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Gongora J, van Gelderen I, Vost M, Zaki S, Sutherland S, Pye M, Quain A, Taylor R. Cultural Competence Is Everyone's Business: Embedding Cultural Competence in Curriculum Frameworks to Advance Veterinary Education. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:1-14. [PMID: 35085060 DOI: 10.3138/jvme-2021-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Cultural competence in professional and research practice is important to effectively deliver animal and One Health services and programs. Veterinarians work with culturally and linguistically diverse teams, clients, and communities. Cultural perspectives on the significance and perceptions of animals and differences in consultation and engagement protocols and strategies can influence client-practitioner and researcher-community relationships, impacting animal health, welfare, and/or research outcomes. Curricula have been proposed to build cultural capacity in graduates, but these have not been reported in veterinary programs, and early attempts to integrate cultural competency into the University of Sydney veterinary curriculum lacked a formal structure and were ad hoc with respect to implementation. To address this, the authors introduced a broad curriculum framework into the University of Sydney veterinary program, which defines cultural competence, perceptions of animals, effective communication, and community engagement in a range of contexts. Cultural competency learning outcomes were described for units of study. These were contextually relevant and aligned to course learning outcomes and University of Sydney graduate qualities. Constructive alignment was achieved by linking learning outcomes to teaching and learning activities and assessment. The continuum of cultural competency underpinned mapping of cultural competency across the curriculum with staged, vertical integration of key principles. Additionally, action to engage staff, students, and stakeholders in a cultural competence agenda assisted in sustaining curriculum change. The result was integration of cultural competency across the curriculum aligning with recommendations from accrediting bodies and with best practice models in medicine, nursing, and allied health programs.
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Affiliation(s)
- Jaime Gongora
- Wildlife Genetics and Genomics, Indigenous Strategy and Services, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Ingrid van Gelderen
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Meg Vost
- Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Sanaa Zaki
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Stewart Sutherland
- Indigenous Cultures, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia, and is Lecturer, College of Health and Medicine, Australian National University, Canberra ACT 0200, Australia
| | - Matthew Pye
- FHEA, School of Life and Environmental Sciences, Faculty of Science, University of Sydney, Camperdown NSW 2006, Australia
| | - Anne Quain
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Rosanne Taylor
- Emerita, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
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Lubbers BV, Fajt VR, Teller LM, Apley MD, Stillisano J. Using telehealth clinical case vignettes to enhance clinical confidence and competence in veterinary students. Front Vet Sci 2023; 9:1075752. [PMID: 36727037 PMCID: PMC9884685 DOI: 10.3389/fvets.2022.1075752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 12/30/2022] [Indexed: 01/18/2023] Open
Abstract
Veterinarians contribute substantially to the health of their patients and enhance the communities in which they live. Delivery of veterinary curricula continues to evolve to ensure that veterinary graduates are prepared to meet their professional obligations on Day One of their careers. In this study, veterinary practitioners were recruited to deliver telehealth case rounds to veterinary students at Kansas State University and Texas A&M University. Case discussions were hosted virtually once per month in the 2020-2021 and 2021-2022 academic years for a total of 16 sessions. Each presenting practitioner was instructed to develop a brief presentation for a case routinely seen in their practice, and to discuss important clinical decision points in diagnosis, treatment and management. Cases could also highlight important ethical or communication issues encountered in veterinary medicine. The overall goals of this project were to increase the quantity and diversity of clinical cases to which veterinary students were exposed during their professional training and to evaluate the feasibility and acceptability of telehealth technology as a teaching strategy. Student participants were surveyed to determine the effectiveness of telehealth sessions in increasing overall confidence and competence in case management, and veterinary presenters were surveyed to determine motivations for participating in the project and perceived value of the telehealth sessions. More than 95% of students indicated that participation in telehealth sessions increased their clinical confidence and competence. Presenting practitioners unanimously indicated that they would participate in similar instruction in the future. Recommendations are provided to improve the educational experience for future adopters of telehealth teaching sessions.
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Affiliation(s)
- Brian V. Lubbers
- Department of Clinical Sciences, College of Veterinary Medicine, Kansas State University, Manhattan, KS, United States,*Correspondence: Brian V. Lubbers ✉
| | - Virginia R. Fajt
- Veterinary Physiology and Pharmacology, School of Veterinary Medicine, Texas A&M University, College Station, TX, United States
| | - Lori M. Teller
- Veterinary Small Animal Clinical Sciences, School of Veterinary Medicine, Texas A&M University, College Station, TX, United States
| | - Michael D. Apley
- Department of Clinical Sciences, College of Veterinary Medicine, Kansas State University, Manhattan, KS, United States
| | - Jacqueline Stillisano
- School of Education and Human Development, Texas A&M University, College Station, TX, United States
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Ouyang ZB, Hodgson JL, Robson E, Havas K, Stone E, Poljak Z, Bernardo TM. Day-1 Competencies for Veterinarians Specific to Health Informatics. Front Vet Sci 2021; 8:651238. [PMID: 34179157 PMCID: PMC8231916 DOI: 10.3389/fvets.2021.651238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 04/21/2021] [Indexed: 11/13/2022] Open
Abstract
In 2015, the American Association of Veterinary Medical Colleges (AAVMC) developed the Competency-Based Veterinary Education (CBVE) framework to prepare practice-ready veterinarians through competency-based education, which is an outcomes-based approach to equipping students with the skills, knowledge, attitudes, values, and abilities to do their jobs. With increasing use of health informatics (HI: the use of information technology to deliver healthcare) by veterinarians, competencies in HI need to be developed. To reach consensus on a HI competency framework in this study, the Competency Framework Development (CFD) process was conducted using an online adaptation of Developing-A-Curriculum, an established methodology in veterinary medicine for reaching consensus among experts. The objectives of this study were to (1) create an HI competency framework for new veterinarians; (2) group the competency statements into common themes; (3) map the HI competency statements to the AAVMC competencies as illustrative sub-competencies; (4) provide insight into specific technologies that are currently relevant to new veterinary graduates; and (5) measure panelist satisfaction with the CFD process. The primary emphasis of the final HI competency framework was that veterinarians must be able to assess, select, and implement technology to optimize the client-patient experience, delivery of healthcare, and work-life balance for the veterinary team. Veterinarians must also continue their own education regarding technology by engaging relevant experts and opinion leaders.
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Affiliation(s)
- Zenhwa Ben Ouyang
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Jennifer Louise Hodgson
- Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, United States
| | | | | | - Elizabeth Stone
- Department of Clinical Studies, University of Guelph, Guelph, ON, Canada
| | - Zvonimir Poljak
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Theresa Marie Bernardo
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
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