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Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.
J Vet Med Educ. 2013 Summer; 40(2):102-18.JV

Abstract

The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

Authors+Show Affiliations

Virginia Maryland Regional College of Veterinary Medicine, Virginia Polytechnic & State University, Blackburg, VA 24061, USA. jennieh@vt.eduNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

23709107

Citation

Hodgson, Jennifer L., et al. "Beyond NAVMEC: Competency-based Veterinary Education and Assessment of the Professional Competencies." Journal of Veterinary Medical Education, vol. 40, no. 2, 2013, pp. 102-18.
Hodgson JL, Pelzer JM, Inzana KD. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies. J Vet Med Educ. 2013;40(2):102-18.
Hodgson, J. L., Pelzer, J. M., & Inzana, K. D. (2013). Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies. Journal of Veterinary Medical Education, 40(2), 102-18. https://doi.org/10.3138/jvme.1012-092R
Hodgson JL, Pelzer JM, Inzana KD. Beyond NAVMEC: Competency-based Veterinary Education and Assessment of the Professional Competencies. J Vet Med Educ. 2013;40(2):102-18. PubMed PMID: 23709107.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies. AU - Hodgson,Jennifer L, AU - Pelzer,Jacquelyn M, AU - Inzana,Karen D, PY - 2013/5/28/entrez PY - 2013/5/28/pubmed PY - 2013/7/31/medline SP - 102 EP - 18 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 40 IS - 2 N2 - The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/23709107/Beyond_NAVMEC:_competency_based_veterinary_education_and_assessment_of_the_professional_competencies_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.1012-092R?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -