| PERSPECTIVE |
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| Year : 2021 | Volume
: 4
| Issue : 3 | Page : 91-95 |
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Using outcomes-based curricular planning to improve clinical education: Examples from a veterinary neurology clerkship
Renee Barber1, Sherry Clouser2
1 Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, 501 D.W. Brooks Drive, Athens, GA 30602, USA
2 Department of Academic Affairs, College of Veterinary Medicine, University of Georgia, 501 D.W. Brooks Drive, Athens, GA 30602, USA
Correspondence Address:
Dr. Renee Barber
Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, 501 D.W. Brooks Drive, Athens, GA 30602.
USA
 Source of Support: None, Conflict of Interest: None
DOI: 10.4103/EHP.EHP_28_21
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Clerkships are an important part of veterinary education, but the many inherent challenges to teaching in a service-oriented setting result in widely variable, sometimes insufficient learning opportunities for students. There is a large body of literature devoted to improvement of clinical education, but there has been little focus on curricular planning as a means to improve clerkships. Here, we advocate for outcomes-based curricular planning of individual veterinary clerkships to maximize learning opportunities and overcome problems often reported with clinical education, such as a lack of clear learning objectives and inadequate assessments and feedback. We provide examples of the straightforward process and benefits gained when we utilized backward design and competency-based veterinary education frameworks to revise the neurology clerkship at our institution. |
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