This page provides access to the handbook and supporting materials that describe the structure, oversight, assessment, site participation processes, and quality-assurance framework for the clinical year in the Distributed Veterinary Teaching Program. The goal is straightforward: help a technical reader quickly understand how a distributed clinical model operates as one integrated academic program.
Governance and Authority
The clinical year is delivered through the DVTP, but academic authority remains with the College. Governance, curriculum oversight, assessment, student progression, competency verification, and graduation readiness are all centralized within the College and the Office of Clinical Programs.
DVTP Governance Structure
Clinical Education Model
The DVTP uses a semi-distributed model of clinical education in which students train across affiliated practices and institutional partners while the College maintains an integrated curriculum. The model operates at both the conceptual and operational levels through centralized scheduling, defined supervision expectations, standardized assessment methods, and faculty-led competency verification.
Centralized Scheduling
All rotation assignments are managed centrally by the Office of Clinical Programs, ensuring alignment with curriculum requirements and competency goals across the student cohort.
Defined Supervision Standards
Supervision expectations are established by the College and apply across all AVIP sites, providing consistency regardless of the practice setting or geographic location.
Standardized Assessment
Assessment methods, evaluation tools, and competency documentation are standardized across sites. Preceptor input feeds into a faculty-led review process maintained by the College.
Assessment and Competency Oversight
Student performance is assessed longitudinally across the clinical year through preceptor input, competency documentation, case-based work, required program milestones, and faculty review.
Preceptors provide essential site-based observations and entrustment-based evaluations. Faculty Practice-Ready Advisors review performance across settings. Final academic authority remains with the College.
The purpose of the assessment framework is to make it clear that location is distributed, but standards, review, and decision-making are not.
Technical Resources
The following materials describe program structure, oversight, and quality-assurance mechanisms in technical detail. Links will be updated as documents are finalized.
Training Frameworks
Competency and Curriculum Alignment
About This Resource Page
This page is designed to make it easy for a reviewer to see the logic of the program, find the technical materials that support it, and understand that the distributed model is paired with clear governance, faculty oversight, supervision expectations, site review processes, and continuous quality-improvement mechanisms.
Questions about the program or requests for additional materials should be directed to the Clinical Program Administration Team.