Mapping Veterinary Curricula to Enhance World Organisation for Animal Health (OIE) Day 1 Competence of Veterinary Graduates
| Autor: | Sakulrat Pattamakaew, Tongkorn Meeyam, Jamie L. Middleton, Karin E. Hamilton, William D. Hueston, Chalita Jainonthee, Rutch Khattiya |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Veterinary medicine
General Veterinary Animal health Higher education business.industry media_common.quotation_subject University faculty General Medicine Global Health Faculty Conformity Education Political science Curriculum mapping Animals Humans Learning Curriculum Education Veterinary business Competence (human resources) Educational program media_common |
| Zdroj: | Journal of Veterinary Medical Education. 47:74-82 |
| ISSN: | 1943-7218 0748-321X |
| DOI: | 10.3138/jvme-2019-0109 |
| Popis: | Curriculum mapping provides a systematic approach for analyzing the conformity of an educational program with a given set of standards. The Chiang Mai University Faculty of Veterinary Medicine and the University of Minnesota College of Veterinary Medicine joined together in an educational twinning project to map their Doctor of Veterinary Medicine curricula against core competencies identified by the World Organisation for Animal Health (OIE) as critically important for Day 1 veterinary graduates to meet the needs for global public good services. Details of curriculum coverage for each specific and advanced competency were collected through a review of syllabi and course descriptions, followed by in-depth interviews of key faculty members. The depth of coverage of each competency was estimated by the tabulating the number of hours assigned. The teaching methods and levels of learning were also captured. While the overall design of the curricula conformed to the OIE Guidelines for Veterinary Education Core Curricula, the mapping process identified variability in the depth and breadth of coverage on individual competencies. Coverage of the Day 1 Specific Competencies was greater early in the curricula. More gaps existed in terms of the Advanced Competencies than the specific core competencies. Discussion of the identified gaps with faculty members led to opportunities for strengthening the curricula by adjustments of individual courses throughout the curricula. Documentation of teaching methods also led to professional development of new pedagogical skills and redesign of the teaching methods for particular subjects. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|