Stephen D Cole, Bobbi J Conner, Ricardo de Matos, Danielle M Meritet, Florina S Tseng
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Development of a Competency-Based Veterinary Education Diversity, Equity, Inclusion, and Justice Domain.
A group of veterinary educators with diverse backgrounds and interests from five universities in the northeastern region of the United States convened in December 2020 to address challenges in diversity, equity, inclusion, and justice (DEIJ) in veterinary education. It was elected to develop a DEIJ-specific competency domain to supplement the nine domains previously described in the Competency-Based Veterinary Education framework. The domain that we created provides a detailed but flexible roadmap that can be used to guide curriculum-development initiatives that support learner development in DEIJ and, as a result, enhance their impact in working teams and the communities in which they will live and practice. However, we anticipate that this domain will be regularly updated to stay relevant with respect to social change and veterinary medicine.
期刊介绍：
The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.
The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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