Since competencies are observable, they can be measured and assessed to ensure their acquisition (Frank et al., 2010).Īn outcomes-based approach to the design, implementation, assessment, and evaluation of veterinary programs, using an organized framework of competencies (as adapted Frank et al., 2010).Īn organized and structured representation of a set of interrelated and purposeful competencies (Willet, 2012). It changes with time, experience, and setting (Frank et al., 2010).Īn observable ability of a health professional related to a specific activity that integrates knowledge, skills, values, and attitudes. Competence is multi-dimensional and dynamic. Statements about competence require descriptive qualifiers to define the relevant abilities, context, and stage of training. The array of abilities (knowledge, skills, and attitudes) across multiple domains or aspects of performance in a certain context. Jared Danielson (Iowa State University), Jan Ilkiw (University of California – Davis), Susan Matthew (Washington State University), Stephen May (Royal Veterinary College), Emma Read (University of Calgary), Bonnie Rush (Kansas State University), Kathy Salisbury (Purdue University)Īn ongoing process of gathering information about a learner’s knowledge, skills, and /or behavior (ACGME, 2013).Ī way of thinking and feeling about something/someone that is based on values, education, experience, and typically reflected in behavior. and some with experience from Australia.Ĭo-chairs: Kristin Chaney (Texas A&M University) and Jennie Hodgson (Virginia Tech) Members: Harold Bok (Utrecht University), Dr. Membership and Co-chairs: The CBVE Working group includes representatives from veterinary colleges and schools across the U.S., Canada, Europe, the U.K. We invite our colleges and schools to embrace this framework as a tool to use in any way they see fit, whether they are in the process of refining or completely redesigning their professional curricula. The result of their labor represents one of the most substantial pedagogical projects ever undertaken by the AAVMC. The group began by systematically analyzing the most contemporary work in competency-based education undertaken in health professions like human medicine. The AAVMC CBVE Working Group was created and charged with developing a modern competency framework for veterinary education and clinical assessment in July 2015. Learn more about our Competency Based Veterinary Education program at Working Group
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