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Editorial
Taking the right track: new directions in veterinary education
  1. Jennifer Hammond, VetMB, MA, FHEA, MRCVS
  1. University of Glasgow, Bearsden Road, Glasgow G61 1QH, UK
  1. e-mail: jennifer.hammond{at}glasgow.ac.uk

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SINCE the publication of the Royal College of Veterinary Surgeons (RCVS) Day One Competences (RCVS 2014) over a decade ago, veterinary education in the UK has become increasingly focused on educational outcomes. Accreditation by the RCVS and other professional bodies such as the European Association of Establishments for Veterinary Education and the American Veterinary Medical Association requires universities to demonstrate that their curricula are effectively aligned with these outcomes. Assessment practices need to ensure that students have achieved these competences on graduation. The veterinary profession is not unique in this; other health professions have adopted similar approaches, with the concept of ‘outcome-based education’ (Harden 1999) now becoming one of the dominant paradigms in health professions education.

There is also a growing consensus across the veterinary profession that modern day vets cannot realistically achieve and maintain omincompetence (competence across all species) (Eyre 2001, Gorman 2001, Halliwell 1999, Radostits 2002). In 2001,the RCVS education strategy steering group described the …

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