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~ Veterinary Core Curriculum OIE Guidelines Introduction The OIE developed these guidelines for a Model Core Veterinary Curriculum to serve as a companion to its recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’) to assure high-quality of National Veterinary Services. The Competencies were published in May 2012 (www.oie.int/en/support-to-oie-members/veterinary-education/). It is proposed that the following Guidelines can serve as a tool for Veterinary Education Establishments (VEE) in OIE Member Countries to use when developing curricula to educate veterinary students to the expected level of competency. As stated in the Competencies document, veterinarians in every nation are responsible for the delivery of Veterinary Services of public interest —that is services provided under the legislative framework and the auspices of the governmental authority of a given country to implement animal health to assure the health and wellbeing of animals, people and ecosystems. Because the OIE definition of Veterinary Services covers both government and private sector veterinarians, these Model Core Veterinary Curriculum Guidelines apply equally to those working in the private and public sectors. It must be noted however, that the OIE is not recommending adoption of a single global curriculum. Indeed, the OIE recognises the autonomy of universities and veterinary faculties in its Member Countries, particularly with regard to development and delivery of the curriculum. Further, given the vast societal, economic, and political differences among OIE Member Countries, the Model Core Curriculum Guidelines described here are primarily offered for those developing and in-transition countries seeking tools that can be used to improve the quality of veterinary medical education as an initial step in enhancing the delivery of National Veterinary Services and public and private support for VEEs. The OIE recognises that these Guidelines refer to but one model core curriculum and does not presume that this is the only model that can be implemented to successfully educate veterinary students for provision of high-quality of National Veterinary Services. In addition, this model is intended to accommodate a variety of veterinary educational systems that occur over a four, five- or sixyear curriculum. For example in the USA, students typically complete at least two years of undergraduate university education to fulfil minimum educational prerequisites prior to being admitted to a VEE with a fouryear curriculum leading to the professional degree of DVM (or VMD). In many other countries, veterinary schools accept students directly following successful completion of secondary (high) school, and the VEE curriculum is five or six years leading to a variety of degrees (BVM, BVSc, MV, MVS, MVSc). Furthermore in some countries, secondary school curricula may include courses more commonly taught in undergraduate university-level curricula in other countries. As such, the recommended sequencing of the courses in this Model Core Veterinary Curriculum must be adjusted to reflect the length of the veterinary degree programme and the pre-veterinary course requirements. Model Core Veterinary Curriculum The Model Core Veterinary Curriculum is presented in the following Table. It includes a brief description of each recommended course (or course content). Each course is then linked (or ‘mapped’) to one or more of the previously described day 1 Competencies addressed by that course. Some competencies (e.g., Research, an advanced competency) are not specifically mapped, because they are inherently addressed by the vast majority of recommended courses. Likewise, although Communication Skills, a specific competency, is only mapped to the communication course/course content listed in Table 1, this skill is also addressed by all other courses/course content. a y $ 
