alexa The Development and Delivery of a Systematic Veterinary Clinical Skills Education Program at the University of Calgary | OMICS International | Abstract
ISSN: 2157-7579

Journal of Veterinary Science & Technology
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Research Article

The Development and Delivery of a Systematic Veterinary Clinical Skills Education Program at the University of Calgary

Emma K. Read1* and Kent G. Hecker2

1Senior Instructor Equine Surgery Chair, Clinical Skills Courses, Faculty of Veterinary Medicine, Department of Veterinary Clinical and Diagnostic Sciences, University of Calgary, 11877 85 Street NW, Calgary, Alberta, T3R 1J3, Canada

2Assistant Professor Veterinary Medical Education, Faculty of Veterinary Medicine, Department of Veterinary Clinical and Diagnostic Sciences, University of Calgary,

3330 Hospital Drive NW Calgary, Alberta, T3H 4N1, Canada

*Corresponding Author:
Emma K. Read
Assistant Professor Veterinary Medical Education
Faculty of Veterinary Medicine
Department of Veterinary Clinical and Diagnostic Sciences
University of Calgary, 3330 Hospital Drive NW Calgary
Alberta, T3H 4N1, Canada
Tel: 403-210-6250
Fax: 403-239-6984
E-mail: [email protected]

Received date: March 28, 2013; Accepted date: May 06, 2013; Published date: May 08, 2013

Citation: Read EK, Hecker KG (2013) The Development and Delivery of a Systematic Veterinary Clisnical Skills Education Program at the University of Calgary. J Veterinar Sci Technol S4:004. doi:10.4172/2157-7579.S4-004

Copyright: © 2013 Read EK, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

The University of Calgary Faculty of Veterinary Medicine (UCVM) outcomes based, core-integrated curriculum model emphasizes integration of basic sciences, clinical and professional skills through horizontally integrated courses beginning in the first year of the program. The Clinical Skills course constitutes 20% of the curriculum for each of the first three years of the program. This article reviews the theoretical foundation, development, delivery and assessment of student performance in the clinical skills course, including creation of essential skill lists, development of clinical simulators, creation of learning sessions, incorporation of sessional instructors from the distributed teaching hospitals, and development of objective structured clinical examination (OSCE) assessments.

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