Development of learning objectives for neurology in a veterinary curriculum: part II: postgraduates

Abstract

Background: Specialization in veterinary medicine in Europe is organized through the Colleges of the European Board of Veterinary Specialization. To inform updating of the curriculum for residents of the European College of Veterinary Neurology (ECVN) job analysis was used. Defining job competencies of diploma holders in veterinary neurology can be used as references for curriculum design of resident training. With the support of the diplomates of the ECVN and the members of the European Society of Veterinary Neurology (ESVN) a mixed-method research, including a qualitative search of objectives and quantitative ranking with 149 Likert scale questions and 48 free text questions in 9 categories in a survey was conducted. In addition, opinions of different groups were subjected to statistical analysis and the result compared.

Results: A return rate of 62% (n = 213/341) was achieved. Of the competencies identified by the Delphi process, 75% objectives were expected to attain expert level; 24% attain advanced level; 1% entry level. In addition, the exercise described the 11 highly ranked competencies, the 3 most frequently seen diseases of the central and peripheral nervous systems and the most frequently used immunosuppressive, antiepileptic and chemotherapeutic drugs.

Conclusion: The outcomes of this "Delphi job analysis" provide a powerful tool to align the curriculum for ECVN resident training and can be adapted to the required job competencies, based on expectations. The expectation is that for majority of these competencies diplomates should attain an expert level. Besides knowledge and clinical skills, residents and diplomates are expected to demonstrate high standards in teaching and communication. The results of this study will help to create a European curriculum for postgraduate education in veterinary neurology.

Figure 1

Rating of the learning objectives all respondents. Generally 75% (n = 112) of the competencies are expected to reach expert level, 24% (n = 35) in advanced level and only 1% (n = 2) in beginner level.

Figure 2

Distribution of the expecting level from the groups ECVN and ESVN. By ESVN, none of learning objectives would be considered as in beginner’s level, 33% (n = 49) as advanced and 67% (n = 100) as expert. By ECVN, 1% (n = 2) as beginner, 40% (n = 60) as advanced and 59% (n = 87) as expert.

Figure 3

Rating the importance of competencies by comparing the groups diplomates in academia and in specialty practice; these members rated 3 learning objectives significantly different. By diplomates in practice, only 1% of learning objectives would be considered as in beginner’s level, 37% (n = 55) as advanced and 62% (n = 92) as expert. By diplomates in acadmia, 5% (n = 7) as beginner, 39% (n = 58) as advanced and 56% (n = 84) as expert.

Figure 4

Distribution of expecting levels from the groups “offering surgery” and “non-offering surgery”. By group “Non-offering surgery”, none of learning objectives would be considered as in beginner’s level, 35% (n = 6) as advanced and 65% (n = 11) as expert. By group “offering surgery”, 100% (n = 17) as expert.

Figure 5

Distribution of expecting levels from the groups with different experience in neurology (0–5, 6–10 and >10 years). By experience with 0–5 years, none of learning objectives would be considered as beginner, 43% (n = 64) as advanced and 57% (n = 85) as expert. By 6–10 years, 1% (n = 2) as beginner, 38% (n = 56) as advanced and 61% (n = 91) as expert. By >10 years, 1% (n = 2) as beginner, 34% (n = 51) as advanced and 65% (n = 96) as advanced.