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When the COVID-19 pandemic swept through Europe in 2020, veterinary educational institutions faced new challenges overnight: distance learning became imperative, and teachers were forced to develop e-learning material on the fly. As a response to the unfortunate situation, veterinary faculties at three European universities (Utrecht, Copenhagen, Helsinki) applied for and received an Erasmus+ grant to develop an international platform for sharing veterinary e-learning material. Technical and administrative challenges caused a slow start. This added to the already limited timeframe and demonstrated the obstacles involved in trying to fuse organizational, legal, digital, educational, and cultural systems across national borders. Still, within the 2-year grant period, the partners managed to establish a platform for sharing veterinary e-learning materials among veterinary schools in Europe and eventually beyond. Furthermore, a website was designed for the project, as well as a Teachers' Forum, and relevant guidelines for up- and downloading and for the creation of new e-learning material. Privacy and copyright regulations were incorporated in a consent form to be accepted before uploading material. In order to disseminate the project, three webinars were held for colleagues at European veterinary schools. The current and additional papers as well as abstracts will make the project visible and subsequently available to the veterinary community. At present, 61 teachers have registered with the Veterinary Online Collection. Hopefully, a growing community of veterinary educators will become interested in sharing teaching material and experiences across national borders, thus facilitating veterinary teaching in general and during future lock-downs in particular.

The AAVMC CBVE (American Association of Veterinary Medical Colleges Competency-Based Veterinary Education) model was developed in three parts and published in 2018-2019, providing an evidence-based foundation for use in all aspects of veterinary curricula management from review to redesign and continuous curricular improvement. The Ohio State University College of Veterinary Medicine (OSU CVM) recently undertook a comprehensive review and complete redesign of their curriculum, incorporating all the components of the CBVE model and, in the process, developed a continuous curricular improvement system that may serve other veterinary programs making similar changes. Anchoring the CBVE model within an adapted LEAN approach for systemic change created an outcomes-aligned system for faculty to engage with for curricular development, oversight, and modification based on continuous data collection and analysis. Even though the CBVE model has been in existence for 5 years, confusion remains as to how the three parts of the model best work together and how they can be used for much more than just curriculum redesign, and programs report struggle with how to effectively implement and manage the model. We share how the CBVE model has not only driven our college's curriculum redesign, but how it has also created an opportunity to develop a foundational educational system focused on competency, continual improvement, and innovation. This emerging system for managing curricular change acts in accordance with accreditation demands for ensuring faculty ownership and provides documented evidence-based processes for any changes undertaken.