Assessment and Implementation of WOAH Day 1 Competencies (AID-1C): a cyclical methodology for curriculum harmonization with international standards

Armando E Hoet; Samantha Swisher; Amanda M Berrian; Andrea L Bessler; Ivana Grozdic

doi:10.3389/fvets.2024.1390779

Assessment and Implementation of WOAH Day 1 Competencies (AID-1C): a cyclical methodology for curriculum harmonization with international standards

Front Vet Sci. 2024 May 31:11:1390779. doi: 10.3389/fvets.2024.1390779. eCollection 2024.

Authors

Armando E Hoet^#^{1

2}, Samantha Swisher^#¹, Amanda M Berrian^{1

2}, Andrea L Bessler¹, Ivana Grozdic¹

Affiliations

¹ Veterinary Public Health Program, Department of Veterinary Preventive Medicine, College of Veterinary Medicine, The Ohio State University, Columbus, OH, United States.
² Division of Epidemiology, College of Public Health, The Ohio State University, Columbus, OH, United States.

^# Contributed equally.

Abstract

Introduction: The World Organisation for Animal Health (WOAH) Day 1 Competencies for Graduating Veterinarians provide a standard framework to guide Veterinary Educational Establishments (VEEs) in improving their veterinary public health and population medicine curricula. However, pursuing a curriculum revision to incorporate these standards may be daunting, especially for institutions with limited resources or experience. This manuscript describes a methodology for targeted curriculum revision specifically focused on the WOAH Day 1 Competencies.

Phases of the aid-1 process: The Assessment and Implementation of WOAH Day 1 Competencies (AID-1C) is a six-step, cyclical, collaborative methodology that encompasses a series of tools and processes that help a VEE to evaluate their curriculum, identify and prioritize gaps, and develop and implement an action plan based on the results. The six phases of the AID-1C process include: (1) Assessment of the proficiency of the VEE's graduates in Day 1 Competencies using a structured Evaluation Tool; (2) A systematic curricular review and evaluation; (3) Identification and prioritization of interventions through a group problem-solving and prioritization exercise called Focus Forward; (4) Design and development of interventions to address identified gaps; (5) Curricular implementation; and (6) Monitoring and evaluation. The AID-1C methodology relies upon active involvement of senior students, recent graduates, faculty, instructional staff, and employers throughout the process.

Conclusion: The AID-1C methodology provides a systematic, participatory, collaborative approach that simplifies the planning and execution of the curricular revision, making a complex process more manageable. This enables VEEs to improve their curricula, while moving toward harmonization with WOAH standards. The result is a curriculum that allows a VEE to train well-rounded and competent veterinarians, with the requisite skills to support the veterinary services in their country.

Keywords: WOAH day 1 competencies; competency assessment; curriculum evaluation; curriculum revision; veterinary preventive medicine; veterinary public health.

Grants and funding

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors acknowledge the collaboration and financing of the World Organisation for Animal Health through the Veterinary Education Twinning Programme. Additionally, this work was made possible, in part, by the generous support of the Bill & Melinda Gates Foundation and funded through a subaward sponsored by Iowa State University (Platform for Day 1 Veterinary Education Expansion) - INV-030625). The funders had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the Bill & Melinda Gates Foundation, Iowa State University, or The Ohio State University.