Revitalizing veterinary education:

  • Vet students practice

    Revitalizing veterinary education:

    Curriculum integration and competency-based learning

As the University of Minnesota College of Veterinary Medicine (CVM) works to revitalize our Doctor of Veterinary Medicine program by focusing on developmental stages, you may be wondering how other colleges of veterinary medicine are approaching curriculum revision, particularly those with an emphasis on more integrated approaches.

An integrated approach to curriculum design connects different components within a single discipline to help students understand how these elements interrelate. In veterinary education, this might mean teaching anatomy and physiology together in a way that illustrates how body systems function as a cohesive whole.

At its core, curriculum integration involves blending various pieces of knowledge—whether within a specific subject or across disciplines—to create a more unified understanding. In veterinary medical education, this often means synthesizing foundational sciences with key transferable skills (e.g., critical thinking, analysis, teamwork, adaptability, and communication).

This integrated model promotes the application of knowledge to real-world situations, helping students see connections between theory and practice. Rather than offering isolated courses in topics such as anatomy, physiology, or pathology, an integrated curriculum uses broader themes or systems to foster both procedural and conceptual understanding.

Examples of schools adopting an integrated curriculum include the University of Pennsylvania School of Veterinary Medicine. It organizes its curriculum into interdisciplinary blocks based on biological processes: Movement & Support, Digestion & Metabolism, and Circulation & Respiration—emphasizing the interconnectedness of topics. 

The University of Wisconsin-Madison has reorganized its courses around body systems while The Ohio State University focuses on broad curricular themes that evolve each year: Preventative, Wellness, Normal (Year 1); Abnormal, Disease, Diagnostic (Year 2); Treatment, Advanced Treatment, Planning (Year 3); and Student Practicing (Year 4).

Additionally, veterinary colleges are aligning their curricula with the Competency-Based Veterinary Education (CBVE) framework, which challenges traditional didactic teaching methods in favor of an outcomes-based model. CBVE emphasizes developing specific competencies, is learner-centered, and promotes growth mindset strategies. Within this interdisciplinary model, learning takes place in environments that mirror real-world veterinary settings and accommodate students' individual learning paces and styles.

As CVM progresses with its curriculum revitalization, we will continue to keep you informed.

Debra Freedman, PhD, is the assistant dean of pre-clinical sciences at the College of Veterinary Medicine.

DVM Program Revised Curriculum Developmental Stages

By the end of the first curricular stage, students will practice the following key concepts:  
 

  • Animal life stages and behavior, 
  • Healthy animal/population structure and function,
  • Infection control and preventive care, and
  • Medical terminology, diagnostic testing, and treatment methods

Students support maintenance of health and welfare via routine examination and foundational knowledge of husbandry, nutrition, and disease prevention principles. Students utilize knowledge of contextualized care (aka: spectrum of care) and human/animal welfare in case-based scenarios. They actively listen and foster bidirectional communication, adapting to meet the needs of coworkers and clients. Students reflect on their professional identity and embrace ethical and legal frameworks as they inform their role as veterinarians.

 

Building on foundational science and knowledge of healthy animals acquired in the first stage, students will apply the knowledge of pathophysiology, diagnostic skills, and interpretation of test results in the context of patient signalment, history, and physical exam findings to identify and manage common diseases.
 

  • Students will be able to follow biosecurity and farm protocols, and practice principles of animal welfare.
  • Students will consider disease diagnosis and epidemiology to create, implement, and monitor treatment/nutritional plans and prevention protocols in case-based scenarios, simulations, and authentic settings. This includes the ability to professionally communicate with other health professionals and clients and discuss public health issues, including zoonotic potential.
  • Students will use the knowledge of pharmacotherapeutics to prescribe and administer medications, sedate/anesthetize/recover patients, and perform basic surgical skills and procedures.
  • Students will develop and communicate preventative care and management plans using ethical and legal frameworks, including euthanasia as appropriate.

By the end of the third stage of training, students will continue to refine their clinical and communication skills in authentic settings using a contextualized care approach.
 

  • Students will incorporate One Health, food safety, and antimicrobial stewardship into their management plans. With supervision, students will develop their skills and abilities to recognize and respond to emergency patient situations.
  • Students will develop a working knowledge of clinics and business acumen including fees for standard veterinary services.
  • Students will gain exposure to more complex communications (e.g., difficult situations involving diagnostic uncertainty, prognostic uncertainty, heightened client emotions, financial challenges, etc.).
  • Students will be productive members of the care team.

The practice-ready veterinarian (PRV) possesses the competencies and confidence required to perform common veterinary activities across multiple species seen in individual and population animal practices. This includes preventive care and the clinical diagnosis, treatment, and management of routine cases autonomously or with minimal supervision.
 

  • The graduate proactively seeks consultation as needed for moderately complex cases, recognizing the need for referral. Supported by a foundation in basic science, evidence-based practice, and One Health principles, they have the ability to critically evaluate information to make sound clinical decisions while providing care in a culturally competent manner.
  • They can adapt to various practice settings, be productive members of the care team, and exhibit strong communication skills, ethical and legal awareness, business acumen, as well as a commitment to animal welfare.