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The prompts for the development or review of a clinical skills curriculum can be multifactorial including both extrinsic (e.g. accreditation) and intrinsic (e.g. student performance evaluations) factors. A needs assessment will help answer “What are you trying to achieve, why is it important, and who will benefit?” The answers to these questions should point to the distinction between the current teaching content and strategies surrounding a learning need, and what should change about it (Kern et al., 2016).

Figure 2.1 Kern's six step model for curricular design.

Source: Based on Kern et al., 2016.

At the start, it is wise to consider whose needs are the priority. This may start with learners' needs (either skills or knowledge‐based needs, readiness to learn, or time available for learning) but likely extends to the patients and communities whom the learner will be serving (Kern et al., 2016). Furthermore, when justifying changes to time or funding, an articulation of how this curriculum, or curricular change, might meet regulatory or board requirements may be useful (Schneiderhan et al., 2018). To help with this step, it may also be helpful to develop a Clinical Skills Development or Review committee, as this has been a successful strategy used by some veterinary colleges (Read and Hecker, 2013; Morin et al., 2020).

The mechanics of a needs assessment includes utilizing readily available information, as well as the collection of new information (Kern et al., 2016). The acquisition of this information can be structured (e.g. surveys), semi‐structured (e.g. series of discussions with stakeholders), research/data‐driven (data on learner's performance or clinical quality data) or based on regulatory requirements (Schneiderhan et al., 2018). While a needs assessment will differ between institutions, there is some information available for veterinary clinical skills that may help inform this process.