Loading
Life sciences · Journal article
Journal of Veterinary Medical Education · November 5, 2026
No summary has been generated for this record yet. What follows is drawn from its source metadata only.
Journal article.
No findings were extractable from the material analysed.
Safety was not reported in the material analysed. Check the source before drawing any conclusion about harm.
The source did not state who this applies to in practice.
Graded across the dimensions that decide whether you should act, each from what the source actually supports. There is no single score, and where a dimension was not assessed it says so.
This record has not been graded across any dimension yet. Treat the label above as provisional and read the source.
What is missing. This record has no bottom line, key findings, reported figures, evidence dimensions. That is a gap in the analysis, not a judgement about the study.
Abstract This study aimed to identify core veterinary public health (VPH) concepts and determine appropriate instructional level for inclusion in DVM curricula. Using a two‑round modified Delphi process, diverse early and mid‑career veterinarians rated 141 VPH concepts across 11 topic areas. In round one ( n = 66 participants), no concepts achieved the predefined consensus threshold (≥75% agreement) within a single response category. Because responses were frequently clustered across adjacent categories representing similar levels of instructional emphasis, adjacent categories were collapsed; consensus was subsequently defined as ≥80% agreement in the combined categories. Using this criterion, 55 concepts achieved round one consensus. Qualitative feedback led to refinement of concept wording and inclusion of seven new concepts for round two. After round two ( n = 47 participants), one previously unresolved concept achieved consensus. A further 38 concepts demonstrated strong support for curricular inclusion, with ˃80% of participants selecting the combined Mention/Explain and Explain/Practice categories despite continued disagreement regarding instructional depth. Overall, 94 concepts either were identified through formal consensus or demonstrated strong support for inclusion in the core curriculum. Concepts receiving the strongest support for inclusion (Explain/Practice) primarily reflected traditional VPH areas including epidemiology, zoonoses, and food safety; substantial support also emerged for environmental health and emergency management. Participant practice sector, career stage, and possession of an additional graduate degree minimally influenced consensus values. Findings provide a practitioner‑informed set of core concepts to guide development of learning outcomes, curricular materials, and assessments for core VPH education, supporting alignment with the CBVE 2.0 Competency Framework.