Evaluation of common trends and strategies of different institutions to support veterinary curricular renewal https://doi.org/10.12982/VIS.2026.010

Main Article Content

Joana C. Prata
Pedro Rocha
Paula Proença
Paulo Martins da Costa

Abstract

The veterinary profession is diverse and rapidly evolving, requiring constant adaptation from veterinary schools. Reforms are often based on insights from other institutions and on the intended curriculum. The ongoing curricular renewal of the School of Medicine and Biomedical Sciences, University of Porto, Portugal, motivated the collection and comparison of national (i.e., Portuguese) and international veterinary curricula from fifteen institutions to identify overall trends and strategies. Our hypothesis was that comparing the curricula from different institutions would reveal common trends and strategies, which can guide curricular revisions. Most institutions followed a modified traditional veterinary curriculum, integrating electives, internships, and clinical rotations which also provide opportunities for specialization. Fundamental Sciences represented almost half of veterinary education. International institutions already implemented early clinical contact to develop technical skills. Non-technical skills (i.e., soft skills) have been gaining importance. In summary, the complexity of the veterinary profession requires the development of a core veterinary curriculum based on the fundamental principles of the profession, complemented by specialization opportunities offered by electives, internships, and clinical rotations.

Article Details

How to Cite
Prata, J., Rocha, P., Proença, P., & da Costa, P. M. (2025). Evaluation of common trends and strategies of different institutions to support veterinary curricular renewal: https://doi.org/10.12982/VIS.2026.010. Veterinary Integrative Sciences, 24(1), 1–16. retrieved from https://he02.tci-thaijo.org/index.php/vis/article/view/271942
Section
Research Articles

References

Armitage‐Chan, E., Maddison, J., May, S.A., 2016. What is the veterinary professional identity? Preliminary findings from web‐based continuing professional development in veterinary professionalism. Vet. Rec. 178(13), 318.

Cake, M.A., Bell, M.A., Williams, J.C., Brown, F.J.L., Dozier, M., Rhind, S.M., Baillie, S., 2016. Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38. Med. Teach. 38(6), 550–563.

Cavalieri, J., 2009. Curriculum integration within the context of veterinary education. J. Vet. Med. Educ. 36(4), 388–396.

Doucet, M.Y., Vrins, A., 2010. Use of alumni and employer surveys for internal quality assurance of the DVM program at the University of Montreal. J. Vet. Med. Educ. 37(2), 178–189.

Fletcher, O.J., Hooper, B.E., Schoenfeld-Tacher, R., 2015. Instruction and curriculum in veterinary medical education: a 50-year perspective. J. Vet. Med. Educ. 42(5), 489–500.

Foreman, J.H., Morin, D.E., Graves, T.K., Mitchell, M.A., Zuckermann, F.A., Whiteley, H.E., 2017. Veterinary curriculum transformation at the university of Illinois, 2006–2016. J. Vet. Med. Educ. 44(3), 471–479.

Gordon, S., Parkinson, T., Byers, S., Nigito, K., Rodriguez, A., Werners-Butler, C., Haynes, J., Guttin, T., 2023. The changing face of veterinary professionalism—implications for veterinary education. Educ. Sci. (Basel). 13(2), 182.

Hoet, A.E., Feyes, E.E., Fentie, T., Melaku, A., Nigatu, S., Tomasi, S., Coniglio, R., O’Quin, J., Stull, J.W., Gebreyes, W., Berrian, A.M., 2020. Development of an OIE harmonized day 1 competency-based veterinary school curriculum in Ethiopia: a partnership model for curriculum evaluation and implementation. J. Vet. Med. Educ. 47(s1), 8–19.

Ilkiw, J.E., Nelson, R.W., Watson, J.L., Conley, A.J., Raybould, H.E., Chigerwe, M., Boudreaux, K., 2017.a. Curricular revision and reform: the process, what was important, and lessons learned. J. Vet. Med. Educ. 44(3), 480–489.

Jaarsma, D.A.D.C., Dolmans, D.H.J.M., Scherpbier, A.J.J.A., Van Beukelen, P., 2008. Preparation for practice by veterinary school: a comparison of the perceptions of alumni from a traditional and an innovative veterinary curriculum. J. Vet. Med. Educ. 35(3), 431–438.

Jaarsma, D.A., Scherpbier, A.J., van Beukelen, P., 2009. A retrospective analysis of veterinary medical curriculum development in the Netherlands. J. Vet. Med. Educ. 36(2), 232-240.

Janicke, H., Johnson, M.A., Baillie, S., Warman, S., Stone, D., Paparo, S., Debnath, N.C., 2020. Creating the next generation of evidence-based veterinary practitioners and researchers: what are the options for globally diverse veterinary curricula? J. Vet. Med. Educ. 47(5), 647–658.

Kongtueng, P., Yotanyamaneewong, S., 2021. A lesson from our institute; Why do veterinary schools need an anatomy museum?. Vet. Integr. Sci. 19(3), 567–579.

Lane, I.F., Bogue, E.G., 2010. Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine. J. Am. Vet. Med. Assoc. 237(1), 53–64.

Lane, I.F., Root Kustritz, M.V., Schoenfeld-Tacher, R.M., 2017. Veterinary curricula today: curricular management and renewal at AAVMC member institutions. J. Vet. Med. Educ. 44(3), 381–439.

Losansky, V.A., Arnhold, S., Aschenbach, J.R., Göbel, T., Fey, K., Kleinsorgen, C., Mülling, C., Schaper, E., Seeger, J., Tipold, A., Doherr, M.G., 2022. Survey on the relevance of subjects in the current and future veterinary curriculum among veterinarians and veterinary students in Germany. Berl. Munch. Tierarztl. Wochenschr. 135, 1–16.

Malone, E.D., Root Kustritz, M.V., Rendahl, A., Molgaard, L.K., 2020. Monitoring the curriculum through the student perspective. J. Vet. Med. Educ. 47(2), 177–192.

May, S.A., Silva-Fletcher, A., 2015. Scaffolded active learning: nine pedagogical principles for building a modern veterinary curriculum. J. Vet. Med. Educ. 42(4), 332–339.

Prideaux, D., 2007. Curriculum development in medical education: from acronyms to dynamism. Teach. Teach. Educ. 23(3), 294–302.

Ryan, M.T., Irwin, J.A., Bannon, F.J., Mulholland, C.W., Baird, A.W., 2004. Observations of veterinary medicine students’ approaches to study in pre-clinical years. J. Vet. Med. Educ. 31(3), 242–254.

Wilkes, M.S., Conrad, P.A., Winer, J.N., 2019. One Health–One education: medical and veterinary inter-professional training. J. Vet. Med. Educ. 46(1), 14–20.

World Organization for Animal Health, 2013. Veterinary Education Core Curriculum: OIE Guidelines. Available online: https://www.woah.org/app/uploads/2021/03/af-core-ang.pdf

Zamor, E., Chigerwe, M., Boudreaux, K.A., Ilkiw, J.E., 2017. Approaches and study skills of veterinary medical students: effects of a curricular revision. J. Vet. Med. Educ. 44(3), 490–501.