Web-based documentation of clinical skills to assess the competency of veterinary students.

The research at Kansas State University showcases the implementation of a web-based program aimed to assess the practical skills of veterinary students during their final year of education.

Objective and Method of the Research

• The main aim of this research was to assess the competency of the veterinary students’ practical skills throughout the fourth year of their studies. This was done through a web-based program which allowed them to record the clinical procedures they performed.
• The students from the class of 2009 and 2010 had to record a minimum of 104 and 103 procedures respectively out of a list of more than 220 recommended procedures.
• The procedures were organized based on the species involved-small animals, equines and food animals- and the disciplines such as imaging, anesthesia, and diagnostic medicine/necropsy. The class of 2010 had an additional discipline, Ophthalmology.

Description of the Web System

• The students used the web-based system to log the specific procedures they performed in the clinics, information about the patient, their supervisor, the process they carried out and their self-assessment of the performance.
• The faculty staff and house officers then reviewed these entries by confirming that they witnessed the procedure and provided both qualitative and written feedback on the student’s performance.

Results and Outcomes

• The class of 2009 recorded a total of 18,492 procedures (average 171/student) whereas the class of 2010 recorded a total of 16,935 procedures (average 158/student).
• Two students each from both classes did not manage to complete the minimum required number of clinical procedures during their clinical rotation and had to perform the remaining procedures either before or after graduation in order to receive their diploma.
• The web-based system facilitated a large number of technical competency assessments in a clinical setting.
• The system allows students continuous feedback throughout the year, ensuring equal distribution of clinical opportunities across different students, with minimal additional resources required.