title: Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.
abstract: OBJECTIVE
  To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education.
  
  
  METHODS
  Survey.
  
  
  METHODS
  All faculty members at 5 North American veterinary medical institutions.
  
  
  METHODS
  Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline.
  
  
  RESULTS
  Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process.
  
  
  CONCLUSIONS
  Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.
authors.affiliation: Department of Small Animal Clinical Sciences, College of Veterinary Medicine, University of Tennessee, Knoxville, TN 37996, USA. ilane@utk.edu
authors.forename: India F
authors.initials: IF
authors.lastname: Lane
authors.forename: E Grady
authors.initials: EG
authors.lastname: Bogue
mesh_terms: D002170:Canada; D003625:Data Collection; D004520:Education, Veterinary / Q000592:standards* / Q000639:trends*; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D011361:Professional Competence / Q000592:standards*; D011795:Surveys and Questionnaires; D014481:United States; D014730:Veterinary Medicine / Q000639:trends*