Competency-based education has gained traction as a means of verifying the abilities of graduates from educational programs. This model is a growing trend due to the rapid expansion in scientific knowledge and to societal concerns about the high cost of post-secondary education, including graduate and professional training. Programs that follow a competency-based education model are required to create well-defined frameworks that guide development of curricula and associated assessment programs. These frameworks are then used to document student achievement. 

Dr. Molgaard, the Dean of the UMN College of Veterinary Medicine, co-led an international group that worked to define Competency-Based Veterinary Education (CBVE) framework for American Veterinary Medical Association Council on Education and the American Association of Veterinary Medical Colleges. Specifically, Competency-Based Veterinary Education (CBVE) prepares DVM graduates for their future careers by providing experienced based education that meets societal and patient care needs. 

CBVE provides for a governed progression of competence. That is, time is not a specific component. The curriculum is learner-centered and integrates assessments that promote learning and allow the student to demonstrate achievement. For example, if a student can demonstrate competence, they are not required to persist in that work but may be moved ahead or offered enrichment. Furthermore, CBVE:

• Provides for individualization of education and for a standard level of proficiency for all graduates.

• Provides for a clear understanding of when learners are ready for unsupervised practice.

• Aligns teaching with learning and assessment with progression.

• Is learner centered and focuses on a growth mindset for learners.

• Aligns patient outcomes and educational priorities.

The end goal of the CBVE framework concerns two important questions: 

• Does the trainee or professional have the requisite competencies and attitude to carry out the task that is demanded of them? 

• Can the instructor trust that the trainee can complete the task without supervision? 

Programs that follow a CBVE framework may require instructors and students to step away from more familiar models of learning. Students must demonstrate achievement, learn to accept feedback, act on that feedback, and try again if necessary. This type of learning environment requires students to have a growth mindset, which is the belief that anyone can be successful with effort (Carol Dweck). A growth mindset is opposite of a fixed mindset, which is understood as the belief that people are born with a certain amount of intelligence or talent and that no amount of work will change that. Surveys of students at UMN CVM have demonstrated that most have either a strong growth mindset or a growth mindset with some fixed attributes, which makes UMN CVM students well positioned to take advantage of a competency-based program.