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Faculty Perspectives Regarding Day One-Ready Examination Items.

Stephanie L Shaver, Coretta C Patterson, Elizabeth A Robbins

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    This summary is machine-generated.

    Veterinary faculty perspectives on Day One-Ready (DOR) content in exams reveal differing views among disciplines. Specialists and primary care veterinarians disagreed on what constitutes essential entry-level knowledge for veterinary students.

    Keywords:
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    Area of Science:

    • Veterinary Education
    • Medical Assessment
    • Professional Competency

    Background:

    • Defining Day One-Ready (DOR) knowledge is crucial for veterinary education.
    • Understanding faculty perceptions of DOR content is essential for curriculum development and assessment design.

    Purpose of the Study:

    • To evaluate veterinary faculty perspectives on DOR content in student examinations.
    • To determine if differing viewpoints on DOR knowledge exist across veterinary disciplines.

    Main Methods:

    • Mixed-methods, cross-sectional study involving 12 faculty members from small animal internal medicine, surgery, and primary care.
    • Faculty reviewed and answered examination questions, assessing them for DOR content.
    • Discussions were held to explore themes related to DOR knowledge.

    Main Results:

    • Only 30% of reviewed questions were unanimously considered DOR.
    • Primary care veterinarians identified more questions as DOR compared to specialists.
    • Correctly answered questions were more likely to be deemed DOR.
    • Key themes for DOR included common conditions, practical diagnostics, and differential diagnosis.

    Conclusions:

    • Significant differences exist in faculty assessments of DOR content between specialists and primary care veterinarians.
    • Faculty should critically evaluate examination questions for their relevance to entry-level veterinary practice.
    • Aligning assessments with DOR competencies is vital for preparing competent veterinarians.