Student Experience and Clinicians’ Longitudinal Evaluations Demonstrate Diversity of Experience and Achievement of Day One Competency in a Distributed Model of Clinical Education: A Mixed Methods Study

• DOI: 10.3138/jvme-2023-0104
• Publication Date: 2024-01-29T17:38:05Z
• Authors: Julie A. Hunt; Mitchell S. Moses; Lauren Wisnieski; Stacy L. Anderson
• Keywords: Preparedness; Graduation (instrument); Coursework

Numerous colleges utilize distributed veterinary education (DVE) to deliver most or all their students’ clinical education. This study explored experiences and development of competence in a DVE program. Veterinarians evaluated 120 final-year performances at the end each 4-week rotation using four-point RIME (Reporter, Interpreter, Manager, Educator) scale. Evaluation items linked 16 competencies, including AVMA's Council on Education's (COE) nine competencies North American Veterinary Medical Education Consortium's (NAVMEC) seven competencies. Students were surveyed graduation about year experience preparedness for an expanded set 21 competencies/subcompetencies derived from those published by AVMA COE, NAVMEC, Association Colleges (AAVMC). logged 56,305 cases ePortfolios during year, averaging 469 per student. Competency scores increased ( p < .001); rose quickly middle third year. scored higher some than others .001), though different improved similar rate. Seven students required remediation, which consisted repeating one more rotations with individualized goals oversight; remediated successfully. reported diverse spectrum care praised amount hands-on experience. suggested additional oversight affiliates. In conclusion, program provided robust number diversity cases. demonstrated longitudinal gains competency confidence performing upon graduation. The appeared effective meeting programmatic goals.