School of Veterinary Medicine & Biomedical Sciences, Texas A&M University, College Station, TX 77843.
Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Virginia Tech, Blacksburg, VA, USA 24061.
J Vet Med Educ. 2024 Apr;51(2):151-154. doi: 10.3138/jvme-2023-0022. Epub 2023 Aug 31.
The American Association of Veterinary Medical Colleges (AAVMC) Competency-Based Veterinary Education (CBVE) Model was developed with consideration of the lessons learned over the past 20 years by other health care professions regarding the implementation of outcomes-based education. As veterinary education programs consider the benefits of outcomes-based training, and more programs begin adopting this model of education, it is more critical than ever to ensure fidelity of the model for successful implementation. Fidelity, or the accuracy with which something is reproduced, was identified as an important factor in successfully implementing competency-based training in medical education (CBME). Without fidelity of the core components of CBME as defined in the medical education literature, programs were challenged to evaluate the effectiveness of the new educational model, and in some cases, this led to premature notions of failure when all components of CBME had not been successfully implemented. Consistency in terminology related to competency-based education is critical for successful implementation of the CBVE Model. The terminology used in higher education, and in other disciplines, describes concepts that are underpinned by research, just as they are in competency-based education. Without shared understanding and accurate use of terminology to describe the tools and strategies used in CBVE, there is a considerable risk of failure or even perceived failure in transitioning to CBVE. The authors of this commentary, the AAVMC Council on Outcomes-based Veterinary Education, continue to encourage veterinary programs across the world to recognize the value of the AAVMC CBVE Model in transforming veterinary education. Through use of shared terminology and consistent application of the components of the model, we envision the expansion of CBVE as an opportunity to advance veterinary education and to promote new graduate success in the veterinary profession.
美国兽医医学学院协会（AAVMC）基于能力的兽医教育（CBVE）模式的制定考虑了过去 20 年来其他医疗保健专业在实施基于成果的教育方面所获得的经验教训。随着兽医教育计划考虑基于成果的培训的好处，并且更多的计划开始采用这种教育模式，确保模型的保真度以实现成功实施比以往任何时候都更加重要。保真度，即某物被复制的准确性，被确定为在医学教育（CBME）中成功实施基于能力的培训的重要因素。如果没有按照医学教育文献中定义的 CBME 的核心组件的保真度，计划就会面临评估新教育模式的有效性的挑战，在某些情况下，由于没有成功实施 CBME 的所有组件，这导致了过早的失败概念。与基于能力的教育相关的术语一致性对于成功实施 CBVE 模型至关重要。高等教育和其他学科中使用的术语描述了基于研究的概念，就像在基于能力的教育中一样。如果没有共享的理解和准确使用术语来描述 CBVE 中使用的工具和策略，那么在向 CBVE 过渡时，就存在很大的失败风险，甚至可能会被认为是失败。本文的作者，AAVMC 基于成果的兽医教育理事会，继续鼓励世界各地的兽医计划认识到 AAVMC CBVE 模型在转变兽医教育方面的价值。通过使用共享术语和一致应用模型的组件，我们设想 CBVE 的扩展是一个机会，可以推进兽医教育并促进兽医专业新毕业生的成功。
