Download • Graduates must have basic skills and values to practice veterinary

•4/6/2009
Bonnie Rush
Kansas State University
• Graduates must have basic skills and values to practice
veterinary medicine, independently.
• Graduates must be competent in providing entry-level
health care for a variety of animal species.
• Institutions must provide evidence of adequate access to
primary care cases and hands-on experiences with live
animals.
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Colleges must develop relevant measures and provide evidence … to address
clinical competencies in the following areas:
1. comprehensive patient diagnosis, appropriate use of clinical laboratory testing, and
record management
2. comprehensive treatment planning including patient referral when indicated
3. anesthesia and pain management, patient welfare
4. basic surgery skills, experience, and case management
5. basic medicine skills, experience, and case management
6. emergency and intensive care case management
7. health promotion, disease prevention/biosecurity, zoonosis, and food safety
8. client communications and ethical conduct
9. strong appreciation for the role of research in furthering the practice of veterinary
medicine
• Provide learning objectives for each of the 9
competencies
• Provide summary of evidence-based data
collected for each of the 9 competencies
* Please note that a listing of core and elective
blocks and/or student grades does not
constitute evidence of learning.
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Evidence of student learning outcomes for clinical competencies
should be obtained by Direct Measures:
capstone experiences, student portfolios, objective standardized
clinical examinations (OSCE), simulated experiences, or other
measurable evaluations of clinical performance.
Indirect Measures: student rotation grades and employer surveys
should not be used as the sole determinants of clinical competency
outcomes.
outcomes
Compliance with Standard 11 is judged based on demonstration that
the college collects and analyzes outcomes data…
…and uses results for program improvement.
Bonnie Rush
Kansas State University
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ƒ Technical skills
à 104 required procedures
à Species and discipline
à Core and portfolio skills
ƒ Document procedure within 72 hr
à Self-assessment
ƒ Faculty, house officers, technicians
à Confirmation and assessment
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Hubbell JAE, Saville WJA, Moore RM:
Frequency of activities and procedures
performed in private equine practice and
proficiency expected of new graduates. JAVMA.
(1):42-46
2008;232 (1):42-46.
Morin DE, Constable PD, Troutt HF, Johnson
AL: Individual animal medicine and animal
production skills expected of entry-level
veterinarians in bovine practice. JAVMA.
2002;221 (7): 959-968.
Morin DE, Constable PD, Troutt HF, Johnson
AL: Surgery, anesthesia, and restraint skills
p
y
expected
of entry-level
veterinarians in bovine
practice. JAVMA. 2002;221(7):969-74.
Greenfield CL, Johnson AL, Schaeffer DJ:
Frequency of use of various procedures, skills,
and areas of knowledge among veterinarians in
private small animal exclusive or predominant
practice and proficiency expected of new
veterinary school graduates. JAVMA. 2004;224
(11):1780-1786.
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Standard 11: Evidence of
student learning outcomes
for clinical competencies
should be obtained by direct
measures.
Standard 11: Institutions
musthave
provide
adequate
access tomedicine.
primary care cases and
Graduates must
basicevidence
skills toof
practice
veterinary
hands-on experiences with live animals.
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Exotic
Lab Animal
Undetermined
Ovine/caprine
Swine
Camelid
Canine 6289
Feline 2143
Equine 2401
Bovine 2308
Camelid 396
Canine
Bovine
Swine 270
Ovine/caprine 420
Exotic 883
Lab Animal 110
Equine
Undetermined 564
Feline
Standard 11: Graduates must be competent in providing entry-level health
care for a variety of animal species.
Other (not on list)
697
Equine intravenous catheter
218
Equine rectal palpation
182
Equine nasogastric intubation
177
Equine ultrasound: abdomen
176
Equine regional nerve block
172
Equine oral examination
170
Jugular venipuncture
148
Equine endoscopic examination
146
Abdominocentesis
141
SA cystocentesis
139
Fine needle aspirate (core)
131
Peripheral venipuncture
126
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SA castration
97
Canine necropsy
94
SA Wood’s light examination
94
Ag chute restraint
93
l and
d clean
l
t th
SA scale
teeth
93
SA anal sac palpation and expression
92
SA canine male urinary catheterization
92
SA ovariohysterectomy
91
SA flush and clean ears
89
Thoracocentesis
89
SA abnormal cruciate examination
87
SA ear cleaning
85
Ag tail blood collection
83
Cytology slide prep: Yeast
83
Liver biopsy
23
SA intestinal foreign body removal
23
SA transtracheal wash
23
Pet exotic species supportive care
22
Equine observe / assist delivery of a foal
21
Equine ultrasonographic examination neonate
20
Ag plan and administer sedation
17
Cosmetic necropsy (any species)
17
Ophtho
O h h examine
i behind
b hi d third
hi d eyelid
lid
16
SA pericardiocentesis (participate)
16
Rabies suspect necropsy (any species)
15
SA tru-cut biopsy
15
Insurance/Legal necropsy
14
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ƒ Monitor entries after every
y block
à All rotations except SA
à Remediation activity for 3 students
ƒ 16,886 documented procedures
ƒ Average = 147 per student
d
ƒ Small animal skills: challenging to track
ƒ 170 entries received “Did not observe” reply
Number of Procedures by Month
2000
1800
1600
1400
1200
1000
800
600
400
200
0
Procedures
Demonstrated Excellence
Not yet competent
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Number of Procedures by Month
450
400
350
300
Faculty
250
200
150
100
50
Faculty
0
Column1
Demonstrated Excellence
Not yet competent
Number of Procedures by Month
450
400
350
300
Faculty
250
200
150
100
50
Faculty
Students
0
Demonstrated Excellence
Column1
Not yet competent
Request Additional Coaching
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Number of Procedures by Month
450
400
350
Students
300
Faculty
250
200
150
100
50
Faculty
Students
0
Demonstrated Excellence
Competent, efficient
Not yet competent
Request Additional Coaching
ƒ Procedure
Proced re log
ƒ Rotation lottery
ƒ Student schedules / rotation information
ƒ Teaching and rotational evaluations
ƒ Student grades
g
ƒ Student evaluations
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ƒ Student assessments within the 9 domains
pp State Universityy
à Mississippi
ƒ Forms designed by each rotation
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Standard 11: Provide learning objectives for each of the 9 competencies
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Patient Diagnosis
3.2
Prevention/Zoonosis
3.3
Professionalism
3.6
Research Appreciation
3.1
Pain Management
3.4
Surgery Skills
3.2
Medicine Skills
3.2
Treatment Planning
Emergency Medicine
3.3
Communication/Ethics
3.1
3.7
Standard 11: Provide summary of data collected for each of the 9 competencies.
Prevention/Zoonosis
4.0
Professionalism
Patient Diagnosis
4.4
4.0
Research Appreciation
4.0
Pain Management
4.3
Medicine Skills
4.0
Emergency Medicine
3.3
Surgery Skills
3.3
33
Treatment Planning
4.0
Communication/Ethics
4.8
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Patient Diagnosis
3.8
Prevention/Zoonosis
3.3
Professionalism
3.9
Research Appreciation
3.7
Pain Management
3.4
Medicine Skills
3.6
Surgery Skills
4.3
Emergency Medicine
Treatment Planning
3.5
3.8
Communication/Ethics
3.8
Prevention/Zoonosis
4.2
Patient Diagnosis
Professionalism
4.3
4.3
Pain Management
4.1
Medicine Skills
4.3
Research Appreciation
4.6
Surgery Skills
3.8
Treatment Planning
Emergency Medicine
4.2
Communication/Ethics
4.6
4.3
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Prevention/Zoonosis
3.0
Patient Diagnosis
Professionalism
2.6
2.9
Pain Management
2.8
Medicine Skills
2.8
Research Appreciation
2.8
Surgery Skills
2.9
Treatment Planning
Emergency Medicine
2.9
Communication/Ethics
3.0
3.2
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ƒ Designed by each rotation
ƒ Capture additional data
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https://www.one45.com/webeval/ksu/
ƒ Teaching
g evaluations (faculty
(
y and residents))
à Anonymous quantitative
à Non-anonymous comments
ƒ Rotational evaluations
à Anonymous quantitative
à Non-anonymous comments
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