As progress continues on the revitalization of the College of Veterinary Medicine’s (CVM) Doctor of Veterinary Medicine (DVM) curriculum, administrators are sharing the school’s innovative approach to this process with peers on a national scale. 

In April 2025, Erin Burton, senior associate dean of academic and student affairs, and Deb Freedman, assistant dean of pre-clinical sciences, presented at the University at the American Association of Veterinary Medical Colleges (AAVMC) Annual Conference in Washington, D.C. 

Their presentation, titled "From Framework to Practice: A 3-Phase Competency-Based Curriculum Revitalization," showcased CVM’s efforts in using a comprehensive three-phase approach designed to align veterinary education with the evolving demands of the profession. Rooted in organizational tenets such as backward design and the Competency-Based Veterinary Education (CBVE) framework, the revision process represents a bold step forward in preparing students to become Practice Ready Veterinarians (PRVs).

The curriculum revitalization process has taken place in three distinct phases. It has involved faculty from all three CVM departments—Veterinary and Biomedical Sciences, Veterinary Clinical Sciences, and Veterinary Population Medicine—as well as faculty from the College’s 2+2 program at South Dakota State University. 

Phase 1 laid the groundwork by outlining a comprehensive curricular framework and establishing the general principles that would shape the direction of the revision. Building on that foundation, Phase 2 focused on applying the principles of backward design to define the attributes of a PRV. This phase resulted in the development of a robust, outcomes-based curriculum model, structured across three progressive stages that reflect a student’s growth and readiness for practice.

Currently, the team is tasked with translating the curriculum model into programmatic structures that support meaningful implementation. This includes the development of stage outcomes and the creation of aligned assessments to ensure that students consistently meet the competencies identified in the earlier stages of the curriculum.

This innovative approach to curriculum development represents a meaningful shift from traditional models, offering valuable guidance for institutions aiming to rethink their veterinary education programs. By presenting their experience and strategic process at the AAVMC conference, Burton and Freedman contributed significantly to the ongoing dialogue on curriculum revitalization, while underscoring the University’s leadership in veterinary medical education.

Read more: Revitalizing veterinary education—Curriculum integration and competency-based learning