Cross-Sectional Survey of Student and Faculty Experiences with Feedback and Assessment of Clinical Competency on Final Year Rotations at American Association of Veterinary Medical Colleges (AAVMC) Member Institutions.

This article focuses on feedback and assessment practices for final-year veterinary students at American Association of Veterinary Medical Colleges (AAVMC) member institutions and their impact on achieving entry-level clinical competency at graduation. A cross-sectional survey of 89 faculty and 155 students from 25 universities revealed significant gaps between evidence-based feedback methods and current practices, with most feedback delivered as delayed end-of-rotation evaluations rather than timely verbal feedback. Both faculty and students identified faculty time constraints and inconsistent feedback approaches as major barriers, while students reported limited opportunities for hands-on clinical responsibility and challenges with faculty recall and feedback quality. The study highlights the need for improved training in feedback delivery, standardized assessment methods aligned with the AAVMC Competency-Based Veterinary Education (CBVE) Framework, and enhanced clinical learning environments to better prepare veterinary graduates for practice.