Data for the excel spreadsheet- Year 1 5103 problem solvingpolyuria, pollakiuria, dysuria,...

Data for the excel spreadsheet- Year 1 5103 problem solving

List course/clerkship learning objectives: List keywords for each objective (to be used for searching.)

1. In a group and individual setting, the student will develop a database of veterinary information, analyze and use the database via the problem-oriented approach to identify and define problems, develop differential diagnoses, as well as rudimentary diagnostic and treatment plans.

Problem-solving, problem-oriented approach, problem- oriented veterinary medical record, tunnel vision, problem list, diagnostic plan, differential diagnosis, rule-out list, treatment plan, client education plan, subjective data, objective data, assessment, SOAP, history, physical examination, sensitivity, specificity, positive predictive value, negative predictive value, signalment, acute, chronic, morbidity, efficacy, idiopathic, empirical therapy, anorexia, polyuria, pollakiuria, dysuria, hematuria, tenesmus, dyschezia, hematochezia, melena

2. Working in groups, the students will create and agree on team norms and perform an assessment of the functionality of a PBL group shown in a video clip as well as an assessment of their own group’s functionality.

Effective teams, team trust, team norms, positive norms, negative norms, contribution, collaboration, diversity, social loafing, satisfied clients, expert coaching, interpersonal communication, respect for information, respect for people, inform, inquire, persuade, object, argue, defend, fight, flight

3. By the end of the course students will have worked in a problem-based learning (PBL) setting, using the PBL framework to start to develop group problem solving skills, develop appropriate, learning issues, and use the learning issues to focus their learning on those areas necessary to solve assigned problems.

Problem-based learning, learning issues, lifelong learning

4. Working individually and in teams, students will be able to develop a list of appropriate open-ended and close- ended history questions to ask a client presenting a patient to the hospital and use the information to identify and define problems. They will be able to recognize examples of “good” and “bad” communication in a history taking session and how verbal and non-verbal communication may affect the meaning and context of the information gathered.

History taking, initiating the session, active listening, reflective listening, providing structure to the history taking appointment, transitional statements, non-verbal communication, empathy, engagement, building relationship with clients, closing the history taking appointment, open- ended questions, closed-ended questions.

5. Working individually and in teams the student will become familiar with the Veterinary Medical Library and types of texts, electronic resources, and other literature which is commonly used in the School of Veterinary Medicine as well as used by others in the veterinary profession. The student will be able to used search databases PUBMED and Scopus to locate veterinary

Veterinary Medical Library, reserve collection, journals, bibliographic citation, database, serial, periodicals, PUBMED, Scopus, E-books

related information appropriate to the problems approached in the course.

6. Working individually and in teams the student will be able to find veterinary literature appropriate to their assigned problems and critique the literature using evidence based medicine (EBM) principles.

Textbooks, reference-based textbooks, subject-based textbooks, discipline-based textbooks, species-based textbooks, problem-based textbooks, journals, peer- reviewed journals, refereed journals, review articles, case reports, case series, cross-sectional study case controlled study, cohort study randomized controlled trial, placebo control, meta-analysis, systematic review, consensus statement, proceedings manuscripts, internet

resources used in veterinary medicine, Veterinary Information Network (VIN), International Veterinary Information Service (IVIS), American Veterinary Medical Association, evidence-based medicine, evidence pyramid

7. Working individually and in teams the students will critically analyze new information and research findings relevant to veterinary medicine including, critical analysis of new information and research findings relevant to veterinary medicine and demonstration of effective use of literature, references and informational technology in support of diagnosis, case management, and continuing medical education.

8. The students will perform reflective peer and self- assessment as it relates to their performance in group related activities.

SVM 9 +1 Clinical Competency Anchor Points

Competency One: Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management

Aligned with VMED 5103 Learning Objective

Assessment Method

Teaching Method

1.1 History/Physical Examination 4 Exam (written); Participation

Lecture; Team- based learning

1.2 Patient Assessment/Clinical Thinking Skills 1 Exam (written); Participation

Lecture; Team- based learning; Problem- based learning

1.3 Knowledge Base/Basic Pathophysiology 1 Exam (written); Participation


1.4 Diagnostic Skills/Clinical Laboratory Assessment

1 Exam (written); Participation


1.5 Participation in Patient Discussions 1 Exam (written); Participation


1.6 Medical Records 1 Exam (written)

Lecture

Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method

8.1 Client Communication/Client Education/Discharge Summary

4 Exam (written)


8.2 Working with Health Care Team 2, 3, 8 Peer Assessment; Self- Assessment;

Lecture; Team- based learning;

Exam (written); Participation

Problem- based learning

8.3 Ethical Conduct 8 Peer Assessment; Self- Assessment


Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine


Assessment Method

Teaching Method

9.1 Critical Analysis of New Information and Research Findings Relevant to Veterinary Medicine

1, 3, 5, 6, 7 Exam (written); Participation

Lecture; Problem- based learning

9.2 Demonstrate effective use of literature, references and informational technology in support of diagnosis, case management, and continuing medical education.

3, 5, 6, 7 Exam (written); Participation

Lecture; Problem- based learning

5104

Course Objective Keywords (for administrative use)

1. Explain basic physics of radiography, including formation of x-rays and their basic interactions with matter

Electromagnetic radiation, physics of medical imaging, x-ray, gamma ray, electron, energy, anode, cathode braking radiation, scatter

2. Explain formation of the radiographic image Detector, scintillation, luminescence, radiographic film, digital detector, differential absorption, mAs, kVp, contrast

3. Apply concepts of radiology physics to identify and correct poor-quality images

Artifacts, exposure, motion, blur, distortion, magnification

4. Describe the basic physics of contrast radiography, ultrasound, CT, and MRI with an emphasis of each modality’s advantages, limitations, and indications

Computed tomography, x-ray, iodine, barium sulfate, positive contrast, negative contrast, magnetic resonance imaging, proton, ultrasound

5. Practice radiation safety and recognize potential biological effects of ionizing radiation

Stochastic, nonstochastic, radiosensitive, ionizing radiation, direct and indirect effects, x-ray, gamma ray, lead shielding, ALARA principle

AVMA – COE Competency VMED 5104

Course Objective

Assessment Method

Teaching Method


1.2 Patient Assessment/Clinical Thinking Skills 3, 5 Exam (written) Lecture

1.3 Knowledge Base/Basic Pathophysiology 1, 2, 3, 4, 5 Exam (written) Lecture

1.4 Diagnostic Skills/Clinical Laboratory Assessment 3, 4, 5 Exam (written) Lecture

Competency Five: Basic medicine skills, experience and case management

5.1 Basic medical skills/ Case Management 3 Exam (written) Lecture

5109

List course/clerkship learning objectives: (please add rows as needed) List keywords for each objective (to be used for searching.)

1.To introduce students to the basic structures and functions of important biomolecules and learn the fundamental biochemical processes in the cell.

Cell biology

2. To learn the different biochemical and molecular biology techniques that is relevant to diagnosis and/or treatment of animal/human diseases

Molecular biology

3. To learn the mechanisms by which different molecules are transported across the plasma membrane and introduce students to cell signaling pathways

Cell signaling

4. To learn the mechanism controlling the electrical activity across the plasma membrane and the events involved in the action potential.

Action potential

5. To learn the structural components of skeletal and smooth muscles to understand the mechanism of contraction and relaxation in different muscle types

Muscle contraction and relaxation

6. To identify various diseases of skeletal and smooth muscles and to understand the pharmacological basis of therapeutics.

Muscle disease

7. Introduce students to basic endocrinology and related hormones and its function

Endocrine gland and hormones

8. To learn the reproductive anatomy, endocrinology and physiology, including pregnancy, parturition, and lactation of the domestic species

Reproduction




Assessmen t Method

Teaching Method

1.1 History/Physical Examination

1.2 Patient Assessment/Clinical Thinking Skills

1.3 Knowledge Base/Basic Pathophysiology 1-8

Exam Lecture/

2 Louisiana State University School of Veterinary Medicine Syllabus

5111 List course/clerkship learning objectives: (please add rows as needed) List keywords for each

objective (to be used for searching.)

1. Describe different parts of the cardiovascular system and its function Heart

2. Describe the origin of electrical activity and how the action potential spreads to different parts of the heart to produce rhythmic contractions

Electrical activity of the heart

3. Describe the placement of electrocardiogram lead and able to differentiate between normal and abnormal electrocardiogram

electrocardiogram

4. Recognize the importance of different valves in the heart and how it facilitates the flow of blood in one direction

Valves of the heart

5.Identify the different types of circulation and the different pressures in the systemic and pulmonary circulation

circulation

6. Recognize the relationship between pressure, volume and flow in the circulatory system and how each one is measured

Cardiovascular variables

7. Identify the different segment of the circulatory tree and describe the dynamics of fluid exchange in the capillaries

Vascular tree functions

8. Recognize the importance of venous system and its relevance to circulatory system

Venous system function

9. Recognize the importance of lymphatics system and its role with respect to circulatory blood volume.

Lymphatics function

10. Recognize the importance of nervous system and hormones in the control of blood flow in the circulatory system

Nervous system control of blood flow

11. Recognize the importance of right atrial pressure, venous return and resistance to venous return in the regulation of cardiac output

Cardiac output

12. Recognize the dynamic changes that occur in the cardiovascular system during exercise

Exercise and cardiovascular dynamics

13. Define shock and understand how the positive and negative feed- back mechanism that prevent or worsen the progression of shock

Shock and cardiovascular dynamics

14. Recognize how the normal function of the cardiovascular system is affected during cardiac failure due to congenital or acquired causes

Cardiac failure pathophysiology


15. Describe how parasites residing in the cardiovascular system affects the dynamics of circulation

Heart worm and cardiovascular dynamics

16. Recognize the different parts of the digestive system and its function digestion

17. Describe the principle of the digestive system function including secretion, absorption and excretion.

Digestive function

16. Introduce students to Ruminant digestive physiology including motility, energy metabolism and digestion

Ruminant digestion

17. Introduce student to equine digestive physiology and explain the different segments of the digestive system and its contribution to digestive process

Equine digestion

18. Describe the different parts of the avian digestive system and their contributions to digestive physiology.

Avian digestion




Assessment Method

Teaching Method

1.1 History/Physical Examination 1.2 Patient Assessment/Clinical Thinking Skills

1.3 Knowledge Base/Basic Pathophysiology 1-18 Exam Lecture

5123

Learning objectives: Keywords for each objective: 1. Express, in a verbal and/or written manner, the basic morphology of the domestic species – both systematically and topographically.

morphology

2. Express, in a verbal and/or written manner, the various functions of the animal body – making note of the differences between the domestic species

function

3. Apply the acquired knowledge of structure (e.g. morphology) and correlate it with the functions (e.g. Physiology) of the animal body

application

4. Apply the acquired database (basic morphology) to the other medical disciplines (e.g. histology, developmental anatomy, radiology, surgery, obstetrics, clinical pathology, etc.).

integration

5. Correlate the anatomical knowledge gained from the study of one or two domestic species to comparative anatomy of the remaining domestic species.

correlation


6. Demonstrate independent competence in the ability to utilize the basic "tools" (e.g. gross dissection and microscopy) of anatomical investigation.

skill

7. Learn the terms, facts, concepts and theories of the gross anatomy of the domestic animals.

details

8. Build an anatomical vocabulary that will allow you to communicate precisely with your current and future colleagues and clients.

communication

9. Appreciate the foundational relationship between gross anatomy and other areas of veterinary practice such as surgery and diagnosis.

integration

10. Develop the ability to apply principles and concepts you have already learned to new problems and situations, and to make reasonable inferences from your observations (i.e., enhance your analytic and problem-solving abilities).

observation

11. Understand and visualize the three-dimensional structure of the whole animal body. structure 12. Develop an attitude of responsibility for your learning, and a commitment to becoming a life-long learner.

learning

13. Cultivate an attitude of cooperation with and respect for your classmates and instructors as we all endeavor to help you meet these goals.

collegiality


Lecture=Lect, Laboratory=Lab, Test=T Practical=P, Reading=R, Quiz=Q, Direct Observation=DO Competency One: Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management

Aligned with VMED 5123, 5124 Learning Objective

Assessment Method

Teaching Method

1.1 History/Physical Examination 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

1.2 Patient Assessment/Clinical Thinking Skills 1, 2, 3, 4, 5 ,7, 8, 10, 11 Lab, T, P Lect, Lab, Q, DO

1.3 Knowledge Base/Basic Pathophysiology 1, 3 Lect, Lab*, T, L, Q

Lect, Lab

Competency Four: Basic surgery skills, experience, and case management


Assessment Method

Teaching Method

4.1 Basic surgical skills 6 Lab DO Competency Five: Basic medicine skills, experience and case management


Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 9, 10, 11 Lec, Lab Lect, Lab, DO

Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety


Assessment Method

Teaching Method

7.3 Biosecurity 6 Lab Lab 7.4 Zoonosis 7 Lab Lab Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method


3, 4, 5, 6, 7, 8, 9, 10 Lab, Quiz Lab

8.2 Working with Health Care Team 6, 12, 13 Lab Lab 8.3 Ethical Conduct 1, 2, 6, 12 T, P, DO Q, P, T, DO 8.4 Emotional Stability 1-13 Lect, Lab, T,

P, R, Q, DO Lect, Lab, DO

8.5 Reliability/Thoroughness/Punctuality/Appearance 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO



Assessment Method

Teaching Method



10, 13 Lect, Lab, T Lect, Lab



Competency Ten: Comparative Pathobiology: In the clinical setting discuss and apply basic science (physiology, immunology, histology, neuroscience, anatomy, etc.) to clinical cases within and across common species and between animal classes (mammals, birds, fish, reptiles, amphibians, etc.).


Assessment Method

Teaching Method

10.1 Comparative and developmental physiology & anatomy

1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

10.2 Drug metabolism as it relates therapy, anesthesia, analgesia, and adverse drug reactions.


Lect, Lab, DO

10.3. Apply central biological principles and mechanisms on a cellular, systemic, and population level.


Lect, Lab, DO


5124 Learning objectives: Keywords for each

objective: 1. Express, in a verbal and/or written manner, the basic morphology of the domestic species – both systematically and topographically.

morphology

2. Express, in a verbal and/or written manner, the various functions of the animal body – making note of the differences between the domestic species

function

3. Apply the acquired knowledge of structure (e.g. morphology) and correlate it with the functions (e.g. Physiology) of the animal body

application


integration

5. Correlate the anatomical knowledge gained from the study of one or two domestic species to comparative anatomy of the remaining domestic species.

correlation

6. Demonstrate independent competence in the ability to utilize the basic "tools" (e.g. gross dissection and microscopy) of anatomical investigation.

skill

7. Learn the terms, facts, concepts and theories of the gross anatomy of the domestic animals.

details

8. Build an anatomical vocabulary that will allow you to communicate precisely with your current and future colleagues and clients.

communication

9. Appreciate the foundational relationship between gross anatomy and other areas of veterinary practice such as surgery and diagnosis.

integration

10. Develop the ability to apply principles and concepts you have already learned to new problems and situations, and to make reasonable inferences from your observations (i.e., enhance your analytic and problem-solving abilities).

observation

11. Understand and visualize the three-dimensional structure of the whole animal body.

structure

12. Develop an attitude of responsibility for your learning, and a commitment to becoming a life-long learner.

learning


collegiality

SVM 9 +1 Clinical Competency Anchor Points Lecture=Lect, Laboratory=Lab, Test=T Practical=P, Reading=R, Quiz=Q, Direct Observation=DO



Assessment Method

Teaching Method


Lect, Lab, DO

1.2 Patient Assessment/Clinical Thinking Skills 1, 2, 3, 4, 5 ,7, 8, 10, 11

Lab, T, P Lect, Lab, Q, DO

1.3 Knowledge Base/Basic Pathophysiology 1, 3 Lect, Lab*, T, L, Q

Lect, Lab



Assessment Method

Teaching Method


4.1 Basic surgical skills 6 Lab DO Competency Five: Basic medicine skills, experience and case management


Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 9, 10, 11 Lec, Lab Lect, Lab, DO



Assessment Method

Teaching Method

7.3 Biosecurity 6 Lab Lab 7.4 Zoonosis 7 Lab Lab Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method


3, 4, 5, 6, 7, 8, 9, 10 Lab, Quiz Lab

8.2 Working with Health Care Team 6, 12, 13 Lab Lab 8.3 Ethical Conduct 1, 2, 6, 12 T, P, DO Q, P, T, DO 8.4 Emotional Stability 1-13 Lect, Lab, T,

P, R, Q, DO Lect, Lab, DO


Lect, Lab, DO



Assessment Method

Teaching Method







Assessment Method

Teaching Method



Lect, Lab, DO



Lect, Lab, DO



Lect, Lab, DO

5126

Course/clerkship learning objectives Keywords 1. Be able to describe the commonly used cell

biology methods and the structure and functions of cellular membranes and organelles.

Cell culture, flow cytometry, cell fractionation, genome editing, PCR, DNA sequencing, biomembrane, lipid bilayer, fluid mosaic model, nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, ribosome, lysosome, peroxisome, endosome, Kreb cycle, electron transport, ATP production.

2. Be able to describe the structures and functions of biological macromolecules.

DNA, RNA, protein, lipid, genome, chromosome.

3. Be able to explain the processes of transcription and translation, and how they are regulated.

mRNA, genetic codon, RNA polymerase, ribosome, tRNA, aminoacyl tRNA synthetase, transcription regulator, DNA methylation, alternative RNA splicing, noncoding RNA, RNA interference.


4. Be able to describe the components and functions of intra- (cytoskeleton) and extracellular matrices.

Cytoskeleton, microfilament, microtubule, intermediate filament, interstitial matrix, basement membrane, glycosaminoglycan, collagen, elastin, laminin, fibronectin, glycoprotein.

5. Be able to describe the processes of DNA replication and repair, and the key factors involved in the processes.

Primase, DNA polymerase, telomerase, sliding clamp, helicase, topoisomerase, replication fork, Okazaki fragment, leading strand, lagging strand, DNA damaging sources, DNA repair pathways.

6. Be able to explain the basic mechanisms of cell signaling and motility.

Hormone, neurotransmitter, cytokine, receptor, signal transduction pathway, asymmetric polarization, microtubule-organizing center, actin polymerization, adhesion dynamics.

7. Be able to explain the processes of cell division, early differentiation, degradation of cell components and cell death.

Mitosis, cell cycle, centrosome, spindle, chromosome, kinetochore, microtubule, zygote, cleavage, blastulation, gastrulation, somitogenesis, apopotosis, cornification, ubiquitin- proteasome system, autophagy, endolysosomal degradation and ESCRT complex, and necrosis.

8. Be able to describe the properties of stem, cancer and pathogen-infected cells.

Stem cell, proliferation, self-renewal, cell culture, uncontrolled mitotic division, genomic instability, genetic mutation, contact inhibition, metastasis, pathogen, host cell.

9. Be able to explain tissue types, how histological slides are prepared and use light microscopes.

Tissues, histological slides, microscope.

10. Be able to describe the classification, characteristics and functions of epithelia.

Covering and lining epithelia, glandular epithelia, simple epithelia, stratified epithelia.

11. Be able to describe the characteristics and functions of different muscle types.

Smooth muscle, skeletal muscle, cardiac muscle, muscle fiber, myoglobin, creatine phosphate, glycogen.

12. Be able to describe the major components of connective tissue and the characteristics and functions of different connective tissues.

Resident cell (fibroblast, adipocyte, mast cell, macrophage, mesenchymal stem cell), transient immune cell (neutrophil, eosinophil, basophil), fiber (collagen fiber, reticular fiber, elastic fiber), ground substance (glycosaminoglycan, proteoglycan, glycoprotein), connective tissue proper [loose connective tissue, dense connective tissue (including dense regular and dense irregular connective tissue)], special connective tissue [cartilage, bone, blood, bone marrow, adipose connective tissue (white and brown)].

5

13. Be able to describe the composition and functions of the blood and lymph vessels.

Heart, blood vessel, artery, vein, capillaries, cardiac muscle, Purkinje fiber, chemoreceptor, baroreceptor.

14. Be able to describe the major components of nervous tissue, and the structure and functions of the different components.

Neuron (sensory neuron, motor neuron, interneuron), neuroglial cell (microglial cell, astrocyte, oligodendrocyte, NG2 glia, Schwann cell, satellite glial cell), grey matter, white matter, ganglion, nerve, endoneurium, perineurium, epineurium.

15. Develop the skill of using light microscope to “read” an unknown slide, including the ability to identify normal cell/tissue types in various contexts.

Light microscope, slide, cell, tissue.




Assessment Method

Teaching Method

1.1 History/Physical Examination 1, 6-12 exam Lecture and lab

1.2 Patient Assessment/Clinical Thinking Skills 1-12 exam lecture 1.3 Knowledge Base/Basic Pathophysiology 5,6 exam lecture 1.4 Diagnostic Skills/Clinical Laboratory Assessment 1,12 exam Lecture

and lab Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety

7.2 Disease prevention/Control/Eradication 5,6 exam lecture 7.3 Biosecurity 5,6 exam lecture Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine


1-6 Exam and quiz

Lecture and lab


7-12 Exam and quiz

Lecture and lab


10.1 Comparative and developmental physiology & anatomy 5 exam lecture 10.3. Apply central biological principles and mechanisms on a cellular, systemic, and population level.

1-12 Exam and quiz

Lecture and lab

6

5127

Learning objectives: Keywords for each objective:

1. Express, in a verbal and/or written manner, the basic microscopic and developmental morphology of the domestic species – both systematically and topographically.

morphology

2. Express, in a verbal and/or written manner, the various functions of the animal body – making note of the differences between the domestic species.

function

3. Apply the acquired knowledge of the structure (e.g. morphology) and correlate it with the functions (e.g. physiology) of the animal body.

application


integration

5. Correlate the microscopic anatomical knowledge gained from the study of one or two domestic species to comparative anatomy of the remaining domestic species.

correlation

6. Demonstrate independent competence in the ability to utilize the basic "tools" such as a microscope for histologic investigation.

skill

7. Learn the terms, facts, concepts and theories of morphology of the domestic animals.

details

8. Build an morphological vocabulary that will allow you to communicate precisely with your current and future colleagues and clients.

communication

9. Appreciate the foundational relationship between microscopic and developmental morphology and other areas of veterinary practice such as surgery and diagnosis.

integration

10. Develop the ability to apply principles and concepts you have already learned to new problems and situations, and to make reasonable inferences from your observations (i.e., enhance your analytic and problem solving abilities).

observation

11. Understand and visualize the three-dimensional structures of the whole animal body.

structure

12. Develop an attitude of responsibility for your learning, and a commitment to becoming a life-long learner.

learning


collegiality

7

SVM 9 Clinical Competency Anchor Points Assessment Method: Exam (E), Practical (P)

Teaching Method: Lecture (L), Laboratory (Lab) Competency One: Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management


Assessment Method

Teaching Method

1.1 History/Physical Examination 1, 2, 3, 4, 5, 6 E, P L, Lab 1.2 Patient Assessment/Clinical Thinking Skills 1, 2, 3, 4, 5, 6 E, P L, Lab 1.3 Knowledge Base/Basic Pathophysiology 1, 2, 3, 4, 5, 6 E, P L, Lab 1.4 Diagnostic Skills/Clinical Laboratory Assessment 1.5 Participation in Patient Discussions 1.6 Medical Records Competency Two: Comprehensive treatment planning including patient referral when indicated


Assessment Method

Teaching Method

2.1 Treatment planning 2.2 Understanding Therapeutic Modalities and Availability (would include knowledge of referral services available)

Competency Three: Anesthesia and pain management, patient welfare


Assessment Method

Teaching Method

3.1 Anesthesia/Patient Status/Response/Plans 3.2 Pain Management/Patient Welfare/Empathy Competency Four: Basic surgery skills, experience, and case management


Assessment Method

Teaching Method

4.1 Basic surgical skills 1, 2, 3, 4, 5, 6 E, P L, Lab 4.2 Surgical experience gained through rotation 4.3 Case Management Competency Five: Basic medicine skills, experience and case management


Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 5.2 Medical experience gained through rotation Competency Six: Emergency and intensive care case management


Assessment Method

Teaching Method

6.1 Emergency Care Management 6.2 Intensive Care Management Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety


Assessment Method

Teaching Method

8

7.1 Health Maintenance/promotion 7.2 Disease prevention/Control/Eradication 7.3 Biosecurity 7.4 Zoonosis 7.5 Food Safety Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method


8.2 Working with Health Care Team 8.3 Ethical Conduct 1, 2, 3, 4, 5, 6 E, LE 8.4 Emotional Stability 8.5 Reliability/Thoroughness/Punctuality/Appearance Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine


Assessment Method

Teaching Method


1, 2, 3, 4, 5, 6 E, P L, Lab


1, 2, 3, 4, 5, 6 E, P L, Lab

Knowledge (K = KNOWLEDGE)

Aligned with Course Learning Objective

Assessment Method: Exam (E), Practical (P), Laboratory Experience (LE)

K1: basic scientific principles of cellular and molecular medicine

1, 3, 4 E, P, LE

K2: normal structure, function and pathophysiology of all organ systems

1, 2, 3, 4, 5, 6 E, P, LE

K3: scientific basis of modern therapeutics 4 E, P, LE K4: all components of the medical interview and physical examination

1, 2, 5, 6 LE

K5: fundamental issues of environmental health 3 LE K6: principles and application of scientific literature

4 E, P

K7: foundations of evidence-based medicine 4 E, P K8: use of modern information technology 3, 5, 6 E, LE

9

K9: basic principles and practice of medical ethics

6 LE

K10: usefulness of community resources 5 LE K11: apply the basic science principles of normal and abnormal structure and function to clinical medicine

4, 5 E, LE

K12: apply the principles of clinical reasoning 4 E, LE K13: recognize and manage common medical problems

N/A

K14: recognize and respond to acute life-threatening problems

N/A

K15: provide patient care based on the human life cycle stages

N/A

K16: apply the principles of evidence-based medicine

N/A

K17: develop the clinical competencies expected in each of the core medical specialties

N/A

K18: describe the organization and systems of health care delivery and financing

N/A

K19: apply principles of preventive and population-based medicine including environmental health issues

N/A

K20: provide patient care with regard for psychosocial issues

N/A

K21: apply the principles of clinical epidemiology, medical ethics, and alternative medicine in clinical medicine

N/A

Attitude/Behavioral (AB = ATTITUDES/BEHAVIORS)


Assessment Method

AB1: act with integrity, honesty and candor 1, 2, 3, 4, 5, 6 E, P, LE AB2: treat the patient as a person 1, 2, 3, 4, 5, 6 E, P, LE AB3: view medicine as a service profession 1, 2, 3, 4, 5, 6 E, P, LE AB4: maintain confidentiality about patients, colleagues, faculty, etc.

1, 2, 3, 4, 5, 6 E, P, LE

AB5: practice humanism, courtesy, and social decorum

1, 2, 3, 4, 5, 6 E, P, LE

AB6: exhibit teamwork and collegiality 1, 2, 3, 4, 5, 6 LE AB7: respect diversity 1, 2, 3, 4, 5, 6 LE AB8: promote equity 1, 2, 3, 4, 5, 6 LE AB9: work through ambiguity and uncertainty 1, 2, 3, 4, 5, 6 E, P, LE AB10: altruism, honesty, ethical behavior, caring and compassion

1, 2, 3, 4, 5, 6 E, P, LE

10

AB11: use of adaptive mechanisms for dealing with stress

1, 2, 3, 4, 5, 6 E, P, LE

AB12: commitment to excellence in patient care N/A AB13: commitment to the patient's welfare and advocacy

1, 2, 3, 4, 5, 6 E, P, LE

AB14: respect for and cooperation with all participants of the health care system

N/A

AB15: sensitivity to diversity N/A AB16: appreciation of medicine as a service profession

N/A

AB17: commitment to equity N/A AB18: responsibility for preventive care N/A AB19: participation in providing public health education

N/A

AB20: engagement in life-long learning and adaptability to the changing health care environment

1, 2, 3, 4, 5, 6 E, P, LE

AB21: commitment to civic responsibilities N/A Skills (S = SKILLS)


Assessment Method

S1: apply basic knowledge in a clinical setting 1, 2, 3, 4, 5, 6 LE S2: establish rapport with patients N/A S3: perform a reliable history and physical exam 1, 2, 3, 4, 5, 6 E, P, LE S4: generate a basic "problem list" based on the history and physical exam

N/A

S5: communicate effectively in oral and written form

1, 2, 3, 4, 5, 6 P, LE

S6: work collaboratively in problem-solving N/A S7: navigate biomedical information resources N/A S8: use critical thinking 1, 2, 3, 4, 5, 6 E, P, LE S9: apply BLS training 1, 2, 3, 4, 5, 6 E, P, LE S10: use effective learning techniques 1, 2, 3, 4, 5, 6 E, P, LE S11: use learning resources, including mentors, effectively

1, 2, 3, 4, 5, 6 E, P, LE

S12: evaluate and remedy personal deficiencies 1, 2, 3, 4, 5, 6 E, P, LE S13: develop effective test-taking skills 1, 2, 3, 4, 5, 6 E, P, LE S14: manage time effectively 1, 2, 3, 4, 5, 6 E, P, LE S15: balance personal and professional life 1, 2, 3, 4, 5, 6 LE S16: perform a comprehensive or focused history and physical examination, and recognize

N/A

11

the appropriateness of when to perform each of these exams. S17: order and interpret appropriate laboratory and diagnostic studies

N/A

S18: integrate history, physical examination and laboratory results

1, 3, 4 P, LE

S19: perform routine and simple procedures necessary for patient care

N/A

S20: tailor treatment to individual patients N/A S21: recognize normal and abnormal findings across the life cycle

1, 3, 4, 5 E, P, LE

S22: generate appropriate differential and working diagnoses

N/A

S23: use information and knowledge seeking skills necessary for life-long learning

1, 2, 3, 4, 5, 6 E, P, LE

S24: cope with ambiguity and uncertainty 1, 2, 3, 4, 5, 6 LE S25: recognize and differentiate between emergent, urgent, and routine health conditions

N/A

S26: coordinate or arrange appropriate intervention

N/A

S27: interact in a confidence-inspiring manner with patients and their families

1, 2, 6 LE

S28: provide informed consent N/A S29: recognize and manage personal limitations in treating patients, evaluate and remediate personal deficiencies

N/A

S30: listen to and communicate information effectively to patients, families, and colleagues

N/A

S31: exercise conflict resolution 1, 2, 3, 4, 5, 6 LE S32: work effectively with others on the healthcare team

1, 2, 3, 4, 5, 6 LE

S33: advocate for community needs N/A S34: apply population knowledge to patient management

N/A

SVM 9 Clinical Competency Anchor Points Assessment Method: Exam (E), Practical (P)

Teaching Method: Lecture (L), Laboratory (Lab) Competency One: Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management


Assessment Method

Teaching Method

1.1 History/Physical Examination 1, 2, 3, 4, 5, 6 E, P L, Lab 1.2 Patient Assessment/Clinical Thinking Skills 1, 2, 3, 4, 5, 6 E, P L, Lab 1.3 Knowledge Base/Basic Pathophysiology 1, 2, 3, 4, 5, 6 E, P L, Lab

12

1.4 Diagnostic Skills/Clinical Laboratory Assessment 1.5 Participation in Patient Discussions 1.6 Medical Records Competency Two: Comprehensive treatment planning including patient referral when indicated


Assessment Method

Teaching Method

2.1 Treatment planning 2.2 Understanding Therapeutic Modalities and Availability (would include knowledge of referral services available)

Competency Three: Anesthesia and pain management, patient welfare


Assessment Method

Teaching Method

3.1 Anesthesia/Patient Status/Response/Plans 3.2 Pain Management/Patient Welfare/Empathy Competency Four: Basic surgery skills, experience, and case management


Assessment Method

Teaching Method

4.1 Basic surgical skills 1, 2, 3, 4, 5, 6 E, P L, Lab 4.2 Surgical experience gained through rotation 4.3 Case Management Competency Five: Basic medicine skills, experience and case management


Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 5.2 Medical experience gained through rotation Competency Six: Emergency and intensive care case management


Assessment Method

Teaching Method

6.1 Emergency Care Management 6.2 Intensive Care Management Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety


Assessment Method

Teaching Method

7.1 Health Maintenance/promotion 7.2 Disease prevention/Control/Eradication 7.3 Biosecurity 7.4 Zoonosis 7.5 Food Safety Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method

13


8.2 Working with Health Care Team 8.3 Ethical Conduct 1, 2, 3, 4, 5, 6 E, LE 8.4 Emotional Stability 8.5 Reliability/Thoroughness/Punctuality/Appearance Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine


Assessment Method

Teaching Method


1, 2, 3, 4, 5, 6 E, P L, Lab


1, 2, 3, 4, 5, 6 E, P L, Lab

Knowledge (K = KNOWLEDGE)


Assessment Method: Exam (E), Practical (P), Laboratory Experience (LE)

K1: basic scientific principles of cellular and molecular medicine

1, 3, 4 E, P, LE

K2: normal structure, function and pathophysiology of all organ systems

1, 2, 3, 4, 5, 6 E, P, LE

K3: scientific basis of modern therapeutics 4 E, P, LE K4: all components of the medical interview and physical examination

1, 2, 5, 6 LE

K5: fundamental issues of environmental health 3 LE K6: principles and application of scientific literature

4 E, P

K7: foundations of evidence-based medicine 4 E, P K8: use of modern information technology 3, 5, 6 E, LE K9: basic principles and practice of medical ethics

6 LE

K10: usefulness of community resources 5 LE K11: apply the basic science principles of normal and abnormal structure and function to clinical medicine

4, 5 E, LE

K12: apply the principles of clinical reasoning 4 E, LE K13: recognize and manage common medical problems

N/A

14

K14: recognize and respond to acute life-threatening problems

N/A

K15: provide patient care based on the human life cycle stages

N/A

K16: apply the principles of evidence-based medicine

N/A

K17: develop the clinical competencies expected in each of the core medical specialties

N/A

K18: describe the organization and systems of health care delivery and financing

N/A

K19: apply principles of preventive and population-based medicine including environmental health issues

N/A

K20: provide patient care with regard for psychosocial issues

N/A

K21: apply the principles of clinical epidemiology, medical ethics, and alternative medicine in clinical medicine

N/A

Attitude/Behavioral (AB = ATTITUDES/BEHAVIORS)


Assessment Method

AB1: act with integrity, honesty and candor 1, 2, 3, 4, 5, 6 E, P, LE AB2: treat the patient as a person 1, 2, 3, 4, 5, 6 E, P, LE AB3: view medicine as a service profession 1, 2, 3, 4, 5, 6 E, P, LE AB4: maintain confidentiality about patients, colleagues, faculty, etc.

1, 2, 3, 4, 5, 6 E, P, LE

AB5: practice humanism, courtesy, and social decorum

1, 2, 3, 4, 5, 6 E, P, LE

AB6: exhibit teamwork and collegiality 1, 2, 3, 4, 5, 6 LE AB7: respect diversity 1, 2, 3, 4, 5, 6 LE AB8: promote equity 1, 2, 3, 4, 5, 6 LE AB9: work through ambiguity and uncertainty 1, 2, 3, 4, 5, 6 E, P, LE AB10: altruism, honesty, ethical behavior, caring and compassion

1, 2, 3, 4, 5, 6 E, P, LE

AB11: use of adaptive mechanisms for dealing with stress

1, 2, 3, 4, 5, 6 E, P, LE

AB12: commitment to excellence in patient care N/A AB13: commitment to the patient's welfare and advocacy

1, 2, 3, 4, 5, 6 E, P, LE

AB14: respect for and cooperation with all participants of the health care system

N/A

AB15: sensitivity to diversity N/A

15

AB16: appreciation of medicine as a service profession

N/A

AB17: commitment to equity N/A AB18: responsibility for preventive care N/A AB19: participation in providing public health education

N/A

AB20: engagement in life-long learning and adaptability to the changing health care environment

1, 2, 3, 4, 5, 6 E, P, LE

AB21: commitment to civic responsibilities N/A Skills (S = SKILLS)


Assessment Method

S1: apply basic knowledge in a clinical setting 1, 2, 3, 4, 5, 6 LE S2: establish rapport with patients N/A S3: perform a reliable history and physical exam 1, 2, 3, 4, 5, 6 E, P, LE S4: generate a basic "problem list" based on the history and physical exam

N/A

S5: communicate effectively in oral and written form

1, 2, 3, 4, 5, 6 P, LE

S6: work collaboratively in problem-solving N/A S7: navigate biomedical information resources N/A S8: use critical thinking 1, 2, 3, 4, 5, 6 E, P, LE S9: apply BLS training 1, 2, 3, 4, 5, 6 E, P, LE S10: use effective learning techniques 1, 2, 3, 4, 5, 6 E, P, LE S11: use learning resources, including mentors, effectively

1, 2, 3, 4, 5, 6 E, P, LE

S12: evaluate and remedy personal deficiencies 1, 2, 3, 4, 5, 6 E, P, LE S13: develop effective test-taking skills 1, 2, 3, 4, 5, 6 E, P, LE S14: manage time effectively 1, 2, 3, 4, 5, 6 E, P, LE S15: balance personal and professional life 1, 2, 3, 4, 5, 6 LE S16: perform a comprehensive or focused history and physical examination, and recognize the appropriateness of when to perform each of these exams.

N/A

S17: order and interpret appropriate laboratory and diagnostic studies

N/A

S18: integrate history, physical examination and laboratory results

1, 3, 4 P, LE

S19: perform routine and simple procedures necessary for patient care

N/A

16

S20: tailor treatment to individual patients N/A S21: recognize normal and abnormal findings across the life cycle

1, 3, 4, 5 E, P, LE

S22: generate appropriate differential and working diagnoses

N/A

S23: use information and knowledge seeking skills necessary for life-long learning

1, 2, 3, 4, 5, 6 E, P, LE

S24: cope with ambiguity and uncertainty 1, 2, 3, 4, 5, 6 LE S25: recognize and differentiate between emergent, urgent, and routine health conditions

N/A

S26: coordinate or arrange appropriate intervention

N/A

S27: interact in a confidence-inspiring manner with patients and their families

1, 2, 6 LE

S28: provide informed consent N/A S29: recognize and manage personal limitations in treating patients, evaluate and remediate personal deficiencies

N/A

S30: listen to and communicate information effectively to patients, families, and colleagues

N/A

S31: exercise conflict resolution 1, 2, 3, 4, 5, 6 LE S32: work effectively with others on the healthcare team

1, 2, 3, 4, 5, 6 LE

S33: advocate for community needs N/A S34: apply population knowledge to patient management

N/A

PC = Patient Care Aligned with Course Learning Objectives

Assessment Method

PC1: Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.

NA

PC2: Gather essential and accurate information about their patients.

NA

PC3: Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment.

NA

PC4: Develop and carry out patient management plans.

NA

PC5: Counsel and educate patients and their families.

NA

17

PC6: Use information technology to support patient care decisions and patient education.

NA

PC7: Perform competently all medical and invasive procedures considered essential for the area of practice.

NA

PC8: Provide health care services aimed at preventing health problems or maintaining health.

NA

PC9: Work with health care professionals, including those from other disciplines, to provide patient-focused care.

NA

MK = Medical Knowledge MK1: Demonstrate an investigatory and analytic thinking approach to clinical situations.

Yes Laboratory, Exam

MK2: Know and apply the basic and clinically supportive sciences, which are appropriate to their discipline.


PBL = Practice-based Learning and Improvement PBL1: Practice-based Learning and Improvement: Analyze practice experience and perform practice-based improvement activities using a systematic methodology.


PBL2: Practice-based Learning and Improvement: Locate, appraise, and assimilate evidence from scientific studies related to their patients’ health problems.

NA

PBL3: Practice-based Learning and Improvement: Obtain and use information about their population of patients and the larger population from which their patients are drawn.

NA

PBL4: Practice-based Learning and Improvement: Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.

NA

PBL5: Practice-based Learning and Improvement: Use information technology to manage information, access on-line medical information, and support their education.

NA

PBL6: Practice-based Learning and Improvement: Facilitate the learning of students and other health care professionals.


ICS = Interpersonal and Communication Skills ICS1: Create and sustain a therapeutic and ethically sound relationship with patients.

NA

18

ICS2: Use effective listening skills and elicit and provide information using effective nonverbal, explanatory, questioning, and writing skills.


ICS3: Work effectively with others as a member or leader of a health care team or other professional groups.


P = Professionalism P1: Professionalism: Demonstrate respect, compassion, and integrity; a responsiveness to the needs of patients and society that supersedes self-interest; accountability to patients, society, and the profession; and a commitment to excellence and on-going professional development.

NA

P2: Professionalism: Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices.

NA

P3: Professionalism: Demonstrate sensitivity and responsiveness to patients’ culture, age, gender, and disabilities.

NA

SBP = Systems-based Practice SBP1: Systems-based Practice: Understand how their patient care and other professional practices affect other health care professionals, the health care organization, and the larger society and how these elements of the system affect their practice.

NA

SBP2: Systems-based Practice: Know how types of medical practice and delivery systems differ from one another, including methods of controlling health care costs and allocating resources.

NA

SBP3: Systems-based Practice: Practice cost-effective health care and resource allocation that does not compromise quality of care.

NA

SBP4: Systems-based Practice: Advocate for quality patient care and assist patients in dealing with system complexities.

NA

SBP5: Systems-based Practice: Know how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.

NA


Abreviations: Lecture = Lect, Laboratory = Lab, Test = T, Practical = P, Reading = R, Quiz = Q, Direct Observation = DO

19



Assessment Method

Teaching Method


Lect, Lab, DO

1.2 Patient Assessment/Clinical Thinking Skills 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

1.3 Knowledge Base/Basic Pathophysiology 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

1.6 Medical Records 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO



Assessment Method

Teaching Method

4.1 Basic surgical skills 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO



Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO



Assessment Method

Teaching Method

7.3 Biosecurity 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

7.4 Zoonosis 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO



Assessment Method

Teaching Method



Lect, Lab, DO

8.2 Working with Health Care Team 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

8.3 Ethical Conduct 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO

8.4 Emotional Stability 1-13 Lect, Lab, T, P, R, Q, DO

Lect, Lab, DO


Lect, Lab, DO



Assessment Method

Teaching Method

20



Lect, Lab, DO



Lect, Lab, DO



Assessment Method

Teaching Method



Lect, Lab, DO



Lect, Lab, DO



Lect, Lab, DO

5001


Upon completion of this course you should be able to: 1. Comprehend the concept of problem based learning. Clinical Competency 1

Problem solving, evidence based medicine

2. Practice self directed learning. Clinical Competency 1 Self directed learning 3. Develop problem solving skills. Clinical Competency 1 Problem solving

4. Use the problem solving approach to work through a clinical case. Clinical Competency 1

Problem solving

5. Develop clinical reasoning skills. Clinical Competency 1 Clinical reasoning

6. Explore the use of veterinary resources and evidence based medicine. Clinical competency 1.

Evidence based medicine

7. Refine interpersonal and small group communication skills Communication

8. Develop a reflexive sense of learning and inquiry that will develop and foster life long learning skills and techniques. Clinical Competency 1.

Learning

9. Develop self and peer assessment tools Assessment

10. Familiarize yourself with the hospital for phase 2 of your veterinary curriculum. Learning

11. Develop history taking and communication skills. Communication


VMED 5001/5002 Course Objective

Assessment Method

Teaching Method

21

1.1 History/Physical Examination 1, 2, 4, 5, 11 Participation, Exam (written)

Case-based instruction/learning; Discussion, Small group; Problem-based learning

1.2 Patient Assessment/Clinical Thinking Skills 1, 3, 4, 5, 6 Participation; Oral patient presentation; Exam (written)

Case-based instruction/learning; Discussion, Small group; Problem-based learning; Lecture; Laboratory

1.3 Knowledge Base/Basic Pathophysiology 1, 3, 4, 5, 6 Participation; Oral patient presentation; Exam (written)

Case-based instruction/learning; Discussion, Small group; Lecture

1.4 Diagnostic Skills/Clinical Laboratory Assessment 1, 2, 3, 4, 5, 8 Participation; Oral patient presentation; Exam (written)


1.5 Participation in Patient Discussions 1, 3, 4, 5, 7, 11 Participation; Oral patient presentation

Case-based instruction/learning; Discussion, Small group

1.6 Medical Records 4, 6, 10 Participation Case-based instruction/learning

Competency Two: Comprehensive treatment planning including patient referral when indicated


Assessment Method

Teaching Method

2.1 Treatment planning 1, 2, 3, 4, 5, 8 Participation; Oral patient presentation; Exam (written)

Case-based instruction/learning; Discussion, Small group; Clinical experience, Inpatient

2.2 Understanding Therapeutic Modalities and Availability (would include knowledge of referral services available)

1, 2, 3, 4, 5, 8 Participation; Oral patient

Case-based instruction/le

22

presentation; Exam (written)

arning; Discussion, Small group; Clinical experience, Inpatient


VMED 5001/5002Course Objective

Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 1, 2, 3, 4, 5, 6, 8 Participation; Oral patient presentation; Exam (written)




Assessment Method

Teaching Method

8.1 Client Communication/Client Education/Discharge Summary 2, 11 Participation Case-based instruction/learning; Discussion, Small group

8.3 Ethical Conduct 9 Participation; Self-assessment; Peer assessment

Discussion, Small group



Assessment Method

Teaching Method

9.1 Critical Analysis of New Information and Research Findings Relevant to Veterinary Medicine 9.2 Demonstrate effective use of literature, references and informational technology in support of diagnosis, case management, and continuing medical education.

6, 10 Participation; Oral patient presentation; Exam (written)

Discussion, Small group; Lecture

5102


1. The student will be able to discuss basic information about the profession

Veterinary medicine

2. The student will be able to explain and discuss new issues affecting the profession

Current events

3. The student will receive certification in the use of live animals IACUC

23



Aligned with VMED _5102_______ Learning Objective

Assessment Method

Teaching Method

7.1 Health Maintenance/promotion 1,2 Observation Lecture 7.4 Zoonosis 1,2 Observation Lecture 7.5 Food Safety 1 Observation Lecture Competency Eight: Client communications and ethical conduct

Aligned with VMED __5102______ Learning Objective

Assessment Method

Teaching Method

8.2 Working with Health Care Team 1,2,3 Observation Lecture 8.3 Ethical Conduct 1,2,3 Observation Lecture 8.5 Reliability/Thoroughness/Punctuality/Appearance 3 Observation Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine

Aligned with VMED ___5102_____ Learning Objective

Assessment Method

Teaching Method


1,2 Observation Lecture

5112

Upon completion of this course, the student should be able to:

1. Discuss the reproductive anatomy, endocrinology and physiology, including pregnancy, parturition, and lactation of the domestic species.

2. Describe the different body fluid compartments, their components and volume control.

3. Discuss how different solutes and water are reabsorbed by the nephron.

4. Describe the blood supply to the kidneys and its importance for urine formation.

5. Discuss the mechanisms responsible for water conservation and the role of the kidneys in this function.

6. Explain how the kidneys regulate the concentration of different ions in the body.

24

7. Describe the renal hormones and their function. 8. Discuss the conditions that lead to acute and chronic renal failure and their impact on body physiology.

9. Name the different diuretics, site of action and their mechanism of action.

10. Discuss the mechanisms by which the kidneys help maintain acid-base balance in the body.



VMED 5112 Learning Objective

Assessment Method

Teaching Method

1.3 Knowledge Base/Basic Pathophysiology 1-10 Exam Lecture 5125

Learning objectives: Keywords for each objective:

1 Express, in a verbal and/or written manner, the basic morphology of the domestic species – both systematically and topographically.

morphology

2 Express, in a verbal and/or written manner, the various functions of the animal body – making note of the differences between the domestic species

function

3 Apply the acquired knowledge of structure (e.g. morphology) and correlate it with the functions (e.g. Physiology) of the animal body

application

4 Apply the acquired database (basic morphology) to the other medical disciplines (e.g. histology, developmental anatomy, radiology, surgery, obstetrics, clinical pathology, etc.).

integration

5 Correlate the anatomical knowledge gained from the study of one or two domestic species to comparative anatomy of the remaining domestic species.

correlation

6 Demonstrate independent competence in the ability to utilize the basic "tools" (e.g. gross dissection and microscopy) of anatomical investigation.

skill

7 Learn the terms, facts, concepts and theories of the gross anatomy of the domestic animals. details

8 Build an anatomical vocabulary that will allow you to communicate precisely with your current and future colleagues and clients.

communication

9 Appreciate the foundational relationship between gross anatomy and other areas of veterinary practice such as surgery and diagnosis.

integration

10 Develop the ability to apply principles and concepts you have already learned to new problems and situations, and to make reasonable inferences from your observations (i.e., enhance your analytic and problem-solving abilities).

observation

11 Understand and visualize the three-dimensional structure of the whole animal body. structure 12 Develop an attitude of responsibility for your learning, and a commitment to becoming a

life-long learner. learning

13 Cultivate an attitude of cooperation with and respect for your classmates and instructors as we all endeavor to help you meet these goals.

collegiality

14 Gain an understanding of the gross anatomy of the domestic ungulate species as compared to the companion animal species.

Anatomy, horse, large ruminant,

25

small ruminant, pig, dog, cat

15 Gain an understanding of basic radiological techniques within the ungulate species. Radiology, anatomy, horse, large ruminant, small ruminant, pig

16 Relate the material covered on the cadavers to structures seen on radiographs. Anatomy, horse, large ruminant, small ruminant, pig, dog, cat

17 Develop an appreciation of the relation between gross anatomical structures and the physiology of the animal and be able to relate these structures to one another.

Anatomy, physiology, horse, large ruminant, small ruminant, pig, dog, cat

18 Apply this knowledge to material learned in other courses, such as the microscopic anatomy of organs and tissues and how the various structures developed in the embryo.

Histology, physiology, embryology, horse, large ruminant, small ruminant, pig, dog, cat

19 Learn the clinical significance of structures. Clinical, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

20 Correlate the structures learned within the anatomy laboratory & lectures to radiological images.

Radiology, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

21 Apply the knowledge gained in this course to future courses within the veterinary degree program as well as future clinical endeavors.

Anatomy, horse, large ruminant, small ruminant, pig, dog, cat

22 Identify a wide range of structures, including muscles, nerves, and vessels, as well as identify differences among these structures between species.

Muscle, nerve, artery, vein, lymphatics, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

23 Be able to identify all structures and components of all of the organ systems, including the head, respiratory, reproductive, and digestive systems of all species covered within this course as indicated in lecture and lab. Learn the three-dimensional relationships of the structures covered in lecture and lab.

Respiratory, reproductive, digestive, musculoskeletal, circulatory, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

26

24 In addition to identification, students will be able to identify the structures that are most commonly affected pathologically in the clinic and how the anatomy of those structures change or are changed during interventions.

Pathology, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

25 Pronounce anatomical names correctly and be proficient in communicating anatomical information with colleagues.

Diction, pronunciation, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

26 Be ready to comprehend anatomical content in medical literature. Research, literature, anatomy, horse, large ruminant, small ruminant, pig, dog, cat

27 Dissection skills will also be developed extensively throughout this course, preparing the student for future surgical courses.

Surgery, anatomy, horse, large ruminant, small ruminant, pig. dog, cat

28 Develop within each student an interest in functional anatomy and to develop self-study skills for continuous study and application of anatomy throughout his/her professional veterinary career.

Anatomy, horse, large ruminant, small ruminant, pig, dog, cat, study skills

29 Develop a strong base of information so that the student can accurately and effectively communicate with his/her professional colleagues concerning the organization and location of structures within the bodies of domestic animals.

Anatomy, horse, large ruminant, small ruminant, pig, dog, cat, communication

30 Develop the students’ ability to visualize the three-dimensional structural organization of any region of the animal’s body.

Anatomy, horse, large ruminant, small ruminant, pig, dog, cat, visualization

31 Develop in the student the self-confidence to be able to apply this knowledge in physical examination (including orthopedic and neurologic exams), interpretation of radiographs, surgery, post-mortem examination, etc.

Anatomy, horse, large ruminant, small ruminant, pig, dog, cat, physical examination, surgery, radiology, necropsy

32 Effectively describe the functional anatomy of each region of the body to other members of your group.

Functional anatomy, horse, large ruminant, small ruminant, pig, dog, cat, communication

33 Determine the function of the structures being covered and relate it to functional morphology.

Anatomy, horse, large ruminant, small ruminant, pig,

27

dog, cat, thinking skills

SVM INSTITUTIONAL LEARNING GOALS/OBJECTIVES ALIGNED WITH COMPETENCIES: SVM 9 +1 Clinical Competency Anchor Points

Lecture=Lect, Laboratory=Lab, Test=T Practical=P, Reading=R, Quiz=Q, Direct Observation=DO Competency One: Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory testing, and record management


Assessment Method

Teaching Method

1.1 History/Physical Examination 1-33 Lect, Lab, T, P, R, DO

Lect, Lab, DO

1.2 Patient Assessment/Clinical Thinking Skills 1- 5 ,7, 8, 10, 11, 16, 17, 19, 21, 24-33

Lab, T, P Lect, Lab, DO

1.3 Knowledge Base/Basic Pathophysiology 1, 3, 24 Lect, Lab*, T, L

Lect, Lab



Assessment Method

Teaching Method

4.1 Basic surgical skills 1-33 Lab DO Competency Five: Basic medicine skills, experience and case management


Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 1, 2, 9, 10, 11, 25, 26, 29, 31

Lec, Lab Lect, Lab, DO



Assessment Method

Teaching Method

7.3 Biosecurity 6, 27 Lab Lab 7.4 Zoonosis 7, 25, 29 Lab Lab Competency Eight: Client communications and ethical conduct


Assessment Method

Teaching Method

8.1 Client Communication/Client Education/Discharge Summary 3, 4, 5, 6, 7, 8, 9, 10

Lab, Quiz Lab

8.2 Working with Health Care Team 6, 12, 13 Lab Lab 8.3 Ethical Conduct 1, 2, 6, 12 T, P, DO P, T, DO 8.4 Emotional Stability 1-13, 32 Lect, Lab,

T, P, R, DO Lect, Lab, DO

8.5 Reliability/Thoroughness/Punctuality/Appearance 1-33 Lect, Lab, T, P, R, DO

Lect, Lab, DO



Assessment Method

Teaching Method

28


1-33 Lect, Lab, T

Lect, Lab


10, 13, 26, 29 Lect, Lab, T

Lect, Lab



Assessment Method

Teaching Method

10.1 Comparative and developmental physiology & anatomy 1-33 Lect, Lab, T, P, R, DO

Lect, Lab, DO


1-33 Lect, Lab, T, P, R, DO

Lect, Lab, DO


1-33 Lect, Lab, T, P, R, DO

Lect, Lab, DO

29

5130 List course/clerkship learning objectives: (please add rows as needed)

List keywords for each objective (to be used for searching.)

1. Review of cell types important in humoral immunity humoral, immunity 2. Review of immunoglobulin classes and structure immunoglobulins 3. Review of antigen antibody reactions antigen, antibody 4. Review of opsonization and phagocytosis opsonization, phagocytosis 5. Review of complement pathways complement 6. Review of cell mediated immunity cell, immunity 7. Examine vaccination strategies vaccination 8. Differentiation of parasites and saprophytes parasite, saprophyte 9. Examine host-parasite relationships host, parasite 10. Describe elements in disease production and progression disease 11. Learn about various pathogenic mechanisms of bacteria pathogenesis, bacteria 12. Role of endotoxin and exotoxins in bacterial disease endotoxin, exotoxin 13. Laboratory diagnosis – learn to distinguish normal flora vs pathogens normal, flora 14. Learn the proper methods of specimen collection specimen, collection 15. Review proper culture methods for bacterial organisms culture, bacteria 16. Review the classification and mode of action of antimicrobial agents antibiotics 17. Discuss the methods of antibiotic susceptibility testing antibiotic, susceptibility 18. Learn the mechanisms of antibiotic resistance antibiotic, resistance 19. Discuss clinical and public health implications of drug resistance public, health, drug, resistance 20. Compare and contrast the morphology of yeast and mold colonies and cells yeast, mole 21. Learn the characteristics of yeast infections - Cryptococcus neoformans,

Malassezia pachydermatis, Candida albicans yeast, infection

22. Compare and contrast the morphology of dermatophytes dermatophyte 23. Learn the characteristics of dermatophyte infections - Microsporum canis, M.

gypseum, and Trichophyton mentagrophytes dermatophyte, infection

24. Discuss the methods of laboratory diagnosis of dermatophyte infection dermatophyte, diagnosis 25. Methods for the treatment and control of dermatophyte infection. treatment, control,

dermatophyte 26. Introduction to fungi important in subcutaneous mycoses. subcutaneous, mycosis 27. Examine methods for the diagnosis of sporotrichosis and histoplasmosis diagnosis, sporotrichosis,

histoplasmosis 28. Description of important oomycete pathogens - Aphanomyces, Pythium

Lagenidium and Saprolegnia oomycete

29. Description of Chromoblastomycosis and Phaeohyphomycosis chromoblstomycosis, phaeohyphomycosis

30. Discussion of eumycotic mycetomas eumycotic, mycetoma 31. Introduction to the three major agents causing systemic mycoses –

Blastomyces dermatitidis, Histoplasma capsulatum and Coccidioides spp. systemic, mycosis

32. Pathogenic mechanisms of fungi leading to systemic mycoses pathogenesis, systemic, mycosis 33. Methods for the diagnosis of dimorphic, systemic fungi diagnosis, dimorphic, systemic,

mycosis 34. Description of opportunistic saprophytic fungal infections opportunistic, saprophytic,

fungi 35. Overview of pyogenic opportunistic gram positive cocci pyogenic, opportunistic gram-

positive, cocci

30

36. Introduction to diseases caused by pathogenic gram positive cocci – Staphlococcus, Streptococcus, Enterococcus.

diseases, gram-positive, cocci

37. Immunization against gram positive cocci immunization, gram-positive, cocci

38. Discussion of virulence factors of gram positive cocci virulence, gram-positive, cocci 39. Methods for the diagnosis of infection by gram positive cocci diagnosis, gram-positive cocci. 40. Discuss enteric bacteria as normal flora and the cause of endogenous or

exogenous infections enteric, normal, flora

41. Examine forms of enteric infections caused by Escherichia coli diseases, Escherichia 42. Discussion of Salmonella as an enteric pathogen diseases, Salmonella 43. Vaccination methods and prophylaxis relating to enteric disease vaccination, enteric,disease 44. Discussion of diseases caused by other enteric organisms Shigella and

Yersinia diseases, Shigella, Yersinia

45. Diagnosis of infection caused by non-spore forming obligate anaerobes diagnosis, obligate, non-spore forming, anaerobes

46. Diagnosis of infection caused by spore forming obligate anaerobes diagnosis, spore forming, anaerobes

47. Identify the pathological characteristics of obligate anaerobic infections pathogenesis, obligate anaerobes

48. Virulence factors associated with anaerobic infections virulence, anaerobes 49. Major and minor toxins associated with Clostridium sp. toxins, Clostridium 50. Characteristics of the genera of Actinomycetales Actinomycetales 51. Diagnosis and clinical signs associated with Actinomycete infection –

Actinomyces, Arcanobacterium, Nocardia, Dermatophilus, Mycobacterium diagnosis, Actinomycete

52. Public health significance of Mycobacterium infections zoonoses, mycobacterium 53. Introduction to the helically coiled gram negative bacteria helical–coiled, bacteria 54. General characteristics of the Mollicutes Mollicutes 55. Introduction to the non-haemotrophic Mollicutes non-haemotrphic, Mollicutes 56. Introduction to the haemotrophic Mollicutes haemotrophic, Mollicutes 57. Pathogenesis of Mycoplasma infections in animals pathogenesis, Mycoplasma 58. Diseases caused by helically coiled gram negative bacteria – Borrelia,

Leptospira, Treponema, Brachyspira. diseases, helical-coiled, bacteria

59. Vaccination methods and prophylaxis relating to Lyme disease vaccination, Lyme disease 60. Description of diseases caused by non-spirochete spiral curved rods –

Campylobacter, Arcobacter, Helicobacter. non-spirochate, spiral, rods

61. Diagnosis and prevention of non-spirochete spiral or curved rods. diseases, non-spirochaete, rods 62. Introduction to respiratory pathogens - Pasteurella, Mannheimia, Bordetella, respiratory, pathogens 63. Morphological and cellular features of Pasteurella,Mannheimia and

Bordetella morphology, Pasteurella, Mannheimia, Bordetella.

64. Iron acquisition by Pasteurella sp. iron, pasteurella 65. Pathogenesis of respiratory infections caused by Pasteurella, Manheimia and

Bordetella respiratory, infections, Pasteurella, Mannheimia, Bordetalla

66. Antimicrobial therapy of respiratory infections antibiotic , therapy, respiratory, pathogens

67. Toxins produced by respiratory pathogens Pasteurella Manheimia and Bordetella

toxins, respiratory, pathogens

31

68. Respiratory pathogens Actinobacillus, Haemophilus and Histophilus respiratory, infections, Actinobacillus, Haemophilus, Histophilus

69. Disease processes and pathogenesis in various animals by the different species of Actinobacillus sp

diseases, Actinobacillus

70. Role of adhesins in the pathogenesis of Actinobacillus adhesins, Actinobacillus 71. Management of diseases caused by Actinobacillus management, disease,

Actinobacillus 72. Differentiation of Haemophilus and Histophilus inections, Haemophilus,

Histophilus 73. Diagnosis and control of diseases caused by Haemophilus and Histophilus diagnosis, control,

Haemophilus, Histophilus 74. Introduction to diseases caused by facultative intracellular bacteria –

Brucella, Francisella, and Bartonella. facultative, intracellular, pathogensa, Brucella, Francisella, Bartonella

75. Pathogenesis of Brucella infections pathogenesis, Brucella 76. Discussion of zoonoses and Brucella infections zoonoses, Brucella 77. Diagnosis and control of Brucella infections diagnosis, control, Brucella 78. Pathogenesis of Francisella infections pathogenesis, Francisella 79. Discussion of zoonoses and Francisella infection zoonoses, Francisella 80. Diagnosis and control of Francisella infections diagnosis, control, Francisella 81. Pathogenesis of Bartonella infections in cats and humans pathogenesis, zoonosis,

Bartonella 82. Diagnosis and control of Bartonella infections. diagnosis, control, Bartonella 83. Obligate intracellular bacterial pathogens of animals. obligate, intracellular,

pathogens 84. Discussion of the importance of members of the families Rickettsiaceae and

Anaplasmataceae in veterinary medicine Rickettsiaeae, Anaplasmataceae, veterinary medince

85. Diseases caused by members of the Rickettsiaceae – Rickettsia and Orientia infections, Rickettsia, Orientia. 86. Vector-borne transmission and pathogenesis of Rickettsial disease. vector-borne, transmission,

Rickettsia 87. Methods for the diagnosis and control of Rickettsial diseases diagnosis, control Rickettsia 88. Diseases caused by members of the Anaplasmataceae – Ehrlichia,

Neorickettsia and Anaplasma infections Ehrlichia, Neorickettsia, Anaplasma.

89. Vector-borne transmission and pathogenesis of Ehrlichia, Neorickettsia and Anaplasma

vector-borne, transmission, Ehrlichia, Neorickettsia, Anaplasma

90. Methods for the diagnosis and control of diseases caused by Ehrlichia, Neorickettsia and Anaplasma

diagnosis, control, Ehrlichia, Neorickettsia, Anaplasma

91. Diseases caused by Coxiella burnetii, family Coxiellaceae. infections, Coxiella 92. Significance of Coxiella in human and animal disease. zoonosis, Coxiella 93. Methods for the diagnosis and control of Coxiella diagnosis, control, Coxiella 94. Diseases caused by members of the Chlamydiaceae – Chlamydia and

Chlamydophila. infections, Chlamydia, Chlamydophila

95. Intracellular life cycle of Chlamydiaceae life-cycle, Chlamydia

32



Aligned with VMED 5130 Learning Objective Assessment Method

Teaching Method

1.3 Knowledge Base/Basic Pathophysiology

21, 23, 26, 28, 29, 30, 31, 34, 36, 38, 40, 42, 44, 47, 49, 57, 58, 60, 65, 67, 69, 70, 75, 78, 81, 85, 88, 91, 94, 97, 99

Exam (written)

Lecture

1.4 Diagnostic Skills/Clinical Laboratory Assessment

13, 14, 15, 17, 19, 24, 26, 27, 33, 39, 45, 46, 51, 54, 61, 63, 72, 73, 77, 80, 82, 87, 90, 93, 96, 98, 100

Exam (written); Lab report

Lecture; Laboratory

Competency Two: Comprehensive treatment planning including patient referral when indicated 2.1 Treatment planning 17, 66, 71, 73, 77, 80, 82, 87, 90, 93, 96, 98, 100 Exam

(written) Lecture


16, 18,19 Exam (written); Lab report

Lecture; Laboratory

Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety 7.1 Health Maintenance/promotion 9, 10, 13 Exam

(written) Lecture

7.2 Disease prevention/Control/Eradication

23, 25, 28, 37, 43, 59, 61, 66, 71, 73, 77, 80, 82, 87, 93, 96, 98, 100

Exam (written)

Lecture

7.4 Zoonosis 52, 76, 79, 81, 92 Exam (written)

Lecture


Aligned with VMED _5130_Learning Objective Assessment Method

Teaching Method


16, 19 Exam (written)

Lecture

96. Diagnosis and control of Chlamydial diseases diagnosis, control, Chlamydia 97. Disease caused by Taylorella infections Taylorella 98. Diagnosis control and monitoring for Taylorella diagnosis, control, monitoring,

Taylorella 99. Diseases caused by Burkhoderia infection, Burkholderia 100. Diagnosis control and monitoring for Burkholderia diagnosis, control, Burkholderia.

33


1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 38, 41, 42, 48, 64, 70

Exam (written)

Lecture

5171

COURSE OBJECTIVES:

Upon completion of this course, the student should be able to:

Key words Key words 1. Describe the mechanisms of the resting potential,

electrotonic potentials, and action potential. Electrotonic potential, resting potential, action potential

2. Describe the mechanisms of transmitter action on receptors.

Neurotransmitters, neurotransmitter receptors, transmitter, receptor

3. Discuss synaptic transmission and the integration of excitatory and inhibitory inputs.

Synaptic transmission, synaptic integration, chemical synapse, electrical synapse

4. Explain reflex operation, and relate it to proprioception, locomotion, etc.

Reflexes, proprioception, locomotion, somatosensation

5. Discuss transduction of sensory information by receptors. Sensory transduction, sensory receptors, receptor, transduction, sensory information

6. Discuss the systems for transmitting sensory information (touch, pain, taste, smell, audition, balance, vision) to higher nervous centers.

Somatosensation, gustation, olfaction, audition, vision, touch, pain, taste, smell, balance

7. Explain the maintenance of homeostasis and reaction to stress by the autonomic nervous system.

Homeostasis, autonomic nervous system, stress

8. Discuss the mechanisms of sleep and arousal, and how they can be monitored by recording the electrical activity of the brain.

Sleep, arousal, consciousness, electrophysiology

9. Discuss the central regulation of motor activity by the cerebrum, basal nuclei, thalamus, and limbic system.

Motor systems, basal ganglia, cerebellum, cerebrum, thalamus

10. Discuss possible mechanisms of memory. Memory 11. Discuss the mechanisms of the blood-brain barrier and the

formation and function of the cerebrospinal fluid. Blood-brain barrier, cerebrospinal fluid

12. Recognize and identify the components identifiable in cross sections of the spinal cord at different levels.

Spinal cord, dorsal horn, ventral horn, lateral horn, white matter, gray matter

13. Identify the major components and pathways of the nervous system.

Neuroanatomical organization, axon, ganglion, ganglia, neuron, cell body, pathways, nuclei, tracts

14. Outline general organization of sensory and motor systems sensory systems, motor systems 15. Explain reflex operation, and relate it to proprioception,

locomotion, etc. reflex, proprioception, locomotion

34

16. Be familiar with major nervous system diseases, including epilepsy, narcolepsy, deafness, and spongiform encephalopathies.

Neurological diseases, epilepsy, deafness, narcolepsy,

encephalopathies Key words Key words

17. Describe the mechanisms of the resting potential, electrotonic potentials, and action potential.

18. Describe the mechanisms of transmitter action on receptors. 19. Discuss synaptic transmission and the integration of

excitatory and inhibitory inputs.

20. Explain reflex operation, and relate it to proprioception, locomotion, etc.

21. Discuss transduction of sensory information by receptors. 22. Discuss the systems for transmitting sensory information

(touch, pain, taste, smell, audition, balance, vision) to higher nervous centers.

23. Explain the maintenance of homeostasis and reaction to stress by the autonomic nervous system.

24. Discuss the mechanisms of sleep and arousal, and how they can be monitored by recording the electrical activity of the brain.

25. Discuss the central regulation of motor activity by the cerebrum, basal nuclei, thalamus, and limbic system.

26. Discuss possible mechanisms of memory. 27. Discuss the mechanisms of the blood-brain barrier and the

formation and function of the cerebrospinal fluid.

28. Recognize and identify the components identifiable in cross sections of the spinal cord at different levels.

29. Identify the major components and pathways of the nervous system.

SVM INSTITUTIONAL LEARNING GOALS/OBJECTIVES ALIGNED WITH COMPETENCIES:



VMED 5171 Learning Objective

Assessment Method

Teaching Method

1.1 History/Physical Examination

1.2 Patient Assessment/Clinical Thinking Skills

1.3 Knowledge Base/Basic Pathophysiology 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

Exam Lecture/Lab

5172

35

List course/clerkship learning objectives:

Keywords

1.Recognize and be able to list the major cell types and soluble components of the mammalian immune system

Lymphocytes, dendritic cells, macrophages, neutrophils, mast cells, eosinophils, T cells, B cells, Natural Killer cells, cytokines, chemokines, antibodies, complement, antigen, hapten

2. Be able to describe and compare the two basic arms of the immune system (innate immune system, adaptive immune system) and be able to briefly explain the roles they play in immune defense

Innate immunity, Innate immune system, adaptive immunity, adaptive immune system

3. Be able to describe and compare the two basic effector mechanisms of the immune response

Humoral immunity, cell mediated immunity

3. Recognize and be able to explain the basic mechanisms of immunologic tolerance, hypersensitivity, autoimmunity and immunodeficiency.

Tolerance, hypersensitivity, autoimmunity and immunodeficiency

4. Recognize and be able to explain the immunologic mechanisms behind the clinical diseases discussed in class

Type 1 hypersensitivity, Type 2 hypersensitivity, Type 3 hypersensitivity, Type 4 hypersensitivity, allergy, allergies, allergic asthma, urticaria, atopic dermatitis, immune mediated hemolytic anemia, drug reaction, transfusion reaction, immune complex disease, delayed type hypersensitivity,

5. Recognize and be able to explain the mechanisms by which vaccination works Vaccination, adjuvant, antigen, hapten

6. Be familiar with the major diagnostic test types available for evaluation of the immune response

ELISA, enzyme linked immunosorbent assay, immunofluorescence, titer, flow cytometry, agar gel immunodiffusion, polymerase chain reaction, PCR

SVM INSTITUTIONAL LEARNING GOALS/OBJECTIVES ALIGNED WITH COMPETENCIES: SVM 9 +1 Clinical Competency Anchor Points



Assessment Method

Teaching Method

1.3 Knowledge Base/Basic Pathophysiology 1, 2, 3, 4 Exam Lecture 1.4 Diagnostic Skills/Clinical Laboratory Assessment 6 Exam Lecture

36

Competency Two: Comprehensive treatment planning including patient referral when indicated


Assessment Method

Teaching Method


5 Exam Lecture



Assessment Method

Teaching Method

5.1 Basic medical skills/ Case Management 4, 5, 6 Exam Lecture Competency Seven: Health promotion, disease prevention/biosecurity, zoonosis, and food safety


Assessment Method

Teaching Method

7.1 Health Maintenance/promotion 5 Exam Lecture 7.2 Disease prevention/Control/Eradication 5, 6 Exam Lecture Competency Ten: Comparative Pathobiology: In the clinical setting discuss and apply basic science (physiology, immunology, histology, neuroscience, anatomy, etc.) to clinical cases within and across common species and between animal classes (mammals, birds, fish, reptiles, amphibians, etc.).


Assessment Method

Teaching Method


1, 2, 3, 4, 5 Exam Lecture

5173

Overall Course Objectives 1. Know the various ways that cells are injured, how they respond to injury, and how

injury leads to cell recovery or death. Recognize the morphological characteristics of injured or dead cells.

DEGENERATION, CELL INJURY AND DEATH, AUTOLYSIS

2. Understand and recognize the various pigmentations that occur within cells and tissues.

COLORS AND PIGMENTS

3. Know how hemodynamic alterations cause tissue injury, what those injuries are and how they appear, and the body’compensatory mechanisms

HEMODYNAMICS

4. Know and recognize the various non-neoplastic and neoplastic growth disorders, identify their possible underlying cause(s), and predict their clinical behavior.

DISTURBANCES OF GROWTH AND NEOPLASIA

5. Know the sequence and components of the inflammatory response, both acute and chronic, and know and recognize the various inflammatory exudates and lesions.

INFLAMMATION

6. Know how the body regenerates or repairs damage from injurious stimuli inflammation

REPAIR




Assessment Method

Teaching Method

1.2 Patient Assessment/Clinical Thinking Skills ALL Exam Lecture/lab

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1.3 Knowledge Base/Basic Pathophysiology ALL Exam Lecture/lab 1.4 Diagnostic Skills/Clinical Laboratory Assessment ALL Exam Lecture/lab Competency Nine: Critical analysis of new information and research findings relevant to veterinary medicine


Assessment Method

Teaching Method

9.1 Critical Analysis of New Information and Research Findings Relevant to Veterinary Medicine 9.2 Demonstrate effective use of literature, references and informational technology in support of diagnosis, case management, and continuing medical education.

ALL ALL

Exam Exam

Lecture/lab Lecture/Lab



Assessment Method

Teaching Method

10.1 Comparative and developmental physiology & anatomy ALL Exam Lecture/lab 10.3. Apply central biological principles and mechanisms on a cellular, systemic, and population level.

ALL Exam Lecture/lab

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