Veterinary Clinical Skills. Группа авторовЧитать онлайн книгу.
Bell, M., Williams, J., et al. 2016. Which professional (non‐technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME guide no. 38. Med Teach, 38, 550–563.
6 Cruess, R. L., Cruess, S. R., Steinert, Y. 2016. Amending Millers’ pyramid to include professional identity formation. Acad Med, 91, 180–185.
7 Dilly, M., Read, E., Baillie, S. 2017. A survey of established veterinary clinical skills laboratories from Europe and North America: Present practices and recent developments. J Vet Med Educ, 44, 580–589.
8 Doucet, M., Vrins, A. 2009. The importance of knowledge, skills, and attitude attributes for veterinarians in clinical and non‐clinical fields of practice: A survey of licensed veterinarians in Quebec, Canada. J Vet Med Educ, 36, 331–342.
9 Dreyfus, S. E. 2004. The five‐stage model of adult skill acquisition. Bull Sci Technol Soc, 24, 177–181.
10 Ferguson, P., Caverzagie, K., Nousiainen, M., et al. 2017. Changing the culture of medical training: An important step toward the implementation of competency‐based medical education. Med Teach, 39, 599–602.
11 Flexner, A. 1910. Medical education in the United States and Canada. Bull World Health Org, 80, 594–602, extracted from Bulletin Number 4 (1910) of the Carnegie Foundation for the Advancement of Teaching, New York.
12 Hecker, K., Read, E., Vallevand, A., et al. 2010. Assessment of first‐year veterinary students’ clinical skills using objective structured clinical examinations. J Vet Med Educ, 37, 395–402.
13 Hubbell, J., Savillle, W., Moore, R. 2008. Frequency of activities and procedures performed in private equine practice and proficiency expected of new veterinary school graduates. J Am Vet Med Assoc, 232, 42–46.
14 Hughes, K., Rhind, S., Mossop, L., et al. 2018. ‘Care about my animal, know your stuff and take me seriously’: United Kingdom and Australian clients’ views on the capabilities most important in their veterinarians. Vet Rec, 183, 534.
15 Kreisler, R., Stackhouse, N., Graves, T. 2019. Arizona veterinarians’ perceptions of and consensus regarding skills, knowledge and attributes of day one veterinary graduates. J Vet Med Educ, 47, 365–377.
16 Luby, C., McIntyre, K., Jelinski, M. 2013. Skills required of dairy veterinarians in Western Canada: A survey of practicing veterinarians. Can Vet J, 54, 267–270.
17 Matthew, S. M., Bok, H. G, Chaney, K. P., et al. 2020. Collaborative development of a shared framework for competency‐based veterinary education. J Vet Med Educ, 47, 578–593.
18 May, S. A., Head, S. D. 2010. Assessment of technical skills: Best practices. J Vet Med Educ, 37, 258–265.
19 May, S. A. 2015. Towards a scholarship of primary health care. Vet Rec, 176, 677.
20 Michels, M., Evans, D., Blok, G. 2012. What is a clinical skill? Searching for order in chaos through a modified Delphi process. Med Teach, 34, e573–e581.
21 Miller, G. E. 1990. The assessment of clinical skills/competence/performance. Acad Med, 65, S63–S67.
22 Molgaard, L., Hodgson, J., Bok, H., et al. 2018a. Competency‐Based Veterinary Education: Part 1 ‐ CBVE Framework. Washington, DC: Association of American Veterinary Medical Colleges.
23 Molgaard, L., Hodgson, J., Bok, H., et al. 2018b. Competency‐Based Veterinary Education: Part 2 ‐ Entrustable Professional Activities. Washington, DC: Association of American Veterinary Medical Colleges.
24 Molgaard, L. K., Chaney, K. P., Bok, H. G, et al. 2019. Development of core entrustable professional activities linked to a competency‐based veterinary education framework. Med Teach, 41, 1404–1410.
25 NAVMEC. 2011. Roadmap for Veterinary Medical Education in the 21st century. Washington, DC: North American Veterinary Medical Education Consortium.
26 Norcini, J., Anderson, M., Bollela, V., et al. 2018. 2018 Consensus framework for good assessment. Med Teach, 40, 1102–1109.
27 Perrin, H. C. 2019. What are employers looking for in new veterinary graduates? A content analysis of UK veterinary job advertisements. J Vet Med Educ, 46, 21–27.
28 Petersa, H., Holzhausena, Y., Boscardinb, C., et al. 2017. Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Med Teach, 39, 802–807.
29 Pirkelbauer, B., Pead, M., Probyn, P., et al. 2008. LIVE: The creation of an academy for veterinary education. J Vet Med Educ, 35, 567–572.
30 Pusic, M., Boutis, K., Hatala, R., et al. 2015. Learning curves in health professions education. Acad Med, 90, 1034–1042.
31 Read, E., Hecker, K. 2013. The development and delivery of a systematic veterinary clinical skills education program at the University of Calgary. J Veterinar Sci Technolo, S4, 004.
32 Rhind, S., Baillie, S., Brown, F., et al. 2008. Assessing competence in veterinary medical education: Where’s the evidence? J Vet Med Educ, 35, 407–411.
33 Rhind, S., Baillie, S., Kinnison, T., et al. 2011. The transition into veterinary practice: opinions of recent graduates and final year students. BMC Med Educ, 11, 64.
34 Royal College of Veterinary Surgeons (RCVS). 2020. Day One Competences Statement. https://www.rcvs.org.uk/document‐library/day‐one‐competences‐statement/ Accessed May 28, 2021.
35 Salisbury, S. K., Chaney, K. P., Ilkiw, J. E., et al. 2019. Competency‐Based Veterinary Education: Part 3 ‐ Milestones. Washington, DC: Association of American Veterinary Medical Colleges.
36 Scalese, R. J., Issenberg, S. B. 2005. Effective use of simulations for the teaching and acquisition of veterinary professional and clinical skills. J Vet Med Educ, 32, 461–467.
37 Smeak, D. 2007. Teaching surgery to the veterinary novice: the Ohio State University experience. J Vet Med Educ, 34, 620–627.
38 Smeak, D., Hill, L., Lord, L., et al. 2012. Expected frequency of use and proficiency of core surgical skills in entry‐level veterinary practice: 2009 ACVS core surgical skills diplomate survey results. Vet Surg, 41, 853–861.
39 ten Cate, O. 2005. Entrustability of professional activities and competency‐based training. Med Educ, 39, 1243–1249.
40 ten Cate, O., Graafmans, L., Posthumus, I., et al. 2018. The EPA‐based Utrecht undergraduate clinical curriculum: Development and implementation. Med Teach, 40, 506–513.
41 ten Cate, O., Carraccio, C., Damodaran, A., et al. 2020. Entrustment decision making: Extending Miller’s pyramid. Acad Med, online ahead of print. doi:https://doi.org/10.1097/ACM.0000000000003800.
42 van Melle, E., Frank, J., Holmboe, E., et al. 2019. A core components framework for evaluating implementation of competency‐based medical education. Acad Med, 94, 1002–1009.
43 Welsh, P., Jones, L., May, S., et al. 2009. Approaches to defining day‐one competency: a framework for learning veterinary skills. Rev Sci Tech, 28, 771–777.
2 Clinical Skills Curricula: How Are They Determined, Designed, and Implemented?
Jennifer Hodgson1, Elrien Scheepers2, and Sarah Baillie3
1 Virginia‐Maryland College of Veterinary Medicine, Virginia Tech, Blacksburg, VA, USA
2 Faculty of Veterinary Science, University of Pretoria, Pretoria, RSA
3 Bristol Veterinary School, University of Bristol, Bristol, UK
Box 2.1 Key Messages
The same principles of general curricular design should be adhered to when designing or evaluating