Sydney, NSW 2006, Australia

11. Lusby, MD, USA, 20657

Abstract

The AAVMC Competency-Based Veterinary Education (CBVE) Model was developed with consideration of the lessons learned over the past 20 years by other healthcare professions regarding the implementation of outcomes-based education. As veterinary education programs consider the benefits of outcomes-based training, and more programs begin adopting this model of education, it is more critical than ever to ensure fidelity of the model for successful implementation. Fidelity, or the accuracy with which something is reproduced, was identified as an important factor in successfully implementing competency-based training in medical education (CBME). Without fidelity of the core components of CBME as defined in the medical education literature, programs were challenged to evaluate the effectiveness of the new educational model, and in some cases, this led to premature notions of failure when all components of CBME had not been successfully implemented (Van Melle et. al, 2019). Consistency in terminology related to competency-based education is critical for successful implementation of the CBVE Model. The terminology used in higher education, and in other disciplines, describes concepts that are underpinned by research, just as they are in competency-based education. Without shared understanding and accurate use of terminology to describe the tools and strategies used in CBVE, there is a considerable risk of failure or even perceived failure in transitioning to CBVE. The authors of this commentary, the AAVMC Council on Outcomes-based Veterinary Education, continue to encourage veterinary programs across the world to recognize the value of the AAVMC CBVE Model in transforming veterinary education. Through use of shared terminology and consistent application of the components of the model, we envision the expansion of CBVE as an opportunity to advance veterinary education and to promote new graduate success in the veterinary profession.

Publisher

University of Toronto Press Inc. (UTPress)

Subject

General Veterinary,Education,General Medicine

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