Keynote Message

In designing and assuring the quality of resident training, European Speciality colleges, including ECVIM, have a responsibility to numerous different stakeholders; these include the general public, national and international professional, statutory and regulatory bodies (PSRBs), existing college members and residents in training. The European Board of Veterinary Specialisation (EBVS) is applying under the Common Training Framework for recognition of European College Diplomas as being equivalent to level 8 higher education qualifications (Doctoral level). These levels give clear guidance regarding the generic characteristics of holders of this type of qualification. It is therefore timely to reflect on how we currently train residents to achieve these standards and how this training might evolve in future.

In order to be adequately prepared for their future careers as independently practising specialists, residents need to reach or exceed the level of a minimally qualified specialist. It is currently the responsibility of ECVIM to define, in each of its three specialties, what constitutes a minimally qualified specialist. ECVIM also defines and quality assures ideal training programs that enable trainees to achieve the appropriate standard in a reasonable timeframe. Additionally, ECVIM administers the assessment which determines whether or not trainees have reached the defined standard.

Medical and veterinary medical training involves the development of appropriate knowledge, skills, and professional attitudes in trainees. It is inevitable that the knowledge skills and attitudes required of minimally qualified specialists will change with time and therefore there is an obligation for ECVIM to consider whether current methods of training and assessment remain fit for purpose.

There are several key questions which the college should address:

 Do the knowledge, skills, and professional attitudes the college expects of its minimally qualified specialists match what is expected of those specialists by the public they serve, and how would we know if they did not?

 Are current training programs sufficiently similar to ensure that all ECVIM residents have equal opportunities to develop the requisite knowledge, skills and professional attitudes?

 Should the college better quality assure approved residencies and if so how?

 Is the current emphasis of the assessment appropriate? We employ little continuous assessment and have high-stakes terminal examinations that focus on knowledge, understanding, and application of knowledge with proportionately less testing of skills and professional attitudes.

Key References

1.  Descriptors defining levels in the European Qualifications Framework (EQF)