Cake Martin A, Bell Melinda A, Williams Julie C, Brown Fiona J L, Dozier Marshall, Rhind Susan M, Baillie Sarah
a College of Veterinary Medicine, Murdoch University , Perth , Australia ;
b School of Oral and Dental Sciences, Faculty of Health Sciences, University of Bristol , Bristol , UK ;
Med Teach. 2016 Jun;38(6):550-63. doi: 10.3109/0142159X.2016.1173662. Epub 2016 May 4.
Despite the growing prominence of professional (non-technical) competencies in veterinary education, the evidence to support their importance to veterinary graduates is unclear.
To summarize current evidence within the veterinary literature for the importance of professional competencies to graduate success.
A systematic search of electronic databases was conducted (CAB Abstracts, Web of Science, PubMed, PsycINFO, ERIC, Australian and British Education Index, Dissertations & Theses) from 1988 to 2015 and limited to the veterinary discipline (veterinar* term required). Evidence was sought from consensus-based competence frameworks, surveys of stakeholder perceptions, and empirical evidence linked to relevant outcomes (e.g. employability, client satisfaction or compliance). Data extraction was completed by two independent reviewers and included a quality assessment of each source.
Fifty-two sources were included in the review, providing evidence from expert frameworks (10 sources), stakeholder perceptions (30 sources, including one from the previous category), and empirical research (13 sources). Communication skills were the only competency to be well-supported by all three categories of evidence. Other competencies supported by multiple sources of empirical evidence include empathy, relationship-centered care, self-efficacy, and business skills. Other competencies perceived to be relatively more important included awareness of limitations, professional values, critical thinking, collaboration, and resilience.
This review has highlighted the comparatively weak body of evidence supporting the importance of professional competencies for veterinary graduate success, with the exception of communication skills. However we stress this is more indicative of the scarcity of high-quality veterinary-based education research in the field, than of the true priority of these competencies.
尽管专业（非技术）能力在兽医教育中的重要性日益凸显，但支持其对兽医毕业生重要性的证据尚不明确。
总结兽医文献中关于专业能力对毕业生成功的重要性的现有证据。
对1988年至2015年的电子数据库（CAB文摘、科学网、PubMed、PsycINFO、教育资源信息中心、澳大利亚和英国教育索引、学位论文）进行系统检索，且仅限于兽医学科（需包含“veterinar*”一词）。从基于共识的能力框架、利益相关者认知调查以及与相关结果（如就业能力、客户满意度或依从性）相关的实证证据中寻找证据。由两名独立评审员完成数据提取，并对每个来源进行质量评估。
该综述纳入了52个来源，提供了来自专家框架（10个来源）、利益相关者认知（30个来源，包括前一类中的一个）和实证研究（13个来源）的证据。沟通技巧是所有三类证据都充分支持的唯一能力。其他有多个实证证据来源支持的能力包括同理心、以关系为中心的护理、自我效能感和商业技能。其他被认为相对更重要的能力包括对局限性的认识、专业价值观、批判性思维、协作和适应力。
本综述强调了支持专业能力对兽医毕业生成功的重要性的证据相对薄弱，沟通技巧除外。然而，我们强调，这更表明该领域高质量的基于兽医的教育研究稀缺，而非这些能力的真正优先级。
