The CEC Model: A Practical Framework for Building Competence, Efficiency, and Confidence in Veterinary Surgical Education.

Abstract

Veterinary surgical education requires more than technical instruction. To prepare graduates for real-world performance, learners must develop three interdependent domains: competence, efficiency, and confidence. While essential to clinical readiness, these areas are often addressed inconsistently across curricula and teaching environments. This manuscript introduces the Competence, Efficiency, and Confidence (CEC) Model, a practical and experience-based framework designed to support surgical skill development through structured instruction. Developed through over twelve years of teaching in preclinical laboratories, live-animal procedures, and post-graduate training programs, the CEC Model defines competence as consistent, safe surgical technique grounded in sound clinical judgment; efficiency as the ability to perform procedures in an organized, timely, and effective manner; and confidence as the readiness to act independently and adapt under pressure. These domains are cultivated through repeated practice, clear expectations, targeted feedback, and psychologically safe learning environments. Drawing on established educational theory including experiential learning and deliberate practice, the model offers instructional strategies such as scaffolded autonomy, focused coaching, and guided reflection. It bridges the gap between broad competency frameworks and task-specific training tools by offering a developmental structure for surgical education. The CEC Model emphasizes intentional teaching, learner mindset, and relational support as core to surgical growth. Adaptable across clinical, simulated, and post-graduate settings, it offers a practical framework for cultivating technically skilled, efficient, and confident veterinary surgeons, while also opening new opportunities for research on instruction, learner development, and the role of mindset in surgical performance.