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Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model

With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are uti...

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Autores principales: Read, Emma K., Maxey, Connor, Hecker, Kent G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9642912/
https://www.ncbi.nlm.nih.gov/pubmed/36387400
http://dx.doi.org/10.3389/fvets.2022.1019305
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author Read, Emma K.
Maxey, Connor
Hecker, Kent G.
author_facet Read, Emma K.
Maxey, Connor
Hecker, Kent G.
author_sort Read, Emma K.
collection PubMed
description With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.
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spelling pubmed-96429122022-11-15 Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model Read, Emma K. Maxey, Connor Hecker, Kent G. Front Vet Sci Veterinary Science With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed. Frontiers Media S.A. 2022-10-24 /pmc/articles/PMC9642912/ /pubmed/36387400 http://dx.doi.org/10.3389/fvets.2022.1019305 Text en Copyright © 2022 Read, Maxey and Hecker. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Veterinary Science
Read, Emma K.
Maxey, Connor
Hecker, Kent G.
Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title_full Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title_fullStr Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title_full_unstemmed Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title_short Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
title_sort longitudinal assessment of competency development at the ohio state university using the competency-based veterinary education (cbve) model
topic Veterinary Science
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9642912/
https://www.ncbi.nlm.nih.gov/pubmed/36387400
http://dx.doi.org/10.3389/fvets.2022.1019305
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