12. Elements of the Self Study
Standard 1, Organization
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.
|| Provide a college mission statement for the undergraduate, DVM, or equivalent program. The college mission statement must address: |
- the overall teaching, research, and service commitment,
- the commitment to undergraduate education,
- 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
- the commitment to excellence in program delivery.
|| Identify the body that accredits the university and the current status of accreditation.|
|| 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.|
|| 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.|
|| 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.|
|| If the college plans to change its current organization, provide a summary of those plans.|
Standard 2, Finances
Finances must be adequate to sustain the educational programs and mission of the college.
Colleges with non DVM undergraduate degree programs must clearly report finances (expenditures and revenues) specific to those programs separately from finances (expenditures and revenues) dedicated to all other educational programs.
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.
|| Complete Tables A and B for the past five years and analyze the trends for each category.|
|| Comment on the strengths and weaknesses in revenues over the past five years.|
|| 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).|
|| 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.|
|| Compare the percentage of hospital income to total hospital operational costs.|
|| Describe anticipated trends in future revenues and expenditures.|
Total Expenditures for Immediate Past 5 Fiscal Years
Direct and Indirect Expenses
Table A (PDF)
Instruction – This category should include all direct and indirect expenditures for all activities that are part of a school's instruction program. Expenditures for credit and non-credit courses should be included. Expenditures for departmental research and public service that are not separately budgeted should be included in this classification. This category excludes expenditures for academic administration when the primary assignment is administration — for example, academic deans. However, expenditures for departmental chairs, in which instruction is still an important role of the administrator, are included in this category.
Academic Support – This category should include all direct and indirect expenditures used primarily to provide support services for the school's primary missions - instruction, research, and public service. It includes:
- The retention, preservation, and display of educational materials – for example, libraries and museums
- The provision of services that directly assist the academic function of the school
- Media, such as audiovisual services, and technology, such as computing support
- Academic administration (including academic deans and related dean's office expense (but not department chairs), personnel development providing administrative support and management direction to the three primary missions
- Separately budgeted support for course and curriculum development
For schools that currently charge certain of the expenditures — for example, computing support — directly to the various operating units of the institution, such expenditures are not reflected in this category.
Student Services – This category should include all direct and indirect expenditures for offices of admissions and registrar and those activities whose primary purpose is to contribute to the student's emotional and physical well-being and to his/her intellectual, cultural, and social development outside the context of the formal school instruction program. It includes expenses for:
- Student activities
- Cultural events
- Student newspaper
- Intramural athletics
- Student organizations
- Supplemental educational services to provide matriculated students with supplemental instruction outside of the normal academic program (remedial instruction is an example)
- Counseling and career guidance (excluding informal academic counseling by the faculty)
- Student aid information
- Student health service (if NOT operated as an essentially self-supporting activity) where such activities are separately budgeted and expenditures are related to the school
Services of Educational Activity
Teaching Hospital – This category should include all expenditures/revenue relating to the operation of a teaching hospital where such activity is budgeted from the related academic departments and not reported in other categories.
Other – Other refers to service centers such as electron microscopy, toxicology, analytical labs in support of racing, imaging centers, or any other diagnostic/treatment services provided. Also include any lab animal science programs that are college-based. Specify all types of programs applicable. Avoid using terms such as "various."
Unsponsored Student Aid – Hard Funds – This category should include expenditures for scholarships and fellowships in the form of outright grants to students selected by the institution or school and financed by non-state funds.
Sponsored Research – This category should include government and corporate funded competitive research grants and contracts, excluding gifts.
Other Sponsored Activity – This category should include all sponsored activity not included in sponsored student aid or sponsored research. Includes unsponsored research.
Extension and Public Service – This category should include all direct and indirect expenditures relating to the school that are established primarily to provide services beneficial to individuals and groups external to the institution. These activities include community service programs and cooperative extension services, reference bureaus, continuing education, consulting, and similar services to particular sectors of the community.
(Sources of Funds)
From All Sources for Immediate Past 5 Fiscal Years
Table B (PDF)
State Appropriations – This category should include funds provided by state legislature for the general operation of the college.
Tuition and Required Fees – This category should include funds assessed to the students for enrollment. Include only the tuition and fees assessed to every student. These amounts are variable based on residency status, class standing, and curriculum.
Endowment Income – This category should include the funds generated by endowed gifts.
Gifts for Current Use – This category should include gifts given for restricted and unrestricted current use, which are not endowed.
Sponsored Program Income and Indirect Cost Recovery – This category should include income produced by sponsored activity (such as contracts and grants), including federal, state, and private sponsorship. Also include any indirect cost recovery funds received.
Other Sources – This category should include funds from any other source not included as a separate category. Examples might be transfers or loans.
Teaching Hospital – This category should include only revenue produced by the teaching hospital. Other sources of support for the teaching hospital should be reported in the category generating the funds.
Diagnostic Lab – This category should include only revenue produced by the diagnostic lab. Other sources of support for the diagnostic lab should be reported in the category generating the funds.
Other Sources from Sales and Services Activity – This category should include revenue produced by sales and service activities of the college other than the teaching hospital and the diagnostic lab. Examples might be book sales, continuing education income, departmental laboratory services, application fees, and any other income producing activity.
12.3. Physical Facilities and Equipment
Standard 3, Physical Facilities and Equipment
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 an on-campus veterinary teaching hospital(s), or have formal affiliation with one or more off-campus veterinary hospitals used for teaching. Appropriate diagnostic and therapeutic service components, including but not limited to pharmacy, diagnostic imaging, diagnostic support services, isolation facilities, intensive/critical care, ambulatory/field service vehicles, and necropsy facilities must be provided to support the teaching hospital(s) or facilities 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.
|| 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.|
|| Provide an area map that indicates the principal facilities of the college and describe distance and travel time to off-campus facilities.|
|| Describe the college's safety plan and facilities management plan including mechanisms documenting compliance.|
|| Describe the adequacy (pertains to all facilities used by the college whether on-campus or off-campus).|
|| 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).|
|| Describe current plans for improvement.|
12.4. Clinical Resources
Standard 4, Clinical Resources
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 reviews these clinical experiences and educational outcomes. 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.
|| Complete Tables A, B, and C for the past five years and analyze trends for each species (category).|
|| Describe and analyze the adequacy of normal and clinically diseased animals (hospitalized, out-patient, field service/ambulatory and production medicine) and how they are used for the DVM teaching program.|
|| Describe unique clinical educational resources or programs that enhance the educational mission.|
|| If off-campus clinical instruction sites are used regularly by multiple students, complete Table D and describe the planning, supervision, and monitoring of students; and contracting arrangements for non-institutional based faculty.|
|| Describe the involvement and responsibilities of professional students in the healthcare management of patients (and clients) in clinical programs of the college.|
|| Describe how subject-matter experts and clinical resources are integrated into clinical instruction.|
|| 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.|
|| Describe how the college has responded to increasing/decreasing clinical resources.|
Describe the means used to maximize the teaching value of each case across the curriculum.
Table A (PDF)
Number of Patient Visits – total number of times the patient visits the hospital (if Buffy visits the hospital 3 times this year, this would count as 3 visits.
Number Hospitalized – number of patients that were hospitalized.
Number of Hospital Days – cumulative days that the total number of patients were hospitalized.
Ambulatory/Field Service Program
Table B (PDF)
Number of Farm (site) Calls – total number of calls/visits made to farm/operations.
Number of Animals Examined/Treated – number of individual animals examined/treated.
Herd/Flock Health Program
Table C (PDF)
Off-campus Sites. If your program regularly uses off-campus sites for clinical education of students (excluding educational experiences that are attended sporadically by individual students), please provide the following information for each site. 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.
Table D (PDF)
Please provide a brief description of training and evaluation of faculty, levels of case management by the students, and assessment tools for measuring student progress for the remote site(s). Describe student access to content experts.
Table E (PDF)
12.5. Information Resources
Standard 5, Information Resources
Information retrieval, evaluation, and efficient use are essential to veterinary medical education, research, public service, and continuing education. Timely access to information resources and information professionals must be available to students and faculty. The college shall have access to the human, digital, and physical resources for retrieval of relevant veterinary and supporting literature and development of instructional materials.
|| Describe and comment on the adequacy of information retrieval and learning resources.|
|| Briefly describe the availability of learning and information technology resources support for faculty and students, including personnel and their qualifications.|
|| Describe the methods of access to library information resources for faculty and students when they are on and off campus.|
|| Describe the resources (training and support) available to students for improving their skills in accessing and evaluating information relevant to veterinary medicine for sources in any media.|
|| Describe current plans for improvement.|
Standard 6, Students
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. These must include, but are not limited to, appropriate services to support student wellness and to assist with meeting academic and personal challenges of the DVM program; support for students with learning or other disabilities; and support of extra-curricular activities relevant to veterinary medicine and professional growth.
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 will include national and state requirements for licensure.
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 of Accreditation. These materials shall be made available to the Council annually.
|| Complete Tables A, B, C, and D, and analyze trends.|
|| 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.|
|| Provide a summary of college activities in support of placement of graduates.|
|| Provide academic catalogue(s) (or an electronic address for this resource) and freshman/upper-class orientation materials.|
|| Describe the system used on an ongoing basis to collect student suggestions, comments, and complaints related to the standards for accreditation.|
Describe current plans for improvement in resources for students.
Complete the following table describing enrollment for each of the last five years:
View Tables (PDF)
Standard 7, Admission
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 must be considered for admission criteria.
|| State the minimum requirements for admission.|
|| Describe the student selection process, including measures to enhance diversity.|
|| List factors other than academic achievement used as admission criteria.|
|| Complete Table A.|
|| Describe current plans for assessing the success of the selection process to meet the mission of the college.|
|| Describe your policies and procedures for admitting transfer students who will receive a degree from your institution, and state the number of transfer students admitted per year for the last five years.|
Table A (PDF)
Standard 8, Faculty
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.
||Complete Tables A and B, and assess the strengths of the faculty and support staff in fulfilling the college mission.|
||State the current number of academic faculty (head count) who possess credentials as listed in Tables C and D.|
||Assess the challenges for your college in maintaining faculty numbers and quality.|
||Provide information on the loss (what discipline/specialty) and recruitment of faculty (Table A).|
||Provide a concise summary of promotion and tenure policies, and the policy to assure stability for non-tenured, long-term faculty.|
||Provide an estimate of the weight assigned to promotion/tenure and or compensation for teaching, research, service, or other scholarly activities.|
||Briefly describe faculty professional development opportunities available in the college/university.|
||Describe current plans or major changes in program direction that would be affected by faculty retirements, recruitment and retention.|
||Describe measures taken to attract and retain a diverse faculty.|
|| Describe programs for on-campus delivery of curricular content by individuals not employed full time by the institution (other than occasional guest lecturers), including subjects taught. Estimate the percentage of core curricular content delivered in this way.|
|| Describe the role of interns, residents, and graduate students in teaching and evaluating veterinary students.|
View Tables (PDF)
Standard 9, Curriculum
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 guided by a college curriculum committee. The curriculum as a whole must be reviewed at least every seven (7) years. The majority of the members of the curriculum committee must be full-time faculty. 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.
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 clients (e.g. history) and about patients (e.g. medical records), 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, influences of different cultures on the delivery of veterinary medical services, 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. The grading system for the college must be relevant and applied to all students in a fair and uniform manner.
|| State the overall objectives of the curriculum and describe how those objectives are integrated into individual courses.|
|| Describe major curricular changes that have occurred since the last accreditation.|
|| Describe the process used for curriculum assessment (including course/instructor evaluation) and the process used to assess curricular overlaps, redundancies, and omissions.|
|| Describe the strengths and weaknesses of the curriculum as a whole.|
|| Describe preceptor and externship programs (including the evaluation process).|
|| Curriculum Digest|
In an addendum (printed or electronic) provide information on courses and rotations in the curriculum according to the following guidelines.
||Organize listing by year of the curriculum.|
||Include both courses and clinical rotations in each year's listing.|
||In each year, list required courses/rotations first, followed by a listing of elective courses/rotations. Clearly mark the division between the two.|
||For each item listed, please include: |
||Course # and title,|
||Credit hours (divided by lecture/lab if appropriate),|
||Position in curriculum (quarter/semester as appropriate),|
||Predominant mode of instruction (didactic, problem-based, clinical rotation, or other with explanation), and|
||Brief catalog-style course description.|
|| Describe current plans for curricular revisions.|
Provide a description of the testing/grading system (scoring range, pass levels, pass/fail) and the procedures for upholding academic standards.
12.9.9 Describe the opportunities for students to learn how different cultural and other influences (e.g., ethnic origin, socio-economic background, religious beliefs, educational level, disabilities and other factors) can impact the provision of veterinary medical services.
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.
12.10. Research Programs
Standard 10, Research Programs
The College must maintain substantial research activities of high quality that integrate with and strengthen the professional program.
The research standard serves to ensure student exposure to performance of high quality research and ability to acquire, evaluate, and use new knowledge. DVM students should be introduced to how new knowledge is developed and disseminated and should have access to participation in coursework and career development in research. Examples of learning objectives may include acquisition and evaluation of scientific literature, experimental and non-experimental design, critical analysis of data, scientific writing including writing of research proposals and submission of manuscripts for publication, and hands-on experience in bench, clinical, or field research.
|| Describe up to five programs of research emphasis and excellence that integrate with and strengthen the professional program.|
|| Provide evidence for the breadth and quality of the college research program, including: |
||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.|
||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).|
View Tables (PDF)
|| Describe the impact of the overall research program on the professional program and on professional students, including: |
||Describe courses or portions of the curriculum where research-related topics are covered (literature review/interpretation, research ethics, research methods or techniques, and study design).|
||Describe/list the current or proposed opportunities for participation in research, including summer research programs (Merial, NIH, Howard Hughes, etc.), academic year programs (NIH fellowships, industry funded, curricular time allowed for research), student employment in research labs and projects, and individually mentored research experiences.|
||Describe efforts by the college that facilitate the link between veterinary medical student research and subsequent or concurrent graduate education, and that enhance the impact of college research on the veterinary professional program.|
||Describe college research seminars and presentations for DVM students, including the number of internal and external speakers, endowed research lectureships, DVM student research seminars,DVM student poster presentations, and college research days and awards and presentations made by veterinary medical students at scientific meetings or seminars at external sites.|
12.11. Outcomes Assessment
Standard 11, Outcomes Assessment*
Outcomes of the DVM program must be measured, analyzed, and considered to improve the program. Student achievement during the pre-clinical and clinical curriculum and after graduation must be included in outcome assessment. New graduates must have the basic scientific knowledge, skills, and values to provide entry-level health care, independently, at the time of graduation.
The school/college must develop relevant measures and provide evidence that students/graduates have attained the following competencies:
- 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
- critical analysis of new information and research findings relevant to veterinary medicine
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.*
*The Council will calculate a 95% exact binomial confidence interval for the NAVLE scores for colleges whose NAVLE pass rate falls below 80%. Colleges with an upper limit of an exact 95%binomial confidence interval less than 85% for two successive years will be placed on Probationary Accreditation. Colleges with an upper limit of an exact 95% binomial confidence level less than 85% for four successive years will, for cause, be placed on Terminal Accreditation.
Data to demonstrate outcomes of the educational and 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.
*Except for North American Veterinary Licensing Examination (NAVLE), the Council does not assign numerical values to document 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).
|| Student educational outcomes must include, but are not limited to: |
||NAVLE school score report data and passage rates over the past five years (Table A), Each college must submit a copy of the annual NAVLE School Score Report with the AVMA-COE Interim Report each year. |
||student attrition rates with reasons (Table B), Each college must submit data on absolute attrition every year. The Council on Education expects that an increasing (positive) trend in absolute attrition from the college will be explained, and that the college will implement steps for arresting the trend.|
||the learning objectives for each of the nine listed competencies, and a summary of the analysis of evidence-based data collected for each of the nine listed competencies used to ensure that graduates are prepared for entry level practice (please note that a listing of core and elective blocks does not constitute evidence of learning). Evidence of student learning outcomes for clinical competencies must be obtained by direct measures. These may include capstone experiences, student portfolios, standardized clinical proficiency exams, or other evaluations of clinical performance based on measurable and published program objectives. Indirect measures should not be used as the sole determinants of clinical competency outcomes. Examples include employer surveys and student course or rotation grades|
||employment rates of graduates (within one year of graduation) (Table C), Each college must submit data on one-year post-graduate employment every year. The Council on Education expects that a declining (negative) trend in proportionate employment from the college will be explained, and that the college will implement steps for arresting the trend, if possible,|
||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,|
||assessments of employers of graduates to determine satisfaction with the graduates,|
||assessments of faculty (and other instructors, for example interns and residents) related to such subjects as adequacy of clinical resources, facilities and equipment, information resources, etc.; and preparedness of students entering phases of education, and|
||additional assessment that might assist the college in benchmarking its educational program.|
|| Institutional outcomes. |
||Describe how the college evaluates progress in meeting its mission (for example, benchmarking with other institutions, etc.).|
||Describe the adequacy of resources and organizational structure to meet the educational purposes (dean should provide).|
||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.|
||Describe how outcomes findings are used by the college to improve the educational program (give examples).|
View Tables (PDF)