Outcomes Assessment

- 1. Demonstrate mastery of the principles and mechanisms underlying disease and health and the history of important animal diseases to support the competent practice of veterinary medicine.
- 2. Handle patients safely and effectively.
- 3. Perform anesthesia and manage pain effectively.
- 4. Attend to animal welfare in all aspects of veterinary practice including behavior, husbandry, animal handling and care, and client education.
- 5. Diagnose common diseases and abnormalities in a variety of animal species including effective use of the medical interview, physical exam, and appropriate diagnostic testing (including clinical laboratory testing).
- 6. Manage records effectively and in adherence with all relevant laws and professional standards.
- 7. Create appropriate treatment plans for a variety of common diseases/conditions.
- 8. Plan and perform common surgical procedures and ensure appropriate aftercare.
- 9. Manage common medical cases, including performance of common clinical procedures, appropriate medical decision making, and patient referral when appropriate.
- 10. Manage emergency and intensive care cases.
- 11. Utilize health promotion strategies that prevent the transmission of zoonotic and other diseases, and ensure food safety.
- 12. Communicate effectively with clients and co-workers.
- 13. Seek out and utilize new information and research findings relevant to cases encountered in every day practice.
- 14. Function as ethical, respectful professionals.
- 15. Manage financial and other business functions in a way that facilitates professional success.
- Competency-Based Veterinary Education Milestones
- Association of American College and Universities (AACU) Rubrics
- Clinical Reasoning Rubrics
- ART: The Assessment of Reasoning Tool ART (Click here to see the tool)
- Thammasitboon, Rencic, J. J., Trowbridge, R. L., Olson, A. P. J., Sur, M., & Dhaliwal, G. (2018). The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners. Diagnosis (Berlin, Germany), 5(4), 197–203. https://doi.org/10.1515/dx-2018-0052Thammasitboon, Sur, M., Rencic, J. J., Dhaliwal, G., Kumar, S., Sundaram, S., & Krishnamurthy, P. (2021). Psychometric validation of the reconstructed version of the assessment of reasoning tool. Medical Teacher, 43(2), 168–173. https://doi.org/10.1080/0142159X.2020.1830960The mini-CEX: mini-Clinical Evaluation Exercise (Norcini et al. 2003; Donato et al. 2008)
- The mini-CEX: a method for assessing clinical skills
- Norcini, J. J., Blank, L. L., Duffy, F. D., & Fortna, G. S. (2003). The mini-CEX: a method for assessing clinical skills. Annals of internal medicine, 138(6), 476-481.
- Norcini, J. J. (2005). The mini clinical evaluation exercise (mini‐CEX). The clinical teacher, 2(1), 25-30.
- Donato, Pangaro, L., Smith, C., Rencic, J., Diaz, Y., Mensinger, J., & Holmboe, E. (2008). Evaluation of a novel assessment form for observing medical residents: a randomised, controlled trial. Medical Education, 42(12), 1234–1242. https://doi.org/10.1111/j.1365-2923.2008.03230.x
- IDOCEE: Integrated Direct Observation Clinical Encounter Examination
- PBEAR: Problem Representation, Background Evidence, Analysis, Recommendation
- IDEA: Interpretive summary, Differential diagnosis, Explanation of reasoning, Alternatives tool
- ART: The Assessment of Reasoning Tool ART (Click here to see the tool)