An evaluation of the feasibility of a competency based training scheme for the Bhutan Veterinary Field Staff

Abstract

This thesis identifies the competencies required by the Veterinary Field Staff (VFS) in their workplace in Bhutan. Identification of the field needs was necessary because the Competency-based Training (CBT) is a form of training that derives its curriculum from the analysis of an actual or prospective role in a society. Based on the identified field needs, a sample curriculum is constructed for one section-surgery. This is to serve as an example for building the curricula for other competencies required in the VFS job.

The collection of information on their job competencies was achieved mainly through a mail questionnaire distributed to 150 VFS in Bhutan. This information was supplemented by informal interviews and discussions and by searching the Department of Animal Husbandry (DAR) records, field observations and some personal experiences.

The survey result showed that typically the VFS are young with less than 10 years service in the DAH. The main job competencies required were disease prevention and treatment, surgical operations and extension activities.

All the subjects taught in their basic training were needed by the VFS. The questionnaire revealed that some specific situations are not well covered, while others received more emphasis than is necessary. This thesis identifies these areas both by subject and by animal species involved.

The survey revealed a major need for improved extension delivery skills. Respondents favoured increased opportunity for in-service training as well as the provision of formal induction/orientation training. While 97% of the respondents wished to keep in contact with the Royal Veterinary Institute (RVI) staff during their service, many of them felt that their training and facilities at the RVI were less than satisfactory. These shortcomings were identified and changes have been formulated in an instructional delivery system to improve the RVI's capability of teaching students in an environment conducive to learning.

Finally, a CBT curriculum based on the identified skill and knowledge needed for the subject surgery in the RVI has been developed. Assessment and detailed teaching criteria which could fit within the administrative and cultural needs of Bhutan are presented.

It is recommended that CBT be used as a means of improving training offered by the RVI in Bhutan. In this regard, three components of training need to be instituted. These are the formal pre-service training, an induction/orientation course and in-service training. All the training components need to be conducted based on identified field needs.