with the precise design of both theoretical and clinical skills curricula. In essence, the end result should be an integrated curriculum. This becomes more obvious if it is considered that the same principles of theoretical curriculum design are also applied to the design of a clinical skills curriculum.
By conducting a needs analysis and statement, identifying and prioritizing content, and formulating a clinical skills program in a backward design process, a curriculum that will educate students in aspects of applied knowledge, clinical skills, and clinical reasoning can be produced. A clinical skills curriculum can be successfully implemented depending on resources. It is vital that the newly implemented curriculum is assessed and subsequently improved. If the steps and processes described in this chapter are followed, the clinical curriculum design process will be focused and simplified, with a resultant well‐prepared qualified veterinarian and veterinary nurse.
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