| Autor: |
Chaney KP; School of Veterinary Medicine & Biomedical Sciences, Texas A&M University, College Station, TX 77843., Hodgson JL; Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Virginia Tech, Blacksburg, VA, USA 24061., Banse HE; Office of Educational Innovation and Impact, School of Veterinary Medicine, Louisiana State University, Baton Rouge, LA 70803., Danielson JA; Success and Innovation, Department of Veterinary Pathology, Iowa State University College of Veterinary Medicine, Ames, IA 50011-1134, USA., Gates MC; School of Veterinary Science Massey University, Private Bag 11-222 Palmerston North, Manawatu, 4442 New Zealand., Ilkiw JE; Department of Surgical & Radiological Sciences, School of Veterinary Medicine, University of California, Davis, CA 95616 USA., Matthew SM; Department of Veterinary Clinical Sciences, Washington State University College of Veterinary Medicine, Pullman WA 99163., Read EK; Department of Veterinary Clinical Sciences, The Ohio State University College of Veterinary Medicine, 1900 Coffey Road, Columbus, OH, USA, 43210., Salisbury SK; Purdue University College of Veterinary Medicine, West Lafayette, IN, 47907-2026., Taylor RM; Sydney School of Veterinary Science, The University of Sydney, NSW 2006, Australia., Frost JS; Education Consultant and Facilitator, Lusby, MD, USA, 20657. |
| Abstrakt: |
The American Association of Veterinary Medical Colleges (AAVMC) Competency-Based Veterinary Education (CBVE) Model was developed with consideration of the lessons learned over the past 20 years by other health care 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. 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. |
