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The definitions is missing knowledge of the system the animal lives in. It seems very individual animal focussed and for vets to be succesful in FA systems they need to understand the system and animal. It would be beneficial if the definition included something like "By the end of the first curricular stage, students can communicate and apply the foundational knowledge of structure and function of the healthy animal or herd/flock....."

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The definitions is missing knowledge of the system the animal lives in. It seems very individual animal focussed and for vets to be succesful in FA systems they need to understand the system and animal. It would be beneficial if the definition included something like "By the end of the first curricular stage, students can communicate and apply the foundational knowledge of structure and function of the healthy animal or herd/flock....."

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The "can communicate" is vague. With whom or to whom? That sentence is really hard to follow, in general, and adding more words will make it harder to follow. Would recommend a different paragraph structure. "while working on professional identity" seems to have been thrown on there and doesn't really fit. More importantly, I am not sure I could identify what parts of knowledge or content belong in here or don't belong in here. Is it focused on being able to manage common issues (knowledge readily accessible in their brain) or being able to find answers for whatever they encounter? I would love it to explain further eg working knowledge that enable them to ... or they can do xy and z because they have a working knowledge of ab and c. Setting the stage is also not readily actionable. I don't mind the content, just can't really see how to use this to determine what is in stage 2.

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The word "biosecurity" has a broad meaning and it includes bioexclusion and biocontainment principles. My suggestion is to replace it with "disease prevention principles" which I believe it's what was intended to mean in this sentence.

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I am curious where recognition of disease comes in? I see the focus on healthy animals in stage I and application of diagnostic tests and administering medications in stage II, but I don't see any mention of differentiating a healthy animal from an unhealthy one. Necessary to recognize when an animal is not healthy in order to make a differential list, know what tests to order and then move on to test interpretation, formulation of treatment plan, etc.

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We have had feedback that the idea of spectrum care should be emphasized throughout the curricular stages.

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Stage 1 focuses on "the healthy animal", but students should also have an understanding of healthy populations, especially when considering biosecurity, husbandry, and preventative care.

I think we should reword "basic infection prevention and control" to "basic disease prevention and control" since some of the diseases we want to prevent and control are not infectious.

Epidemiology is introduced in Stage 2, but biosecurity and "basic infection/disease prevention and control" requires an understanding of epi principles (population surveillance, risk factors, transmission pathways, etc.)

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For vets, who intend to open their own practice, it's important to have an understanding of record keeping and finance management. This knowledge should be provided during their training.

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Agree with others' sentiments around incorporating more about systems (healthy populations, FA systems, etc.). "Systems" can include the built or political environment, too. Fleshing out this idea is one way to include the basic concepts of Spectrum of Care, Access to Veterinary Care, and Interprofessional Education. For example: social determinants of health, personal/institutional biases, barriers to care, and the role of the veterinary profession within the greater healthcare system.

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Knowing that interprofessional education is a critical component of training in all health care fields, and with study findings (DOI: 10.3138/jvme.0715-12) showing the benefits of placing veterinary students with their health care counterparts from the beginning of their curriculum (i.e., not only as part of a fourth-year clinical rotation), what might be incorporated in stage 1? If we consider interprofessional education, it means understanding health systems and veterinary medicine’s place within those systems. Earlier integration of One Health principles and social determinants of health would be required as students would need that knowledge in order to have meaningful interprofessional experiences. Ideally at stage 1, students would start to develop interprofessional competencies such as collaborative decision making, relationship-centered communication, teamwork and more.

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Knowing that interprofessional education is a critical component of training in all health care fields, and with study findings (DOI: 10.3138/jvme.0715-12) showing the benefits of placing veterinary students with their health care counterparts from the beginning of their curriculum (i.e., not only as part of a fourth-year clinical rotation), what might be incorporated starting at stage 1? If we consider interprofessional education, it means understanding health systems and veterinary medicine’s place within those systems. Earlier integration of One Health principles and social determinants of health would be required as students would need that knowledge in order to have meaningful interprofessional experiences. Ideally at stage 1, students would start to develop interprofessional competencies such as collaborative decision making, relationship-centered communication, teamwork and more.

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Brian Sick (Co-Director Center for Interprofessional Health)

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Brian Sick (Co-Director Center for Interprofessional Health)

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I second the comments about interprofessional education. The AAVMC endorsed the Interprofessional Education Collaborative Competencies (https://www.ipecollaborative.org/2021-2023-core-competencies-revision), so the word interprofessional should show up early and regularly in the curriculum. Sometimes interprofessional and One Health are used interchangeably, but they are not the same. The core interprofessional education (IPE) curriculum at the University of Minnesota starts with Phase I as an orientation to IPE, Phase II as skill building, and Phase III as experiential/clinical, which seem to mirror Stages 1, 2, and 3 of the DVM curriculum.

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Core Competencies Revision: Version 3 (2021-2023)

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IPEC Releases Updated Version of the Core Competencies for Interprofessional Collaborative Practice

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Lots of good stuff here! Some thoughts:

1. Was biosecurity the intended term or were we shooting more for disease prevention?

2. Agreed with others that when "infection" is used in the second sentence, it seems possible we intended "disease"?

3. I agree with Kerry about acknowledging the basic signs or definition of disease. Perhaps this could be the lead concept for Stage 2.

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I agree that "building a ... professional identity" is vague. I think the goal is to include some of the PD skills like professional ethics, financial literacy, self-care, and career exploration? If so, I think it may need its own sentence - "...will lay the foundation of their professional identity that will lead to a successful(?) career, including exploration of veterinary careers, personal ethics, financial literacy, and other strategies to maintain a healthy(?) work/school/life integration."

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I agree with Alex about needing more specifics pertaining to "...building a strong foundation in professional identity." Preparation around moral distress is a concept that students are becoming more vocal about wanting to discuss from day one and PD has made strides to include various aspects of this including building emotional resilience and ability to stay in the field long term.