Veterinary Clinical Skills. Группа авторов
Читать онлайн книгу.a modified Delphi process. Med Teach, 34, e573–e581.
49 Miller, R. B., Hardin, L. E., Cowart, R. P, et al. 2004. Practitioner‐defined competencies required of new veterinary graduates in food animal practice. J Vet Med Educ, 31, 347–365.
50 Molgaard, L. K., Chaney, K. P., Bok, H. G. J., et al. 2019. Development of core entrustable professional activities linked to a competency‐based veterinary education framework. Med Teach, 41, 1404–1410.
51 Morin, D. E., Constable, P. D., Troutt, H. F., et al. 2002a. Surgery, anesthesia, and restraint skills expected of entry‐level veterinarians in bovine practice. J Am Vet Med Assoc, 221, 969–974.
52 Morin, D. E., Constable, P. D., Troutt, H. F., et al. 2002b. Individual animal medicine and animal production skills expected of entry‐level veterinarians in bovine practice. J Am Vet Med Assoc, 221, 959–968.
53 Morin, D. E., Arnold, C. J., Hale‐Mitchell, L. K., et al. 2020. Development and evolution of the clinical skills learning center as an integral component of the Illinois veterinary professional curriculum. J Vet Med Educ, 47, 307–320.
54 O'Neil, D. G., Church, D. B., McGreevy, P. D., et al. 2014. Prevalence of disorders recorded in dogs attending primary‐care veterinary practices in England. PLoS One, 9, e90501.
55 Petersen, C. A., Tucker, R. P. 2005. Undergraduate course work in anatomy as a predictor of performance: comparison between students taking a medical gross anatomy course of average length and a course shortened by curriculum reform. Clin Anat, 18, 540–547.
56 Prescott, J., Hagele, W. C., Leung, D., et al. 2002. CVMA task force on “education, licensing, and the expanding scope of veterinary practice”. Can Vet J, 43, 845–854.
57 Prideaux, D. 2016. The emperor's new wardrobe: The whole and the sum of the parts in curriculum design. Med Educ, 50, 3–23.
58 RCVS. 2020. Day One Competences. https://www.rcvs.org.uk/document‐library/day‐one‐competences Accessed May 28, 2021.
59 Read, E. K., Hecker, K. G. 2013. The development and delivery of a systematic veterinary clinical skills education program at the University of Calgary. J Veterinar Sci Technolo, 4, S4, 004.
60 Root Kustritz, M. V., Chenoweth, P.J., Tibary, A. 2006. Efficacy of training in theriogenology as determined by a survey of veterinarians. J Am Vet Med Assoc, 229, 514–521.
61 Royal College of Veterinary Surgeons. 2015. Day‐One Competences for Veterinary Nurses. https://www.rcvs.org.uk/document‐library/day‐one‐competences‐for‐veterinary‐nurses/ Accessed May 28, 2021.
62 Rush, B. R., Biller, D. S., Davis, E. G., et al. 2011. Web‐based documentation of clinical skills to assess the competency of veterinary students. J Vet Med Educ, 38, 242–250.
63 Schnabel, L. V., Maza, P. S., Williams, K. M., et al. 2013. Use of a formal assessment instrument for evaluation of veterinary student surgical skills. Vet Surg, 42, 488–496.
64 Schneiderhan, J., Guetterman, T. C., Dobson, M.L. 2018. Curriculum development: A how to primer. Fam Med Community Health, 7, e000046.
65 Schull, D. N., Morton, J. M., Coleman, G. T., et al. 2011. Veterinary students' perceptions of their day‐one abilities before and after final‐year clinical practice‐based training. J Vet Med Educ, 38, 251–261.
66 Shung, G., Osburn, B. I. 2011. The North American Veterinary Medical Education Consortium (NAVMEC) looks to veterinary education for the future. Roadmap for veterinary medical education in the 21st century: responsive, collaborative, flexible. J Vet Med Educ, 38, 320–327.
67 Sirikumpiboon, S. 2014. Comparison of didactic lectures and open‐group discussions in surgical teaching. J Med Assoc Thai, 97, S140–144.
68 Smeak, D. D., Hill, L. N., Lord, L. K., et al. 2012. Expected frequency of use and proficiency of core surgical skills in entry‐level veterinary practice: 2009 ACVS core surgical skills diplomate survey results. Vet Surg, 41, 853–861.
69 South African Veterinary Council. 2020. Vet Nurses SAVC Day 1 Skills. https://www.savc.org.za/pdf_docs/2020_H_VET_NURSES_SAVC_Day_1_Skills_v3_FINAL.pdf Accessed May 28, 2021.
70 ten Cate, O. 2005. Entrustability of professional activities and competency‐based training. Med Educ, 39, 1176–1177.
71 ten Cate, O., Chen, H. C., Hoff, R. G., et al. 2015. Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99. Med Teach, 37, 983–1002.
72 ten Cate, O. 2018. A primer on entrustable professional activities. Korean J Med Educ, 30, 1–10.
73 ten Cate, O., Gruppen, L. D., Kogan, J. R., et al. 2018. Time‐variable training in medicine: Theoretical considerations. Acad Med, 93, S6–S11.
74 Thomson, A., Young, K. M., Lygo‐Baker, S., et al. 2019. Evaluation of perceived technical skills development by students during instruction in dental extractions in different laboratory settings ‐ a pilot study. J Vet Med Educ, 46, 399–407.
75 Veterinary Nursing Council of Australia, VNCA. 2019 Day‐One Competency Standards. https://www.vnca.asn.au/vnca‐day‐one‐competency‐standards/ Accessed May 28, 2021.
76 Warm, E. J., Mathis, B. R., Held, J. D., et al. 2014. Entrustment and mapping of observable practice activities for resident assessment. J Gen Intern Med, 29, 1177–1182.
77 Wiles, J. 2009. Leading Curriculum Development. Thousand Oaks, CA: Corwin Press, p. 175.
78 Zeugschmidt, E., Farnsworth, C. H., Carroll, H. S., et al. 2016. Effects of an optional clinical skills laboratory on surgical performance of third‐year veterinary students. J Am Vet Med Assoc, 248, 630–635.
Конец ознакомительного фрагмента.
Текст предоставлен ООО «ЛитРес».
Прочитайте эту книгу целиком, купив полную легальную версию на ЛитРес.
Безопасно оплатить книгу можно банковской картой Visa, MasterCard, Maestro, со счета мобильного телефона, с платежного терминала, в салоне МТС или Связной, через PayPal, WebMoney, Яндекс.Деньги, QIWI Кошелек, бонусными картами или другим удобным Вам способом.