International survey of veterinarians to assess the importance of competencies in professional practice and education

Bok, Harold G. J.; Teunissen, Pim W.; Boerboom, Tobias; Rhind, Susan; Baillie, Sarah; Tegzes, John H.; Annandale, C.H.; Matthew, Susan M.; Torgersen, Anne; Hecker, Kent G.; Härdi-Landerer, Christina; Gómez-Lucı́a, Esperanza; Ahmad, Bashir; Muijtjens, Arno M. M.; Jaarsma, Debbie; Vleuten, Cees van der; Beukelen, Peter van

doi:10.2460/javma.245.8.906

Cited by 21 publications

(14 citation statements)

References 34 publications

(28 reference statements)

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“…The role that is addressed in these answers (and which should be more taken into account in veterinary training than it has been the case so far from the participants" point of view) is the role of the veterinarian as an entrepreneur. Knowledge about entrepreneurship has been identified in various studies as a crucial competence of veterinarians (Bachynsky et al, 2013;Bok et al, 2014;Cake et al, 2014;Cake et al, 2016). German farm veterinarians join these voices that underline the importance of the corresponding skills.…”

Section: Discussionmentioning

confidence: 99%

The last of us? An online survey among German farm veterinarians about the future of veterinary training, livestock farming and the profession in general

DÃ1⁄4rnberger¹

2020

Int. J. Livest. Prod.

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This online survey investigated how German farm veterinarians perceive the future of their profession. According to the participants, the following topics should play a greater role in veterinary training: Economics, herd health management, practical education, agricultural knowledge and animal welfare issues. The top answer indicates that knowledge about entrepreneurship is seen as a crucial competence of veterinarians. In regard to urgently needed changes in livestock farming, the participants recommend a general economic restructuring, a more fact-based public and political debate, an improved control system, improved training of farmers with a focus on animal welfare and a general critical questioning of performance optimisation. While the common literature focuses on reasons for distress, the survey identified factors for job satisfaction: German farm veterinarians recommend their job because of the variety of veterinary work, the contact with animal owners, the contact with animals, economic security, the importance of the work because it is about producing food and the possibility to work outdoors. At the same time, the survey identified a general dark mood when it comes to the future of the profession and livestock farming in general. Veterinarians see themselves as part of a world that is in decline.

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Section: Discussionmentioning

confidence: 99%

The last of us? An online survey among German farm veterinarians about the future of veterinary training, livestock farming and the profession in general

DÃ1⁄4rnberger¹

2020

Int. J. Livest. Prod.

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“…The WBAs are organized around competency domains that are described in the VetPro-competency framework (see Fig. 1; [14–16]). The assessment information is collected in a digital portfolio for which the student bears responsibility.…”

Section: Methodsmentioning

confidence: 99%

Validity evidence for programmatic assessment in competency-based education

Bok¹,

Jong²,

O’Neill³

et al. 2018

Perspect Med Educ

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IntroductionCompetency-based education (CBE) is now pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. It has been argued that a programmatic approach to assessment in CBE maximizes student learning. The aim of this study is to investigate if programmatic assessment, i. e., a system of assessment, can be used within a CBE framework to track progression of student learning within and across competencies over time.MethodsThree workplace-based assessment methods were used to measure the same seven competency domains. We performed a retrospective quantitative analysis of 327,974 assessment data points from 16,575 completed assessment forms from 962 students over 124 weeks using both descriptive (visualization) and modelling (inferential) analyses. This included multilevel random coefficient modelling and generalizability theory.ResultsRandom coefficient modelling indicated that variance due to differences in inter-student performance was highest (40%). The reliability coefficients of scores from assessment methods ranged from 0.86 to 0.90. Method and competency variance components were in the small-to-moderate range.DiscussionThe current validation evidence provides cause for optimism regarding the explicit development and implementation of a program of assessment within CBE. The majority of the variance in scores appears to be student-related and reliable, supporting the psychometric properties as well as both formative and summative score applications.

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“… Study 2 indicated that from an international perspective there is a high degree of consensus amongst veterinarians on what could be expected from a veterinary professional and what should be taught in veterinary education. The VetPro framework proved to be a valid and valuable starting point for opening up an international discourse on the definition of competent veterinary professionals [ 17 ]. The implementation of an integrative competency-based approach to learning and assessment in undergraduate veterinary education demonstrated two main repetitive challenges.…”

Section: Resultsmentioning

confidence: 99%

Competency-based veterinary education: an integrative approach to learning and assessment in the clinical workplace

Bok

2015

Perspect Med Educ

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When graduating from veterinary school, veterinary professionals must be ready to enter the complex veterinary profession. Therefore, one of the major responsibilities of any veterinary school is to develop training programmes that support students’ competency development on the trajectory from novice student to veterinary professional. The integration of learning and assessment in the clinical workplace to foster this competency development in undergraduate veterinary education was the central topic of this thesis.

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International survey of veterinarians to assess the importance of competencies in professional practice and education

Cited by 21 publications

References 34 publications

The last of us? An online survey among German farm veterinarians about the future of veterinary training, livestock farming and the profession in general

The last of us? An online survey among German farm veterinarians about the future of veterinary training, livestock farming and the profession in general

Validity evidence for programmatic assessment in competency-based education

Competency-based veterinary education: an integrative approach to learning and assessment in the clinical workplace

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