Читать книгу Veterinary Clinical Skills - Группа авторов - Страница 12

 The same principles of general curricular design should be adhered to when designing or evaluating a clinical skills curriculum

 A six‐step model developed by David Kern provides fundamental, yet flexible, principles of curricular design

 Student, societal, professional, and accreditation needs should be considered

 A backward design process, with initial attention to the desired outcomes, will focus curricular design

 A prioritized Day‐One Competencies list and identified core Entrustable Professional Activities will further drive the design process

 Learning objectives for clinical skills must be as specific and measurable as possible

 A variety of educational methods may be used to teach clinical skills, which are not restricted to clinical skills laboratories or clinical settings

 Implementation of a clinical curriculum will depend on available resources, buy‐in from stakeholders, and a properly planned management and roll‐out plan

 Evaluation of the implemented clinical curriculum must be done early and repeated as needed