American Society for Veterinary Clinical Pathology–Recommended Clinical Pathology Competencies for Graduating Veterinarians

Abstract

Given the move toward competency-based veterinary education and the subsequent reevaluation of veterinary curricula, there is a need for specialties to provide guidance to veterinary college administrators and educators on the core knowledge and skills pertaining to their specialty to ensure their inclusion in revised or redesigned curricula. The American Society for Veterinary Clinical Pathology (ASVCP) Education Committee sought to create a list of competencies specific to clinical pathology expected of graduating veterinarians. The stimulus for this project was the American Veterinary Medical Association Council on Education Standards of Accreditation for Colleges of Veterinary Medicine, further driven by the 2018 publication of the Association of American Veterinary Medical Colleges Competency-Based Veterinary Education Working Group framework. The recommendations made in this document are the culmination of the 2016 ASVCP Education Forum for Discussion, multiple remote subcommittee communications, and feedback obtained from ASVCP membership. The final framework includes 8 clinical pathology–focused domains of competence with 20 clinical pathology competencies and 61 clinical pathology illustrative sub-competencies. The clinical pathology–focused domains of competence are: the pre-analytical phase of testing, laboratory medicine and instrumentation, principles of test selection and interpretation, hematology and hemostasis, chemistry, endocrinology, urinalysis, and cytology. These are not intended to replace the nine established AAVMC domains of competence with supportive competencies and illustrative sub-competencies but to guide institutions for how clinical pathology aligns within the competency-based veterinary education (CBVE) framework for the practice-ready veterinary graduate. This clinical pathology competency framework may prove useful and empowering during discussions of curriculum revisions and redesigns.

Guidelines for resident training in veterinary clinical pathology. IV: Laboratory quality management—Teaching domains, competencies, and suggested learning outcomes

“…A competency-based framework for teaching veterinary clinical pathology in US veterinary student curricula has been published. 5 The Royal College of Pathologists also utilizes a competency-based framework to present its curriculum for veterinary clinical pathology specialty training in the United Kingdom. 6 In order to align with current veterinary pedagogical documents, a competency-based framework was also chosen for ASVCP laboratory quality management residency training recommendations herein.…”

“…A prior published veterinary competency-based guideline for teaching clinical pathology in veterinary student curricula presented competencies and illustrative subcompetencies. 5 Per CBVE, subcompetencies are more granular than competencies, used to more clearly define competency, and are appropriate for use in developing courses or rotation objectives and assessments. 8 Learning outcomes are defined as individual achievements that learners are able "to do" at the end of a lesson or program.…”

“…The 2011 Roadmap for Veterinary Medical Education in the 21st Century 4 introduced formalized competency‐based education in veterinary medicine in the USA. A competency‐based framework for teaching veterinary clinical pathology in US veterinary student curricula has been published 5 . The Royal College of Pathologists also utilizes a competency‐based framework to present its curriculum for veterinary clinical pathology specialty training in the United Kingdom 6 .…”

An immersive simulation strategy to teach cytology sample collection methods and basic diagnosis skills: A two academic center study

“…The collection of samples for diagnostic purposes is currently considered a "Day One Skill" by most veterinary facilities. 1,2 Although the figures may vary among veterinary school faculties, it has been reported that up to 50% and 30% of third-year veterinary students may have never performed FNA and swab (ear cytology) smear, respectively. 3 Teaching these cytology sample collection methods usually relies on observing them in vivo at the veterinary teaching hospitals during visits, watching educational videos, or, less commonly, practicing on excised tissues/organs or dead material (animal cadavers) or even in alternative sources, such as fruit.…”

“…Ultimately, this depends on a correct sampling of lesions using different sample collection methods such as imprinting, swabbing, and fine‐needle aspiration (FNA), followed by proper smearing techniques. The collection of samples for diagnostic purposes is currently considered a “Day One Skill” by most veterinary facilities 1,2 . Although the figures may vary among veterinary school faculties, it has been reported that up to 50% and 30% of third‐year veterinary students may have never performed FNA and swab (ear cytology) smear, respectively 3 …”