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| Education > Accreditation > COE manual > Self-study report |
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Accreditation Policies and Procedures of the AVMA Council on Education (COE)
Revised April 2008
21. Self-Study Report |
| Follow the outline for the self-study report addressing each requirement. |
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| REPORTS AT ALL LEVELS SHOULD BE ORGANIZED UNDER THE FOLLOWING HEADINGS: |
| 1. Objectives |
5. Clinical Resources |
9. Faculty |
| 2. Organization |
6. Library and Information Resources |
10. Curriculum |
| 3. Finances |
7. Students |
11. Research Programs |
| 4. Physical Facilities & Equipment |
8. Admission |
12. Outcomes Assessments |
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The college report should be primarily in narrative form with appropriate tables and diagrams attached as appendices. Minority opinions at any level should be included under the appropriate heading.
The following outlines should be used as a guide in the development of the report of self-evaluation: |
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| OBJECTIVES |
| 1. |
State the major goals and objectives of the college, and comment on how they are being met. |
| 2. |
Describe methods and/or tools used to measure outcomes of the total program of instruction, research, and service. |
| 3. |
List the major strengths and weaknesses of the college. |
| 4. |
Recommendations. |
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21.1 Organization
| STANDARD |
| 1. |
Organization |
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The college must develop and follow its mission statement.
An accredited college of veterinary medicine must be a part of an institution of higher learning accredited by an organization recognized for that purpose by its country's government. A college may be accredited only when it is a major academic administrative division of the parent institution and is afforded the same recognition, status, and autonomy as other professional colleges in that institution.
The chief executive officer or dean must be a veterinarian, and the officer(s) responsible for the professional, ethical, and academic affairs of the veterinary medical teaching hospital must also be a veterinarian.
There must be sufficient administrative staff to adequately manage the affairs of the college as appropriate to the enrollment and operation. |
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| 21.1.1 The college mission statement must address: |
| 21.1.1.a. |
the overall teaching, research, and service commitment |
| 21.1.1.b. |
the commitment to undergraduate education |
| 21.1.1.c. |
the commitment to provide instruction and clinical opportunities for students in a wide variety of domestic species, including food animal, equine, and companion animal, and |
| 21.1.1.d. |
the commitment to excellence in program delivery |
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ORGANIZATION
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| 21.1.2. |
Provide a college mission statement for the undergraduate, DVM, or equivalent program. |
| 21.1.3. |
Identify the body that accredits the university and the current status of accreditation. |
| 21.1.4. |
Provide a flow chart indicating the position of the college of veterinary medicine in the university structure and show lines of authority and responsibility, and give the names and titles of principal university administrative officers related to the college. |
| 21.1.5. |
Provide a flow chart of the organizational design of the college listing names, titles (deans, associate/assistant deans, directors, department heads, etc.), academic credentials, and assignments of the college administrators. |
| 21.1.6. |
Describe the role of faculty, staff, and students in the governance of the college and list the major committees of the college, and their appointment authority. |
| 21.1.7. |
If the college plans to change its current organization, provide a summary of those plans. |
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| Compliance with Standard 1, Organization is judged based on the accreditation status of the university, the relationship of the college within the university, credentials of the dean and hospital officer, college governance, and adequacy of the administrative staff. |
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21.2. Finances
| STANDARD |
| 2. |
Finances |
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Finances must be adequate to sustain the educational programs and mission of the college.
Clinical services, field services and teaching hospitals must function as instructional resources. Instructional integrity of these resources must take priority over financial self-sufficiency of clinical services operations. |
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FINANCES
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| 21.2.1. |
Complete Tables A and B for the past five years and analyze the trends for each category. |
| 21.2.2. |
Comment on the strengths and weaknesses in revenues over the past five years. |
| 21.2.3. |
Provide a comprehensive trend analysis of revenue sources that have supported the professional teaching program over the past five years (graphs or other visual presentations would be helpful). |
| 21.2.4. |
Describe how revenues over the past five years have impacted the college's ability to provide a contemporary professional teaching program and ancillary support services. |
| 21.2.5. |
Compare the percentage of hospital income to total hospital operational costs. |
| 21.2.6. |
Describe anticipated trends in future revenues and expenditures. |
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TOTAL EXPENDITURES FOR IMMEDIATE PAST 5 FISCAL YEARS
Direct and Indirect Expenses |
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| Table A (PDF) |
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COLLEGE REVENUE
(SOURCES OF FUNDS)
FROM ALL SOURCES FOR IMMEDIATE PAST 5 FISCAL YEARS |
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| Table B (PDF) |
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| Compliance with Standard 2, Finances is judged based on the adequacy and projected sustainability of resources to deliver the professional education program, retain faculty, and provide teaching and service resources. |
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21.3. Physical Facilities and Equipment
| STANDARD |
| 3. |
Physical Facilities and Equipment |
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All aspects of the physical facilities must provide an appropriate learning environment. Classrooms, teaching laboratories, teaching hospitals, which may include but are not limited to ambulatory/field service vehicles, seminar rooms, and other teaching spaces shall be clean, maintained in good repair, and adequate in number, size, and equipment for the instructional purposes intended and the number of students enrolled.
Administrative and faculty offices, and research laboratories must be sufficient for the needs of the faculty and staff.
An accredited college must maintain or be formally affiliated with a full-service acceptable teaching hospital(s) for the welfare and treatment of animals. Appropriate diagnostic and therapeutic service components, including but not limited to pharmacy, diagnostic imaging, diagnostic support services, dedicated isolation facilities, intensive/critical care, ambulatory/field service vehicles, and necropsy facilities must be provided to support the teaching hospital(s) with operational policies and procedures posted in appropriate places.
Facilities for the housing of animals used for teaching and research shall be sufficient in number, properly constructed, and maintained in a manner consistent with accepted animal welfare standards. Adequate teaching, laboratory, research, and clinical equipment must be available for examination, diagnosis, and treatment of all animals used by the college. Safety of personnel and animals must be assured. |
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PHYSICAL FACILITIES AND EQUIPMENT
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| 21.3.1. |
Provide a brief description of the major functions of, or activities that take place in the facilities used by the college in fulfilling its mission. |
| 21.3.2. |
Provide an area map that indicates the principal facilities of the college and describe distance and travel time to off-campus facilities. |
| 21.3.3. |
Describe the adequacy (pertains to all facilities used by the college whether on-campus or off-campus) of:
| 21.3.3.a. |
safety measures in all areas of the college including posted protocols in high-risk areas, |
| 21.3.3.b. |
classroom, laboratories and other instructional environments and related equipment, |
| 21.3.3.c. |
teaching hospital(s), pharmacy, diagnostic imaging, diagnostic support services, isolation facilities, intensive/critical care, necropsy, and related equipment, |
| 21.3.3.d. |
facilities for maintenance of teaching and research animals, |
| 21.3.3.e. |
research facilities and equipment, |
| 21.3.3.f. |
administrative and faculty offices, |
| 21.3.3.g. |
service areas for students (for example, lounges, cafeteria, etc.), and |
| 21.3.3.h. |
building infrastructure (for example, air handling, vented hoods, etc.). |
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| 21.3.4. |
For safety and educational purposes, protocols must be posted in the isolation facilities and the facilities must be used for instruction in isolation procedures (biocontainment). |
| 21.3.5. |
Describe current plans for improvement. |
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| Compliance with Standard 3, Physical Facilities and Equipment is judged on the basis of the learning environment for the professional students, hospital(s) and services, equipment, research facilities and building infrastructure. |
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21.4. Clinical Resources
| STANDARD |
| 4. |
Clinical Resources |
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Normal and diseased animals of various domestic and exotic species must be available for instructional purposes, either as clinical patients or provided by the institution. While precise numbers are not specified, in-hospital patients and outpatients including field service/ambulatory and herd health/production medicine programs are required to provide the necessary quantity and quality of clinical instruction.
It is essential that a diverse and sufficient number of surgical and medical patients be available during an on-campus clinical activity for students' clinical educational experience. Experience can include exposure to clinical education at off-campus sites, provided the college has direct responsibility for carefully planning, closely supervising, and regularly monitoring such clinical experiences. Further, such clinical experiences should occur in a setting that provides access to subject matter experts, reference resources, modern and complete clinical laboratories, advanced diagnostic instrumentation and ready confirmation (including necropsy). Such examples could include a contractual arrangement with nearby practitioners who serve as adjunct faculty members and off-campus field practice centers. The teaching hospital(s) shall provide nursing care and instruction in nursing procedures. A supervised field service and/or ambulatory program must be maintained in which students are offered multiple opportunities to obtain clinical experience under field conditions. Under all situations students must be active participants in the workup of the patient, including physical diagnosis and diagnostic problem oriented decision making.
Medical records must be comprehensive and maintained in an effective retrieval system to efficiently support the teaching, research, and service programs of the college. |
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CLINICAL RESOURCES
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| 21.4.1. |
Complete Tables A, B, and C for the past five years and analyze trends for each species (category). |
| 21.4.2. |
Describe and analyze the adequacy of normal and clinically diseased animals (hospitalized, out-patient, field service/ambulatory and herd health) used for the DVM teaching program. |
| 21.4.3. |
Describe unique clinical educational resources or programs that enhance the educational mission. |
| 21.4.4. |
If off-campus clinical instruction is used, complete Table D and describe the planning, supervision, and monitoring of students; and contracting arrangements for non-institutional based faculty. |
| 21.4.5. |
Describe the involvement and responsibilities of professional students in the healthcare management of patients (and clients) in clinical programs of the college. |
| 21.4.6. |
Describe how subject-matter experts and clinical resources are integrated into clinical instruction. |
| 21.4.7. |
Describe the adequacy of the medical records system used for the hospital(s), including field service and/or ambulatory and population medicine. Records must be comprehensive and maintained in an effective retrieval system to efficiently support the teaching, research, and service programs of the college. |
| 21.4.8. |
Describe how the college has responded to increasing/decreasing clinical resources. |
| 21.4.9. |
Describe the means used to maximize the teaching value of each case across the curriculum. |
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Teaching Hospital
(Corresponds with AAVMC Survey 22) |
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| Table A (PDF) |
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Ambulatory/Field Service Program
(Corresponds with AAVMC Survey 23) |
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| Table B (PDF) |
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Herd/Flock Health Program
(Corresponds with AAVMC Survey 24) |
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| Table C (PDF) |
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| Hospitals. If your program uses non-institutional sites for clinical education of students (excluding internships, preceptorships, and externships), please provide the following information for each site to verify that appropriate services are offered. If certain services are not provided, please indicate where the students learn the required clinical skills. If your school/college does not use remote facilities, please do not complete the chart or respond to the requested information. |
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| Table D (PDF) |
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| Compliance with Standard 4, Clinical Resources is judged on the basis of availability and utilization of normal and diseased animals for student instruction, student involvement in healthcare management, expertise of clinical faculty, and the adequacy of the medical records and retrieval system. |
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21.5. Library and Information Resources
| STANDARD |
| 5. |
Library and Information Resources |
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Libraries and information retrieval are essential to veterinary medical education, research, public service, and continuing education. Timely access to information resources, whether through print, electronic media or other means, must be available to students and faculty. The library shall be administered by a qualified librarian. The college shall have access to the human and physical resources necessary for development of instructional materials. |
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LIBRARY AND INFORMATION RESOURCES
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| 21.5.1. |
Describe and comment on the adequacy of information retrieval and learning resources. |
| 21.5.2. |
Describe the academic credential(s) for the librarian in charge of the library. |
| 21.5.3. |
Briefly describe the availability of learning resources support for faculty and students, including personnel. |
| 21.5.4. |
Describe current plans for improvement. |
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| Compliance with Standard 5, Library and Information Resources is judged on the basis of availability of library materials (either copy or electronic), credentials of the librarian, and learning resources support for the teaching program. |
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21.6. Students
| STANDARD |
| 6. |
Students |
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The number of professional degree students, DVM or equivalent must be consistent with the resources and the mission of the college.
Colleges should establish post-DVM/VMD programs such as internships, residencies and advanced degrees (e.g., MS, PhD), that complement and strengthen the professional program.
Student support services must be available within the college or university.
In relationship to enrollment, the colleges must provide accurate information for all advertisements regarding the educational program by providing clear and current information for prospective students. Further, printed catalog or electronic information, must state the purpose and goals of the program, provide admission requirements and procedures, state degree requirements, present faculty descriptions, clearly state information on tuition and fees along with procedures for withdrawal, give necessary information for financial aid programs, and provide an accurate academic calendar. The information provided will contain details regarding licensure. The grading system for the college must be relevant and applied to all students in a fair and uniform manner.
Each accredited college must provide a mechanism for students, anonymously if they wish, to offer suggestions, comments, and complaints regarding compliance of the college with the Standards for accreditation. These materials shall be made available to the Council annually. |
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STUDENTS
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| 21.6.1. |
Complete Tables A, B, C, and D, and analyze trends. |
| 21.6.2. |
Provide a listing of student services. These services must include, but are not limited to, registration, testing, mentoring (advising), counseling, tutoring, peer assistance, and clubs and organizations. |
| 21.6.3. |
Provide a summary of college activities in support of placement of graduates. |
| 21.6.4. |
Provide a description of the testing/grading system (scoring range, pass levels, pass/fail). |
| 21.6.5. |
Provide academic catalogue(s) (or an electronic address for this resource) and freshman/upper-class orientation materials. |
| 21.6.6. |
Describe the system used on an ongoing basis to collect student suggestions, comments, and complaints related to the standards for accreditation. |
| 21.6.7. |
Describe current plans for improvement. |
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STUDENTS
Complete the following table describing enrollment for each of the last five years: |
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| View Tables (PDF) |
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| Compliance with Standard 6, Students is judged on the basis of the impact of enrollment on resources, the availability and adequacy of student support services, fair testing/grading systems, catalogue information, and the system used to collect student comments. |
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21.7. Admission
| STANDARD |
| 7. |
Admission |
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The college shall have a well-defined and officially stated admissions policy. The policy shall provide for an admissions committee, a majority of whom shall be full-time faculty members. The committee shall make recommendations regarding the students to be admitted to the professional curriculum upon consideration of applications of candidates who meet the academic and other requirements as defined in the college's formal admission policy.
Subjects for admission shall include those courses prerequisite to the professional program in veterinary medicine, as well as courses that contribute to a broad general education. The goal of preveterinary education shall be to provide a broad base upon which professional education may be built, leading to lifelong learning with continued professional and personal development.
Factors other than academic achievement should be considered for admission criteria. |
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ADMISSION
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| 21.7.1. |
State the minimum requirements for admission. |
| 21.7.2. |
Describe the student selection process, including measures to enhance diversity. |
| 21.7.3. |
List factors other than academic achievement used as admission criteria. |
| 21.7.4. |
Complete Table A. |
| 21.7.5. |
Describe current plans for assessing the success of the selection process to meet the mission of the college. |
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| Table A (PDF) |
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| Compliance with Standard 7, Admission is judged on the basis of the program providing prospective students with easily accessible and clearly understood and appropriate requirements, and a fair and unbiased selection process for admission. |
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21.8. Faculty
| STANDARD |
| 8. |
Faculty |
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Faculty numbers and qualifications must be sufficient to deliver the educational program and fulfill the mission of the college. Participation in scholarly activities is an important criterion in evaluating the faculty and the college. The college shall give evidence that it utilizes a well-defined and comprehensive program for the evaluation of the professional growth, development, and scholarly activities of the faculty.
Academic positions must offer the security and benefits necessary to maintain stability, continuity, and competence of the faculty. Part-time faculty, residents, and graduate students may supplement the teaching efforts of the full-time permanent faculty if appropriately integrated into the instructional program. |
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FACULTY
|
| 21.8.1. |
Complete Tables A and B, and assess the strengths of the faculty and support staff in fulfilling the college mission. |
| 21.8.2. |
State the current number of academic faculty (head count) who possess credentials as listed in Tables C and D. |
| 21.8.3. |
Assess the challenges for your college in maintaining faculty numbers and quality. |
| 21.8.4. |
Provide information on the loss (what discipline/specialty) and recruitment of faculty (Table A). |
| 21.8.5. |
Provide a concise summary of promotion and tenure policies, and the policy to assure stability for non-tenured, long-term faculty. |
| 21.8.6. |
Provide an estimate of the weight assigned to promotion/tenure and or compensation for teaching, research, service, or other scholarly activities. |
| 21.8.7. |
Briefly describe faculty professional development opportunities available in the college/university. |
| 21.8.8. |
Describe current plans or major changes in program direction that would be affected by faculty retirements, recruitment and retention. |
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| View Tables (PDF) |
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| Compliance with Standard 8, Faculty is judged based on faculty numbers and qualifications as related to student enrollment and to the mission of the college, employment security, and professional development opportunities. |
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21.9. Curriculum
| STANDARD |
| 9. |
Curriculum |
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The curriculum shall extend over a period equivalent to a minimum of four academic years, including a minimum of one academic year of hands-on clinical education. The curriculum and educational process should initiate and promote lifelong learning in each professional degree candidate.
The curriculum in veterinary medicine is the purview of the faculty of each college, but must be managed centrally based upon the mission and resources of the college. There must be sufficient flexibility in curriculum planning and management to facilitate timely revisions in response to emerging issues, and advancements in knowledge and technology. The curriculum must be regularly reviewed and managed by a college curriculum committee. Curriculum evaluations should include the gathering of sufficient qualitative and quantitative information to assure the curriculum content provides current concepts and principles as well as instructional quality and effectiveness. Diversity in delivery of the curriculum is encouraged.
The curriculum shall provide:
- an understanding of the central biological principles and mechanisms that underlie animal health and disease from the molecular and cellular level to organismal and population manifestations.
- scientific, discipline-based instruction in an orderly and concise manner so that students gain an understanding of normal function, homeostasis, pathophysiology, mechanisms of health/disease, and the natural history and manifestations of important animal diseases, both domestic and foreign.
- instruction in both the theory and practice of medicine and surgery applicable to a broad range of species. The instruction must include principles and hands-on experiences in physical and laboratory diagnostic methods and interpretation (including diagnostic imaging, diagnostic pathology, and necropsy), disease prevention, biosecurity, therapeutic intervention (including surgery), and patient management and care (including intensive care, emergency medicine and isolation procedures) involving clinical diseases of individual animals and populations. Instruction should emphasize problem solving that results in making and applying medical judgments.
- instruction in the principles of epidemiology, zoonoses, food safety, the interrelationship of animals and the environment, and the contribution of the veterinarian to the overall public and professional healthcare teams.
- opportunities for students to learn how to acquire information from (diagnostic history) and about (archival documents) patients, to obtain, store and retrieve such information, and to communicate effectively with clients and colleagues.
- opportunities throughout the curriculum for students to gain an understanding of professional ethics, delivery of professional services to the public, personal and business finance and management skills; and gain an understanding of the breadth of veterinary medicine, career opportunities and other information about the profession.
- knowledge, skills, values, attitudes, aptitudes and behaviors necessary to address responsibly the health and well being of animals in the context of ever-changing societal expectations.
- Fair and equitable assessment of student progress.
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CURRICULUM
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| 21.9.1. |
State the overall objectives of the curriculum and describe how those objectives are integrated into individual courses. |
| 21.9.2. |
Describe major curricular changes that have occurred since the last accreditation. |
| 21.9.3. |
Describe the process used for curriculum assessment (including course/instructor evaluation) and the process used to assess curricular overlaps, redundancies, and omissions. |
| 21.9.4. |
Describe the strengths and weaknesses of the curriculum as a whole. |
| 21.9.5. |
Describe preceptor and externship programs (including the evaluation process). |
| 21.9.6. |
Curriculum Digest
In an addendum (printed or electronic) provide information on courses and rotations in the curriculum according to the following guidelines.
| 21.9.6.a. |
Organize listing by year of the curriculum. |
| 21.9.6.b. |
Include both courses and clinical rotations in each year's listing. |
| 21.9.6.c. |
In each year, list required courses/rotations first, followed by a listing of elective courses/rotations. Clearly mark the division between the two. |
| 21.9.6.d. |
For each item listed, please include:
| 21.9.6.d.i. |
Course # and title, |
| 21.9.6.d.ii. |
Credit hours (divided by lecture/lab if appropriate), |
| 21.9.6.d.iii. |
Position in curriculum (quarter/semester as appropriate), |
| 21.9.6.d.iv. |
Predominant mode of instruction (didactic, problem-based, clinical rotation, or other with explanation, and |
| 21.9.6.d.v. |
Brief catalog-style course description. |
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| 21.9.7. |
Audit of Selected Curricular Content
For each of the following topics list the major courses or clinical rotations in which this topic is addressed and the number of hours devoted to the topic in each course. Please limit the response to the three most important courses or clinical rotations. |
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| View Table (PDF) |
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| 21.9.8. |
Describe current plans for curricular revisions.
Should the educational program of a college be disrupted for more than two weeks (for example, closure of a hospital due to an infectious disease, loss of core course or rotation, etc.), the college must report in writing to the COE the cause of the disruption and remedies to minimize or to provide an alternative educational opportunity for students in response to the disruption.
Compliance with Standard 9, Curriculum is judged based on students acquiring understanding of basic biological principles and applied clinical applications of veterinary medicine, the scope and sequence of courses (problems), rigor and content of curriculum.
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21.10. Research Programs
| STANDARD |
| 10. |
Research Programs |
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The College shall maintain substantial research activities of high quality that integrate with and strengthen the professional program. |
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| Research enhances the educational program of the professional student by fostering a dynamic, stimulating environment based on the promotion, acquisition, evaluation, and dissemination of new knowledge. High quality, substantial research activities within the educational environment help ensure students, faculty, and graduates develop, maintain and improve knowledge, skills, and attitudes that embrace the evolving nature of veterinary medical science and practice. |
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RESEARCH PROGRAMS
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| 21.10.1. |
Describe up to five programs of research emphasis and excellence. |
| 21.10.2. |
Describe up to two additional programs of potential (evolving) research development, explaining how they address emerging or new areas important to the profession. |
| 21.10.3. |
Provide evidence for the breadth and quality of the college research program, including:
| 21.10.3.a. |
The number of individual faculty members within each department involved in research, total research FTE, and research productivity (tabulate below for each of the last three years). For example: Dept. A has 35 faculty members with 30 involved in research and 6 FTE assigned to research. |
| 21.10.3.b. |
A description (one page or less) of other measures of faculty research activity (e.g., faculty participation and presentation of original research in scientific meetings, involvement of faculty in panels, advisory boards or commissions, and national and international research awards received). |
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| View Table (PDF) |
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| 21.10.4. |
Describe the impact of the overall research program on the professional program and on professional students, including:
| 21.10.4.a. |
The percentage of professional students in the graduating class who have actively participated in research projects during their professional program. |
| 21.10.4.b. |
A description (one page maximum) of programs that facilitate veterinary student research and link professional and graduate education. |
| 21.10.4.c. |
Plans for enhancing the impact of college research on the veterinary professional program. |
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| Compliance with Standard 10, Research Programs is judged based on the impact of the research program on the professional teaching program and the richness of the educational environment. |
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21.11. Outcomes Assessment
| STANDARD |
| 11. |
11. Outcomes Assessment |
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Outcomes assessment measures that address the college mission must be developed and implemented. Outcomes assessment results must be used to improve the college programs. |
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OUTCOMES ASSESSMENT *
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Outcomes assessment and student achievement. Colleges are required to provide an analysis of outcomes involving student achievement. For example, student attrition must be analyzed to separate students leaving the program (never returning) and those that recycle or transfer to other DVM programs.
Data to demonstrate outcomes of the educational and/or institutional program(s) may be collected by a number of means including, but not limited to, surveys, interviews, focus groups, self-assessments, third-party provider, information held by the college, and other. Where appropriate, the data must be analyzed/summarized for brevity. |
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| 21.11.1. |
Student outcomes.
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Student educational outcomes must include, but are not limited to:
| 21.11.1.a. |
NAVLE (NBE and CCT) school score report data and passage rates over the past five years (Table A),
| Each college must submit a copy of the annual North American Veterinary Licensing Examination (NAVLE) School Score Report with the AVMA-COE Interim Report each year. The Council on Education expects that 80% or more of each college's graduating senior students sitting for the NAVLE will have passed at the time of graduation. Colleges with recurring passing percentages less than 80% for two successive years will be placed on Limited Accreditation. Colleges with passing percentages less than 80% for four (4) successive years will, for cause, be placed on Terminal Accreditation. |
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| 21.11.1.b. |
student attrition rates with reasons (Table B), |
| 21.11.1.c. |
employment rates of graduates (within one year of graduation), |
| 21.11.1.d. |
assessments of graduating seniors; and assessments of alumni at some post-graduation point (for example, three and/or five years post-graduation) assessing educational preparedness and employment satisfaction, |
| 21.11.1.e. |
assessments of employers of graduates to determine satisfaction with the graduates, |
| 21.11.1.f. |
assessments of faculty (and other instructors, for example interns and residents) related to such subjects as adequacy of clinical resources, facilities and equipment, library and information resources, etc.; and preparedness of students entering phases of education, and |
| 21.11.1.g. |
additional assessment that might assist the college in benchmarking its educational program. |
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| Describe how outcomes findings are used by the college to improve the educational program (give examples). |
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| * Except for NAVLE, the Council does not assign numerical values to describe levels of achievement for students in any of the outcome delineators, but closely analyzes trends for the college. Trends that imply significant decrease(s) in student achievement over a five-year period may imply deficiencies in the program. The trends are used by the Council in its analysis of the compliance of the college with the Standards. In the case of declining trends in the delineators, the college must provide an explanation for the decline(s), and must provide a plan to reverse the trend(s). |
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| 21.11.2. |
Institutional outcomes.
| 21.11.2.a. |
Describe how the college evaluates progress in meeting its mission (for example, benchmarking with other institutions, etc.). |
| 21.11.2.b. |
Describe the adequacy of resources and organizational structure to meet the educational purposes (dean should provide). |
| 21.11.2.c. |
Describe outcomes assessed for college activities that are meaningful for the overall educational process (for example, scholarly activity of the faculty, faculty awards, faculty and staff perception of teaching resources, student satisfaction with the educational program, teaching improvement benchmarks, and others). If your program assesses other outcomes, briefly describe the results. |
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| Describe how outcomes findings are used by the college to improve the educational program (give examples) |
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| View Tables (PDF) |
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| 21.11.3. |
Clinical competencies outcomes |
Veterinary graduates must have the basic scientific knowledge, skills and values to practice veterinary medicine, independently, at the time of graduation. At a minimum, graduates must be competent in providing entry-level health care for a variety of animal species.
The school/college must develop relevant measures and provide evidence that students/graduates have had adequate access to primary care cases and hands-on experiences with live animals during the clinical year and must address clinical competencies in the following areas:
- comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management
- comprehensive treatment planning including patient referral when indicated
- anesthesia and pain management, patient welfare
- basic surgery skills, experience, and case management
- basic medicine skills, experience, and case management
- emergency and intensive care case management
- health promotion, disease prevention/biosecurity, zoonosis, and food safety
- client communications and ethical conduct
- strong appreciation for the role of research in furthering the practice of veterinary medicine
Provide a) the learning objectives for each of the nine listed competencies, and b) a summary of the analysis of evidence-based data collected for each of the nine listed competencies used to assure that graduates are prepared for entry level practice (please note that a listing of core and elective blocks does not constitute evidence of learning).
Describe changes that were made in the curriculum based upon the competencies of your graduates.
Evidence of student learning outcomes for clinical competencies (which must be summarized and analyzed) should be obtained by direct measures (i.e., measures of the actual vs perceived extent of learning), such as capstone experiences, student portfolios, standardized clinical proficiency exams, or other evaluations of clinical performance based on measurable and published program objectives. Indirect measures (such as employer surveys) and student course or rotation grades should not be used as the sole determinants of clinical competency outcomes.
Compliance with Standard 11, Outcomes Assessment is judged based on demonstration that the college collects and analyzes outcomes data and uses the results for program improvement to assure graduate success in the profession.
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American Veterinary Medical Association
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= AVMA/SAVMA Members Only
