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TDK conference 2023Zabó Vivien Mercédesz - year 6 University of Veterinary Medicine Budapest, Department of Physiology and Biochemistry Supervisors: Dr. István Tóth, Dr. Míra Mándoki By the 21th century, it had become evident that in order to achieve a successful professional career, besides the professional knowledge, it is vital to acquire many non-technical competences (also called life skills).Based on this fact, universities began to implement more and more courses which were specifically designed to teach the most important life skills.This process can already be found at all veterinary educational institutes, but it has become obvious that squeezing these courses into an already busy curriculum will take away useful time that could be dedicated to important professional knowledge and competencies.As it is the case with many other aspects of life, veterinary educators must find an optimal balance for students to receive necessary knowledge and life skills before graduation.The „Pan-European soft skills curriculum for undergraduate veterinary education – SOFTVETS” project began in 2018, aiming to pinpoint the most important non-professional competences for veterinary medicine, and to prove their necessity using evidence-based scientific methods.The research focuses on three main fields of competence: skills for communication, entrepreneurship and digital life.We have compiled a list containing all the necessary competences needed for practicing veterinarians.The list also contains the recommended teaching methods, and the level of knowledge that should be acquired by the end of the course, together with the best assessment methods.As part of this multinational research, our work aimed to determine how we could integrate these life skills into the curriculum of the University of Veterinary Medicine Budapest, in order to maintain the high level of education. To achieve this, we created an elective subject that involved a survey at the end of the semester to measure the academic advancement of the students. They are evaluated on whether they can use the skill confidently or are they at least aware of these competencies after studying them in their actual form.The final results have been visualized and summarized in tables. In these tables the final version of both practical and academic parts of each skill have been specified.The base curriculum provided at the end can be used by any educational institute for assuring the success of freshly graduated vets, introducing them to the digital, entrepreneurship and communication skills much needed for their professional careers.During the multinational research, we collected data from the veterinary universities of four countries (Croatia, Austria, Slovenia and Hungary), which were all used in determining the final recommendations.Contributors to the project were the European Association of Establishments for Veterinary Education(EAEVE), which, following our recommendations, might alter their requirements for accreditation in the long run, and the International Veterinary Students’ Association(IVSA), which, if agreeing with our recommendations, can aid and promote our initiative. List of lectures |