AVMA COUNCIL ON EDUCATION CONFLICT OF INTEREST STATEMENTSite Visit Team Member
To assure that all matters dealing with accreditation of colleges of veterinary medicine are conducted in an unbiased manner, the COE has adopted a Conflict of Interest Policy. The policy extends and pertains to those COE members and other site team members who have immediate family (e.g., parents, spouses, and siblings) in any of the potential conflict areas listed.
No COE member or other site team member shall serve on a site visit team who:
AVMA COUNCIL ON EDUCATION CONFIDENTIALITY AGREEMENTSite Visit Team Member
In accordance with AVMA policy, all information related to the Council on Education (COE) accreditation of a veterinary medical college is strictly confidential. This includes but is not limited to reports of evaluation, letters, self-evaluation and accreditation materials, interim/annual reports, correspondence, and the content of any discussion related to the veterinary medical college or its accreditation. All requests for information related to a specific institution and/or veterinary medical college must be referred to AVMA staff, or the respective institution.
Freedom of Information Acts which may be applicable in a given state, province, or country do not apply to AVMA confidential information related to the accreditation of veterinary medical colleges. Information requested through such acts may be obtained through due process from the respective institution or state/province/country office.
By signing your name below you are agreeing to abide by AVMA policy with respect to the accreditation of veterinary medical colleges.
I, _________________________________, on this date _____________signaturehave read the conflict of interest policy and confidentiality agreement for COE site visit team members and by signing this document confirm that no conflict exists for me to serve as a site team member in evaluating the ____________ College of Veterinary Medicine.
AVMA COUNCIL ON EDUCATION CONFLICT OF INTEREST STATEMENTAVMA Staff Member
Although AVMA staff members do not participate directly in decisions regarding accreditation of colleges, they are in a position to influence the outcomes of the process. On the other hand, staff provides continuity to the evaluation process.
No AVMA Staff Member will serve on a site visit team who:
AVMA COUNCIL ON EDUCATION CONFIDENTIALITY AGREEMENTAVMA Staff Member
Freedom of Information Acts which may be applicable in a given state, province, or country do not apply to AVMA confidential information related to the accreditation of veterinary medical colleges. It is our understanding that information requested through such acts may be obtained through due process from the respective institution or state/province/country office.
I have read the conflict of interest policy and confidentiality agreement for AVMA Staff participating as a COE site visit team member and by signing this document confirm no conflict exists for me to serve as a site team member in evaluating the ____________________.
_______________________________________ ________________________(Staff Member Name) Signature Date
Facilities – "Ideal" General Characteristics:
Questions for the Site Team to Explore:
As a principal goal of accreditation is to improve educational outcomes, we recognize that observation of the practices of the Council of Education as they conduct veterinary accreditation site visits is of value to certain individuals. To facilitate this process, the following policies have been established.
Observers are welcome to participate in COE site visits if the following conditions are met.
This section of the manual is included to provide a sense of the philosophy and interpretations expressed by various Councils over the years relative to specific accreditation matters. Items included herein do not represent any official Council or AVMA policy. They may be revised, added or deleted on the basis of Council action.
This is in contrast to the main body of the manual which represents official Council and AVMA policy on matters relating to accreditation.
AdmissionThe Council encourages schools to utilize appropriate individuals (qualified Psychologists) within the university to aid admissions committees in defining and developing improved parameters for selection of students based on the objectives of the school and the needs of society. Studies to aid in defining entering characteristics of students should also assist in planning more flexible educational programs and resources for effective learning.
Admission committees should emphasize in the selection of candidates evidence of scholarly endeavor, acceptable writing skills, analytic skills, and ability to learn independently.
Animal OwnershipThe Council encourages the inclusion of instruction in responsible companion animal ownership in the veterinary curriculum. This should include concern for overpopulation, injuries to human beings, environmental pollution, zoonotic disease transmission, nutrition, and prevention of injury and disease.
Caged Bird MedicineThe veterinary profession has a responsibility to provide service in the treatment of disease and maintenance of health in caged birds. Because graduates need to be prepared to meet the demand for such service, colleges should include pertinent material in the curriculum.
Canadian RepresentativeThe Council on Education has agreed that a representative from the Canadian Veterinary Medical Association will be a member of the evaluation teams at US, Canadian, and foreign colleges of veterinary medicine, the expense of the representative to be borne by CVMA.
Site visit teams assigned to evaluate Canadian colleges will include two representatives of the Council and three members appointed and funded by CVMA. A sixth member will represent the provincial veterinary medical association of the province where the college is located and will be funded by AVMA. AVMA staff will organize the evaluation proceedings, provide secretarial service in developing the report of evaluation, and accompany the site visit team. AVMA accreditation policies and procedures will be followed.
One of the representatives of the Council will be appointed chair of the team. At least one representative from each country will represent clinical science and at least one representative from each country will represent basic science.
ConsultationThe Council welcomes inquiries relative to further interpretation of the "Standards of an Accredited College of Veterinary Medicine" as published. AVMA staff will respond willingly to solicitations for advice and guidance in the solution of the individual problems of a college of veterinary medicine as they may relate to accreditation.
Cooperative Programs in Veterinary MedicineA Cooperative Program in Veterinary Medicine consists of a federation of two or more accredited colleges which have affiliated to provide specifically defined components of the educational program of the cooperating institutions. Its purpose is to provide innovative comprehensive programs which may be shared by multiple colleges in an effort to enhance the quality and depth of the instructional process of the specific component, and the efficiency in utilization of specialized resources.
Implementation of such a program may result in economic savings to the participating institutions, contribute to the development of creative educational approaches, provide efficient utilization of facilities, equipment, and specialized faculty, and increase the overall quality of graduates of the professional program.
Consideration for establishment of a cooperative program in veterinary medicine should include:
CurriculumThe Council encourages the development of institutional individuality and the achievement of excellence without the establishment of uniformity. It is recognized that state, regional, national, and international needs may differ and that only a few schools may need to offer certain unique programs.
The professional degree curriculum should emphasize the acquisition and development of skills, values, and attitudes at least as much as the acquisition of knowledge. Didactic instruction should be limited to provide unscheduled time for independent study and problem solving activity. Evaluation should include the measurement of analytic skill as well as the ability to recall facts.
The curriculum as a whole should encourage humane stewardship of animals, contribute to improved understanding of animal needs, and provide opportunities to consider the scientific, ethical, philosophical, and moral values associated with the use of animals in teaching, research, safety testing, and commercial production.
Over the past several years the AVMA has held numerous task force meetings which have considered all aspects of the profession. These meetings have identified several critical areas necessary for the success of entry-level veterinarians. Many of these issues have a common basis in business and interpersonal management skills.
Integration of the following items throughout the curriculum is believed to be important to the success of new veterinary graduates. Time management, organizational behaviors, communications skills, the time value of money, personal financial management, personal work ethic and contemporary business are necessary in order to succeed in today's professional environment. Additionally, the aforementioned concepts should be extended to externships in the form of written objectives.
DegreesThe Council on Education considers the use of the words "Veterinary Medicine" or "Veterinary Science" in any academic degree below the professional level to be undesirable. The award of such degrees is discouraged because of the danger of confusing the public as to who is, and who is not, capable of delivering professional veterinary service.
Diagnostic LaboratoriesThe Council recognizes that diagnostic laboratories constitute a very important educational resource, and strongly encourages each accredited college of veterinary medicine to develop and maintain a close working relationship with an appropriate diagnostic laboratory.
FacultyThe Council emphasizes the need for faculty to have and maintain a knowledge of:
The Council will evaluate:
Veterinary Public Health & Food SafetyA significant societal need is the assurance of a safe and wholesome food supply. Veterinary medical education should provide veterinary students learning experiences which will enable them to assure that animals utilized for food are free of disease and unacceptable drug or chemical residues.
It is equally important to provide veterinary students learning experiences, which emphasize the relationship of zoonotic disease and human health and the actions required to prevent the transmission of these conditions.
For the ongoing benefit of society, continuing education and motivation in relation to these responsibilities following graduation should be an important goal of veterinary medical education and the profession.
Foreign Animal DiseasesForeign animal diseases and the indigenous "look-a-likes" should be adequately covered in required courses in the curriculum. Students need to learn that foreign animal diseases are constant threats to animal and human health in this country.
Human/Animal Bond and Animal BehaviorThe Council on Education recognizes the existence of the Human-Animal Bond (HAB) and its importance to client and community health, that the HAB has existed for thousands of years, and that the HAB has major significance for veterinary medicine because, as veterinary medicine serves society, it fulfills both human and animal needs. The Council has reviewed documents on and surveys about the status of veterinary medical education in the areas of human/animal bond and animal behavior. The Council will continue to review, monitor, and promote the improvement of these subject matter areas in the veterinary medical curriculum.
Laboratory Animal MedicineThe Council on Education encourages humane care, treatment, and handling of laboratory animals. It evaluates in a concerned manner the adequacy of laboratory animal facilities, compliance with the guidelines for the Care and Use of Laboratory Animals and the education program in laboratory animal medicine during visits to each institution. The ideal, of course, is accreditation by the Association for Assessment and Accreditation of Laboratory Animal Care (AAALAC) or, in Canada, the Canadian Council on Animal Care (CCAC). However, the Council does not perceive AAALAC or CCAC accreditation of the laboratory animal program as being absolutely essential for a program in veterinary medical education. The Council evaluates each school as it complies with the published standards of an acceptable veterinary medical school without regard to whether it has been accredited by the various specialty organizations.
Learning DisabilitiesThe Council on Education expresses its concern that persons with disabilities, including learning disabilities, receive appropriate consideration as required by the Americans with Disabilities Act of 1990 (ADA) in both education and testing situations. In particular, the Council wishes to inform licensing agencies, e.g., National Board Examination Committee, state licensing boards, of the need to comply with this act (ADA) which requires that examinations (and the application process) for licensure/certification/credentialing be accessible to persons with disabilities. Thus the policies of such licensing/testing agencies must comply with this law. Organizations or persons desiring more information about these requirements for testing accommodations are referred to the publication "Exam Accommodations Reference Manual" which is available from the Association on Higher Education and Disability, 107 Commerce Center Drive, Suite 104, Huntersville, NC 28078, Phone 704/947-7779 (website: http://www.ahead.org).
LibrariesThe Council does not plan to establish any standards for libraries in colleges of veterinary medicine beyond those listed in the "Standard Requirements."
The Council does not plan to develop a list of recommended publications or books for veterinary college libraries, since such a list tends to become a maximum as well as a minimum requirement, thereby serving to reduce rather than expand the acquisition of new information.
ObjectivesThe Council encourages each school to develop well-defined educational and outcomes criteria. Such objectives and outcomes criteria should serve as the basis for evaluation of learning by students in the professional curriculum.
Postdoctoral EducationThe term "postdoctoral education" includes post DVM/VMD learning experiences which contribute to an increase in knowledge and competence of veterinarians, including, but not necessarily limited to:
PreceptorshipThe Council recognizes the value of preceptorship programs to broaden students' knowledge of various modes of veterinary practice.
Relation to Other CollegesVeterinary medicine occupies a unique position as a bridge between medicine, agriculture, and biology. Colleges of veterinary medicine that enjoy close geographical and functional relations with schools of medicine and agriculture and with departmental or other groupings in the biological sciences are greatly strengthened.
Role of State & Canadian Veterinary Medical Associations
Safety of Animals and HandlersMembers of the COE place a great deal of emphasis on safety of animals and handlers, students, and faculty members. In standard 3 (physical facilities and equipment) and standard 9 (curriculum), mention is made of humane care and treatment of animals as well as a mandate to maintain clinical equipment to allow examination and treatment. A prime consideration of the site visitors is the issue of safety as related to physical facilities and equipment, personnel, and animals.
Veterinary graduates should have:
* Observers from the RCVS require only approval by the dean.
2014 American Veterinary Medical Association