Veterinary anesthesia curricula beliefs and practices

Area of Science:

• Veterinary Medicine
• Anesthesia Education
• Veterinary Surgery

Background:

• Anesthesia curricula in veterinary colleges are essential for preparing graduates for clinical practice.
• Assessing alignment between didactic teaching and practical expectations is crucial for effective training.

Purpose of the Study:

• To document anesthesia curricula in veterinary colleges.
• To compare curricula with clinical supervision practices.
• To evaluate anesthesia staff expectations for new graduates' Day One Competencies.

Main Methods:

• A cross-sectional survey study was conducted.
• Surveys were distributed to American Veterinary Medical Association-accredited colleges and members of the American College of Veterinary Anesthesia-L listserv.
• Data were collected on curriculum content, student supervision, and perceived Day One Competencies.

Main Results:

• Client communication is a Day One Competency for 95% of respondents but taught in only 50% of colleges and performed by students in 60% of rotations.
• Critical topics like cardiac arrest, euthanasia, patient safety, and professionalism are Day One Competencies for 97% but not taught in 25% of core anesthesia courses.
• Simulation use in education is recognized as important but rarely implemented.

Conclusions:

• Veterinary anesthesia curricula generally align with anesthetists' expectations for Day One Competencies.
• Some topics taught in core anesthesia courses are not considered Day One Competencies.
• Curriculum adjustments may be needed to prioritize Day One Competencies, such as client communication and patient safety.