College of Veterinary Medicine

UNIVERSITY OF MINNESOTA

Curriculum Review Update

Margaret V. Root Kustritz, DVM, PhD, DACTProfessor, Vice-chair, Veterinary Clinical Sciences, Assistant Dean of Education

GOALS – With this curriculum review, the College will:

- create graduates with entry-level competence and confidence and provide the scientific foundation required for acquisition of discipline or species expertise, including an emphasis on critical thinking that integrates basic science and clinical learning, and appropriate understanding and use of the veterinary literature.- create graduates interested in and capable of career paths outside of practice.- decrease cost of curriculum delivery.

WORK COMPLETED TO DATE

- Finalization of a plan of work with duties, identification of internal and external constituent groups, and timelines- Identification of a dedicated space for curriculum revision meetings and setting of a schedule for regular meetings- Gathering of information from other schools of veterinary medicine that have recently completed curriculum revision regarding process, pitfalls, successes- Solicitation from faculty of their impressions of the former curriculum and the current curriculum- Facilitation of a conversation and brainstorming session about curriculum review with college educators; this will be repeated monthly- Collection of information from veterinary practitioners regarding competencies expected of newly graduated veterinarians by species track- Provision of faculty with requested resources including pre-requisites of the College; the final report from the North American Veterinary Medical Education Consortium; information about the North American Veterinary Licensing Examination, which is taken by all practitioners; American Veterinary Medical Association Council on Education accreditation standards for curriculum- Comprehensive evaluation of track requirements for the final year of the curriculum and faculty approval of those track recommendations- Evaluation of ways to streamline rotation offerings in the final year of the curriculum- Solicitation of input from faculty, staff, students, and outside constituents to determine overarching goals to guide review of the early part of the curriculum- External review of our curriculum review process by an educational specialist-Work with the CFO and accounting groups to determine costs of education by course-Creation of a draft curriculum and meetings with faculty groups to determine course structure, core content, sequencing, and estimate of student workload. -Acceptance of draft curriculum by faculty vote

OVERARCHING GOALS

-Meet accreditation standards-Ensure changes are cost-effective or justified- Stimulate clinical reasoning / problem-solving / decision-making, promote retention with emphasis on day 1 knowledge and abilities and relevant assessments- Provide opportunities (faculty development and time in schedule) for active learning, critical thinking and hands-on (laboratory, external opportunities)- Optimize content

- Core versus elective- Medical versus non-medical

- Consider placement of material within courses and courses within semester and curriculum, with attention to vertical integration (medical and non-medical content) and conscious redundancy- Health promotion and disease prevention in curriculum-Build on existing strengths-Build in checks/balances system to develop, adjust and maintain structure

FUTURE WORK - Mapping of curriculum- Refining of 3rd year spring and elective courses by faculty specific to tracks- Implementation goals – active learning, teaching methodologies, determination of core content- Outcomes assessment

CURRICULUM REVIEW BOARD

- John Fetrow (VPM)-Erin Malone (VPM)-Dan Feeney (VCS)-Mike Conzemius (VCS)-Jim Mickelson (VBS)-Dave Brown (VBS)-Peggy Root (VCS and Assistant Dean of Education)

Specifics of work in progress can be found at the blog entitled “UMN CVM Curriculum Review 2011”

(http://blog.lib.umn.edu/rootk001/myblog).

COLLEGE OF VETERINARY MEDICINE CURRICULUM 2013

Year 1 Fall – Anatomy I – Clinical Skills I – Microscopic Anatomy – Veterinary Biochemistry, Nutrition, and Genetics – Physiology I – Professional Development I – GOALe (orientation) – Foundations of Interprofessional Communications and Collaboration

Year 1 Spring – Anatomy II – Clinical Skills II – Physiology II – Professional Development II – GOALe – Critical Scientific Reading – Immunology – Basic Pathology – Agents of Disease I – Preventive Medicine

Year 2 Fall – Agents of Disease II – Pharmacology I – Systemic Pathology – Clinical Pathology – Clinical Skills III – Clinical Epidemiology – Public Health – Small Animal Medicine I – Diagnostics Laboratory

Year 2 Spring – Small Animal Medicine II – Small Animal Surgery I – Large Animal Medicine I – Large Animal Surgery I – Veterinary Imaging I – Clinical Skills IV – Pharmacology II – Professional Development III – Non-traditional Pets – Avian Core

Year 3 Fall – Small Animal Medicine III – Small Animal Surgery II and Anesthesia – Large Animal Medicine II – Large Animal Surgery II – Veterinary Imaging II – Comparative Specialties – Comparative Theriogenology – Clinical Skills V – Professional Development IV

Year 3 Spring – Tracked curriculum

Equine – Orientation to Clinics, Equine I, Equine II, Equine ProblemsFood Animal – Orientation to Clinics, Food Animal I, Food Animal II, Obstetrics Laboratory, Food Animal ProblemsMixed – Orientation to Clinics, Equine I, Food Animal I, Small animal I, Obstetrics Laboratory, a problems courseResearch / Public Health – Orientation to Clinics, Equine I, Food Animal I, Small Animal I, a problems courseSmall Animal – Orientation to Clinics, Small Animal I, Small Animal II, Small Animal Problems

ElectivesYear 1 Fall – Topics in Zoo Animal Medicine – Opportunities in International and Cultural Immersion – Introduction to Swine Production Medicine – Theriogenology Palpation Laboratories (required by track) – Integraive medicine – Avian Medicine and Surgery – Animals and Solciety – Clinical Correlations – Research elective – LA Community Mentoring