While primary-care clinical rotations are well established and have been incorporated into veterinary colleges over the past 50 years, standardization of teaching small animal primary care across veterinary colleges is unknown. The purpose of this study was to explore and document variations and similarities in the delivery of small animal primary-care clinical education curricula among member programs of the American Association of Veterinary Medicine Colleges (AAVMC). A comprehensive, 114-question online survey was conducted, comprising seven sections, including Rotation Logistics; House Officers; Procedures Performed; Rounds; Spectrum of Care; Diversity, Equity, and Inclusion; Assessment; Leadership Roles; and Research. Of the 52 AAVMC institutions worldwide at the time of the survey, 69% (36/52) of programs responded, of which 86% (31/36) met inclusion criteria and were retained for analysis. Results revealed primary-care services report seeing a mean of 75.84 cases per week (median 70, range 20-180, SD 37.34, n = 29), which serve as educational experiences for veterinary students rotating through the service, including the practice of hands-on clinical skills (including surgical procedures), discussing "flexible treatment care options" with clients, and actively leading cases. Length and size of a primary-care rotation varied with a mean duration of 3 weeks (median 2, range 2-12, SD 2.02, n = 29) and mean of 10 students (median 8.5, range 5-36, SD 5.87, n = 28) per rotation. This study highlights the current state of primary-care veterinary clinical education and provides descriptive data that might serve as a basis to guide future development of primary-care curricula across clinical programs.
Keywords: curriculum; primary care; veterinary teaching hospital.