J Vet Med Educ. 2021 Feb;48(1):33-47. doi: 10.3138/jvme.0318-025r2. Epub 2020 May 15.
Education in veterinary medicine, as in other allied health care-health science professions and academia in general, has been subject to the public call for accountability for the quality of its student learning outcomes. A principal stakeholder in veterinary medicine is the American Veterinary Medical Association-Council on Education (AVMA-COE). AVMA-COE has adopted program accreditation standards requiring veterinary colleges to provide evidence that they are measuring and assessing the clinical competency of students before graduation and again shortly after graduation. Schools and colleges are required to develop relevant measures to validate scientific knowledge, skills, and values aligned with North American Veterinary Medical Education Consortium (NAVMEC) core competencies. Beginning in May 2012, the College of Veterinary Medicine and Biomedical Sciences at Texas A&M University modified the professional veterinary medical curriculum by including a required clinical rotation centered on veterinary emergency preparedness and response. A distinguishing major component of the instructional design of the clinical rotation includes Second Life, a commercially obtained computer-generated multi-user virtual simulation learning environment. The virtual reality situations require high-volume, mass-casualty medical triage decision making. The interpersonal communications and interactivity among students, faculty, and third-party actors enable faculty and instructor observers and simulation facilitators to evaluate students actively engaged in critical thinking and complex problem solving while demonstrating skill in the NAVMEC professional competencies. The Second Life virtual simulation has been adopted as a primary tool for direct measurement of student learning objectives outcomes achieved in this clinical rotation and is being implemented in other clinical teaching platforms.
兽医学教育，与其他相关医疗保健-健康科学专业和学术界一样，一直受到公众对其学生学习成果质量问责制的呼吁。兽医领域的主要利益相关者之一是美国兽医协会-教育委员会（AVMA-COE）。AVMA-COE 通过了课程认证标准，要求兽医学院提供证据证明他们在毕业前和毕业后不久都在衡量和评估学生的临床能力。学校和学院被要求制定相关措施，以验证与北美兽医教育联合会（NAVMEC）核心能力相一致的科学知识、技能和价值观。自 2012 年 5 月以来，德克萨斯 A&M 大学兽医学院和生物医学科学学院通过包括以兽医应急准备和应对为中心的必修临床轮转，修改了专业兽医医疗课程。临床轮转教学设计的一个显著主要组成部分包括 Second Life，这是一个商业获得的计算机生成的多用户虚拟模拟学习环境。虚拟现实情况需要进行大量的大规模伤亡医疗分诊决策。学生、教师和第三方参与者之间的人际沟通和互动使教师和讲师观察员以及模拟促进者能够评估积极参与批判性思维和复杂问题解决的学生，同时展示 NAVMEC 专业能力的技能。Second Life 虚拟模拟已被采用为直接衡量学生在该临床轮转中实现的学习目标成果的主要工具，并正在其他临床教学平台中实施。
