Preparedness and Disaster Response Training for Veterinary Students: Literature Review and Description of the North Carolina State University Credentialed Veterinary Responder Program
Animal Welfare, Ethics & Public Policy Program, College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27606-1499, USA.Journal of Veterinary Medical Education (Impact Factor: 0.88). 09/2009; 36(3):317-30. DOI: 10.3138/jvme/013
The nation's veterinary colleges lack the curricula necessary to meet veterinary demands for animal/public health and emergency preparedness. To this end, the authors report a literature review summarizing training programs within human/veterinary medicine. In addition, the authors describe new competency-based Veterinary Credential Responder training at North Carolina State University College of Veterinary Medicine (NCSU CVM). From an evaluation of 257 PubMed-derived articles relating to veterinary/medical disaster training, 14 fulfilled all inclusion requirements (nine were veterinary oriented; five came from human medical programs). Few offered ideas on the core competencies required to produce disaster-planning and response professionals. The lack of published literature in this area points to a need for more formal discussion and research on core competencies. Non-veterinary articles emphasized learning objectives, commonly listing an incident command system, the National Incident Management System, teamwork, communications, and critical event management/problem solving. These learning objectives were accomplished either through short-course formats or via their integration into a larger curriculum. Formal disaster training in veterinary medicine mostly occurs within existing public health courses. Much of the literature focuses on changing academia to meet current and future needs in public/animal health disaster-preparedness and careers. The NCSU CVM program, in collaboration with North Carolina Department of Agriculture and Consumer Service, Emergency Programs and University of North Carolina at Chapel Hill School of Public Health, operates as a stand-alone third-year two-week core-curriculum training program that combines lecture, online, experiential, and group exercises to meet entry-level federal credentialing requirements. The authors report here its content, outcomes, and future development plans.
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ABSTRACT: As part of a 2010 conference entitled "Patients and Populations: Public Health in Medical Education," faculty from four U.S. medical schools (Case Western Reserve University, Harvard Medical School, the University of Colorado School of Medicine, and the University of Vermont College of Medicine), collaborated on a workshop to help other medical educators develop scenario-based learning experiences as practical, engaging, and effective mechanisms for teaching public health principles to medical school students. This paper describes and compares four different medical schools' experiences using a similar pandemic exercise scenario, discusses lessons learned, and suggests a curricular framework for medical schools adding such exercises to their population health curriculum. Different strategies to create realistic scenarios and engage students, including use of professionals and stakeholders from the community, are described.American journal of preventive medicine 10/2011; 41(4 Suppl 3):S193-9. DOI:10.1016/j.amepre.2011.05.026 · 4.53 Impact Factor
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ABSTRACT: The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.Journal of Veterinary Medical Education 06/2013; 40(2):102-118. DOI:10.3138/jvme.1012-092R · 0.88 Impact Factor
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