A Benchmark Survey of the Delivery of Clinical Education in Small-Animal Primary-Care Clinical Programs Among Member Institutions of the American Association of Veterinary Medical Colleges

Abstract

While primary-care clinical rotations are well established and have been incorporated into veterinary colleges over the past 50 years, standardization of teaching small-animal primary care across veterinary colleges is unknown. The purpose of this study was to explore and document variations and similarities in the delivery of small-animal primary-care clinical education curricula among member programs of the American Association of Veterinary Medicine Colleges (AAVMC). A comprehensive, 114-question online survey was conducted, comprised of seven sections, including Rotation Logistics; House Officers; Procedures performed; Rounds; Spectrum of Care; Diversity, Equity, and Inclusion; Assessment; Leadership roles; and Research. Of the 52 AAVMC institutions worldwide at the time of the survey, 69% (36/52) of programs responded, of which 86% (31/36) met inclusion criteria and were retained for analysis. Results revealed primary-care services report seeing a mean of 75.84 cases per week (median 70, range 20–180, SD 37.34, n = 29), which serve as educational experiences for veterinary students rotating through the service, including the practice of hands-on clinical skills (including surgical procedures), discussing “flexible treatment care options” with clients, and actively leading cases. Length and size of a primary-care rotation varied with a mean duration of 3 weeks (median 2, range 2–12, SD 2.02, n = 29) and mean of 10 students (median 8.5, range 5–36, SD 5.87, n = 28) per rotation. This study highlights the current state of primary-care veterinary clinical education and provides descriptive data that might serve as a basis to guide future development of primary-care curricula across clinical programs.