FACULTY OF VETERINARY MEDICINE

4TH YEAR COURSE VETERINARY COMPANION ANIMAL SCIENCE

CURRICULUM FOR THE DEGREE OF BVMS (4th professional)

COURSE INFORMATION2005-2006

Course Leader & Co-ordinator: Dr. Karen MacEachern

(K.MacEachern@vet.gla.ac.uk)

30/09/05

Code: 9BJX

document.doc

4th Year Veterinary Companion Animal Science, Academic Year 2005-2006

PLEASE NOTEItems contained within this Course Information Document are sometimes unavoidably subject to change. It is the student’s responsibility to ensure they are aware of the correct lecture, practical, tutorial and examination schedules. Lecture venues may be changed during the Course. The Fourth Year Notice Board, Moodle and email should be checked daily.In light of student feedback and External Examiner comments the following changes have been made:

CLAs will all be based on clinical data Degree OSCE will take place in third term

Code of Professional Conduct to Fitness to Practice. You are reminded that you will be expected to have read the above code, sign for it and implement it during your time in the course.

Contents

1 Place of the Course in the BVMS Degree Curriculum-------------------------------------------------------------1

2 Aims of the Course-----------------------------------------------------------------------------------------------------1

3 Intended Learning Outcomes----------------------------------------------------------------------------------------2

4 Components of the Course--------------------------------------------------------------------------------------------24.1 Ethics, Jurisprudence & Communication Skills------------------------------------------------------------24.2 Ethics and welfare------------------------------------------------------------------------------------------------24.3 Behaviour----------------------------------------------------------------------------------------------------------24.4 Surgical Principles------------------------------------------------------------------------------------------------34.5 Anaesthesia--------------------------------------------------------------------------------------------------------34.6 Diagnostic Imaging-----------------------------------------------------------------------------------------------34.7 Emergency Medicine---------------------------------------------------------------------------------------------34.8 Infectious Diseases-----------------------------------------------------------------------------------------------34.9 Alimentary Disorders---------------------------------------------------------------------------------------------44.10 Locomotor Disorders---------------------------------------------------------------------------------------------44.11 Haematopoietic and Lymphoreticular Disorders------------------------------------------------------------44.12 Oncological Medicine & Surgery------------------------------------------------------------------------------54.13 Endocrine disorders----------------------------------------------------------------------------------------------54.14 Ophthalmology----------------------------------------------------------------------------------------------------54.15 Urogenital Disorders---------------------------------------------------------------------------------------------54.16 CardioRespiratory Disorders------------------------------------------------------------------------------------64.17 Skin Disorders-----------------------------------------------------------------------------------------------------64.18 Stud Medicine & Paediatrics-----------------------------------------------------------------------------------74.19 Birds as Companions---------------------------------------------------------------------------------------------74.20 Small Mammals---------------------------------------------------------------------------------------------------7

5 Course Content----------------------------------------------------------------------------------------------------------9

6 Course Texts and Required Reading-------------------------------------------------------------------------------9

7 Teaching Hours and Teaching Methods--------------------------------------------------------------------------10

8 Methods of Assessment-----------------------------------------------------------------------------------------------108.1 Assessment of student learning and the Course------------------------------------------------------108.2 Assessments-----------------------------------------------------------------------------------------------------108.3 Professional Examinations---------------------------------------------------------------------------------108.4 External Examiners------------------------------------------------------------------------------------------138.5 Prizes--------------------------------------------------------------------------------------------------------------13

9 Policy on Exemptions-------------------------------------------------------------------------------------------------13

10 Other Important Information--------------------------------------------------------------------------------------1410.1 Safety--------------------------------------------------------------------------------------------------------------1410.2 Teaching Personnel---------------------------------------------------------------------------------------------1510.3 Student Support & Staff/Student Liaison-------------------------------------------------------------------16

10.4 Timetables--------------------------------------------------------------------------------------------------------1710.5 Lecture Timetable – will be posted on the 4th year Noticeboard & Moodle--------------------------1710.6 Collaborative Learning Assignment-------------------------------------------------------------------------1910.7 Clinical Skills Timetable---------------------------------------------------------------------------------------1110.8 Student Extra-Mural Studies within Small Animal Clinical Studies during the vacations--------33

11 Sample Examination papers----------------------------------------------------------------------------------------34

12 Core Competencies (RCVS)------------------------------------------------------------------------------------------39

1 PLACE OF THE COURSE IN THE BVMS DEGREE CURRICULUMThe Division of Companion Animal Sciences provide the bulk of those involved in Teaching the CA Course. In addition, members of staff from other Faculty Divisions are involved in teaching the fourth year BVMS course.

There are two Courses to be studied in the fourth year. One is the Combined Integrated Course (CIC) and the other is Veterinary Companion Animal Studies. The CIC continues the study of veterinary microbiology, veterinary parasitology and veterinary pathology, which started in the third year and integrates the new information about these subjects with farm animal medicine, to create a platform of knowledge for the farm animal aspects of the Courses in final year. The veterinary companion animal studies course (CAS) is similarly concerned with diseases that affect companion animals.

The lectures of the CIC are to be given over 15 weeks. Diseases of Farm Animals and Veterinary Public Health, includes blocks of species teaching on cattle, small ruminants, poultry and pigs, as well as concurrent teaching in veterinary public health, food hygiene and meat inspection.

Companion animal studies, includes horses, dogs, cats, small furries, exotics and caged birds, and is delivered over all 3 terms of 4 th year. The delivery of the Course is focussed around the concepts of decision-making and/or problem-based medicine. From time to time, visiting lecturers are invited to contribute to various aspects of the Course in which they are recognised experts. Within the Course there are sections on generic decision making (anaesthesia, diagnostic imaging, therapeutics, principles of surgery), professional skills (ethics, communication skills, jurisprudence), cardiorespiratory problems, ophthalmology, locomotor & CNS problems, alimentary tract disease, urinary tract disease, endocrine disease, reproductive modification, emergency medicine, behaviour, caged birds, small furries and exotics

These Information Notes refer only to the Veterinary Companion Animal Studies Course. Separate course information notes are available for the CIC Course.

2 AIMS OF THE COURSE To build information gained in pre and para clinical courses into companion animal studies To acquire core knowledge of the pathogenesis, clinical aspects and therapies of disorders of the

companion animals To develop a basic knowledge of diagnostic techniques and procedures, which underpin the

diagnosis of disease in companion animals To develop a problem based or decision making approach to manifestations of disease To establish basic clinical skills To present the principles and practice of preventive medicine and the effect of economics on

companion animal disease and welfare To allow development of interpersonal skills, which will include working as a member of a team,

communicating with staff, communicating with clients To develop an appreciation of personal and professional standards in the form of personal

presentation, dress and behaviour acceptable and appropriate both to staff and to clients To draw attention to the expectations that the RCVS has of new graduates

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3 INTENDED LEARNING OUTCOMESOn completion of the Course The student should be ready to apply the theoretical knowledge in a logical and professional manner

to the diagnosis and treatment of companion animals suffering from disease The student should be ready to apply theoretical knowledge gained in pursuit of the (RCVS) Core

Competencies expected of a new graduate The student should be able, as part of a group, to recognise a problem. Within the group, on the

basis of the problem, set goals, perform a set role, identify the roles of individuals, investigate the problem and prepare a written and oral presentation of the investigation

The student should be able to demonstrate basic clinical skillsMore detailed aims and intended learning outcomes for particular parts of the Course are given later, relating to specific units and the list of clinical skills.It is important that the student reads these carefully and is both aware of these intended learning outcomes and also happy that they have been achieved as the Course progresses.

4 COMPONENTS OF THE COURSE

4.1 Ethics, Jurisprudence & Communication Skills

This course contains material from the Welfare and Ethics Module. This module is incorporated into several courses throughout the BVMS curriculum and is taught almost exclusively by the BVA Animal Welfare Foundation Lecturer, Dr Dorothy McKeegan. Elements of the module are designed to appear at appropriate points within relevant courses and the overall aim is to increase students’ knowledge and awareness of animal welfare science and ethics in both veterinary and wider contexts.

4.2 Ethics and welfareAims1. To introduce ethical decision making approaches and their application utilising realistic case studies.2. To encourage discussion and consideration of the views of relevant stakeholders in ethical dilemmas relevant to companion animals.3. To discuss the relevance of communications skills to successful clinical management of disease4. To discuss the implications of the Veterinary Surgeons Act

Intended Learning Outcomes1. Identify common ethical dilemmas seen in practice and identify and analyse the views of relevant stakeholders.2. Explain and use a simple ethical decision making process.3. Make and defend ethical judgements on common ethical dilemmas seen in practice.4. Comment on controversial ethical issues concerning animal use using a rational argument.5. To understand the relevance of the Veterinary Surgeons Act in the professional conduct of veterinary

science

4.3 BehaviourAims1. To outline the importance of behavioural abnormalities

Intended Learning Outcomes1. understand social & clinical causes of behavioural problems2. understand aggression in dogs & cats3. understand anxiety and conflict in dogs & cats

4.4 Surgical PrinciplesAims

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1. To make the student familiar with the principles that underlie competent surgery2. To outline the factors that may lead to compromised surgical outcomes

Intended Learning Outcomes1. understand the surgical environment2. understand the measures taken to avoid surgical complications

4.5 AnaesthesiaAims1. To outline the anaesthetic agents used to induce and maintain anaesthesia2. To outline the anaesthetic equipment used to deliver gasses and monitor anaesthesia3. To outline the drugs and fluids used to support animals before, during and after anaesthesia

Intended Learning Outcomes1. understand the pharmacological rationale for the selection of anaesthetic agents used to induce and

maintain anaesthesia2. understand the rationale for selecting delivery systems and monitoring devices3. understand the principles of fluid therapy and treatment of acid-base imbalances4. understand the significance and relevance of the Dangerous Drugs Act as it applies to veterinary

practice

4.6 Diagnostic ImagingAims1. To make the student familiar with the physical principles that underlie diagnostic imaging2. To outline the concepts of radiographic and sonographic interpretation

Intended Learning Outcomes1. understand the physics of diagnostic imaging as it applies to image generation and radiation safety2. understand the basic approach to the interpretation of a radiographic or ultrasonographic image

4.7 Emergency MedicineAims:1. To give an understanding of the common disorders which may call for emergency management. 2. To outline the principles and practicalities of emergency management

Intended Learning Outcomes:1. Be prepared to make a constructive response to any companion animal emergency2. Be able to recognise a cardiac arrest and know how to treat it3. Be familiar with an approach to the collapsed dog or cat4. Be familiar with an approach to acute abdominal pain or gastric distension5. Know how to recognise and treat common respiratory emergencies6. Know how to investigate a dog or cat presented in a haemorrhagic crisis7. Know the common causes of poisoning in companion animals. For each poison the likely sources,

presenting signs, confirmatory tests and appropriate treatments should be understood8. Be able to give a detailed account of the non-specific treatment of poisoned animals including but

not limited to induction of vomition, gastric lavage and fluid therapy

4.8 Infectious DiseasesAims:1. To give an understanding of the major infectious diseases and how these infections can be controlled2. To describe the importance of vaccination strategies

Intended Learning Outcomes:1. Appreciate how maternal antibodies are acquired, how they decline and how they provide protection2. Be familiar with the concepts of open and closed, single and multi-animal environments3. Know the pathogenesis, the clinical signs, the steps required to establish a diagnosis and the

treatment a zoonotic potential for the major viral, bacterial and parasitic diseases4. Understand the nature and content of the components of the standard vaccines

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5. Know the correct procedures for the administration of vaccines and the reasoning behind the timing of vaccination

6. Appreciate the possibility of adverse reactions to vaccination7. Be aware of the strategies to control infectious diseases 8. Understand the risks of animals contracting infectious diseases in veterinary premises and the steps

necessary to lessen such a risk9. Understand the world-wide importance of rabies, be prepared to join in a debate over the best means

to prevent the spread of rabies in Europe10. Understand the principles/practice of isolation and hygiene strategies11. Understand the principles/practice of infectious airway disease to health and athletic performance

4.9 Alimentary DisordersAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the relevant conditions of the alimentary tract via a decision making or problem orientated approach2. To place special emphasis on those disorders associated with equine colic

Intended Learning Outcomes:1. Understand the manifestations of alimentary tract disorders2. Be familiar with the techniques of rectal examination, nasogastric reflux, abdominocentesis and

radiography/endoscopy3. Be familiar with the techniques of oral glucose tolerance test, rectal biopsy and abdominal

ultrasonography4. Be familiar with interpretation of blood biochemistry, haematology and peritoneal fluid cytology in

alimentary disorders5. Understand the pathophysiology of acute abdomen with reference to equine colic and canine GDV6. Demonstrate a logical approach to therapeutic intervention

4.10 Locomotor DisordersAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the locomotor disorders via a decision making or problem orientated approach2. To differentiate neurological from orthopaedic disorders3. To describe the classification of peripheral nerve disease and injuries

Intended Learning Outcomes1. understand the reflexes and their significance in clinical neurology2. understand the diagnosis and management of vertebral and spinal cord disease3. understand the concepts used to localise brain disease4. understand the identification and classification of peripheral nerve disease and injury5. how to investigate classify and treat seizure disorders6. understand the classification and healing of fractures7. understand causes, diagnosis and management of joint disease8. understand the principles of bone pathology and know common examples such as nutritional and

developmental disease9. demonstrate a logical approach to therapeutic intervention

4.11 Haematopoietic and Lymphoreticular DisordersAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the haematopoietic & lymphoreticular disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. Have the basic ability to interpret haematological data as it relates to systemic disease

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2. Understand the definition and classification of anaemias and be able to determine the cause of anaemia by logical clinical progression, including the ability to interpret haematological data

3. Understand and be able to give examples of the underlying diseases associated with anaemia, leukocytes and the lymphoreticular system

4. Understand the clinical management of the above5. Understand the physiological mechanisms of haemostasis, be able to determine the cause of

haemostatic disorders by logical clinical progression including the interpretation of clotting pathway tests; be able to distinguish between disorders of primary and secondary haemostasis; understand disorders of the haemostatic pathways and their management, and be able to give examples

6. Demonstrate a logical approach to therapeutic intervention

4.12 Oncological Medicine & SurgeryAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

solid tumours via a decision making or problem orientated approach2. To introduce the student to the clinical practice of chemotherapy

Intended Learning Outcomes:1. understand the principles of biopsy2. understand the clinical approach and client management of the cancer patient3. understand the biological basis for chemotherapy, concepts of dosage, complications, and safe

handling of cytotoxic drugs4. demonstrate a logical approach to therapeutic intervention

4.13 Endocrine disordersAims:1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the endocrine disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. Consider the diagnostic tests which assist in the differential diagnosis of polyuria2. Understand the mechanisms of diabetes mellitus, diabetes insipidus, pituitary dysfunction,

hyperadrenocorticism (Cushing's syndrome), hypoadrenocorticism (Addison's disease), hypothyroidism, of islet cell tumours and other causes of hypoglycaemia

3. Understand the diagnostic tests for the above5. demonstrate a logical approach to therapeutic intervention

4.14 OphthalmologyAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the ocular disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. recognise conditions of the eye and adnexa2. understand the management of disorders of the eye and adnexa3. demonstrate a logical approach to therapeutic intervention

4.15 Urogenital DisordersAims1. To describe the modification of reproductive behaviour2. Through the use of presenting signs or syndromes outline the diagnostic process and management of

the urogenital disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. understand the rationale behind modification of reproduction2. be able to recognise diseases of the reproductive tract and how to treat and manage them3. Understand the terms acute renal failure, chronic renal failure and protein-losing nephropathy,

nephrotic syndrome and their underlying pathophysiology.

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4. Be able to list conditions that may cause acute renal failure, chronic renal failure and protein-losing nephropathy and understand their pathophysiology.

5. Know the clinical and laboratory findings that occur in acute and renal failure, chronic renal failure and protein losing nephropathy

6. Be able to outline appropriate regimes for the general treatment/management of animals with acute renal failure, chronic renal failure and protein-losing nephropathy/nephrotic syndrome

7. Know the causes of haematuria and be able to outline how a specific diagnosis may be reached8. Know the factors predisposing to pyelonephritis and understand the implications for

treatment/management of this disease9. Appreciate the different effects that neoplasia may have on urinary system function and be able to

outline methods for the diagnosis and treatment of urinary neoplasia10. Know the factors predisposing to cystitis and FLUTD and be able to outline methods for the

diagnosis and treatment of lower urinary tract infection11. Know the common types of uroliths that occur in the dog and cat and be aware of the pathological

and clinical consequences 12. Be able to outline appropriate dietary and medical therapeutic regimes for treatment and management

of uroliths of different chemical composition at different sites 13. Recognise urinary incontinence, the causes and management thereof14. demonstrate a logical approach to therapeutic intervention

4.16 CardioRespiratory DisordersAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

cardiopulmonary disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. Be familiar with electrocardiography, echocardiography, blood gas analysis, blood and intrathoracic

pressure measurement, airway secretion cytology and airway endoscopy2. Know the pathophysiology, clinical features and significance of the cardiac murmurs & common

dysrhythmias3. Know the causes and thence management of upper respiratory tract obstruction 4. Know the aetiology, pathogenesis, clinical features, management, treatment and prevention of lower

airway disorders 5. Understand the effects of cardiorespiratory disorders on athletic performance6. Understand how to assess chronic nasal discharge7. Have a detailed knowledge of methods used to achieve a minimal dust environment8. Demonstrate a logical approach to therapeutic intervention

4.17 Skin DisordersAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

skin disorders via a decision making or problem orientated approach

Intended Learning Outcomes:1. Appreciate the importance of skin disease in companion animals and understand the differences in

prevalence of the major disorders of companion animals in various parts of the world2. Be able to explain the approach to the diagnosis of skin disease and describe the techniques and tests

involved3. Recognise, and know the life cycle and significance of, the main skin parasites of companion

animals and understand the principles of their diagnosis, treatment and control4. Be able to describe the major gross and microscopic changes that occur in the skin as a consequence

of disease and appreciate the difference between primary and secondary lesions5. Know the main causes of cutaneous fungal infections in companion animals and understand the

principles of their diagnosis, treatment and control6. Be aware of the zoonotic potential of certain infectious skin diseases7. Be able to describe the gross and microscopic features of the various forms of pyoderma and

understand the principles of their diagnosis and treatment

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8. Know the relative importance of the immune-mediate skin disorders and be able to outline the pathogenetic mechanisms involved in their development

9. Be able to give a detailed account of atopic dermatitis and feline atopy10. Demonstrate a logical approach to therapeutic intervention

4.18 Stud Medicine & PaediatricsAims1. Through the use of presenting signs or syndromes outline the diagnostic process and management of

mare & foal at stud and of puppies & kittens in the first few weeks of life via a decision making or problem orientated approach

Intended Learning Outcomes:1. Know the normal behaviour and clinical function of the neonatal foal2. Know the pathophysiology and clinical features of the common disorders of neonatal foals3. Be familiar with the principles and practice of neonatal nursing care4. Know specific therapies used for the treatment of the clinical entities recognised in neonatal foals5. Know the aetiology, epidemiology, pathogenesis, clinical features, treatment and prevention of

disorders of the growing foal6. Know the aetiologies, methods of investigation, control and prevention of abortion in the mare7. Know the risk factors for retained foetal membranes in the mare8. Understand the pathophysiology of the systematic manifestations of endotoxaemia consequent upon

retained foetal membranes9. Know the treatment of retained foetal membranes and endotoxaemia10. Be familiar with the normal stages of physical and social development of neonatal puppies and

kittens11. Understand the difference in body temperature control and general metabolic processes between

neonates and adults12. Be aware of the concept of the fading puppy or kitten syndromes13. Understand how diseases in neonates can be related to intrinsic factors, environmental factors or

maternal factors14. Know the common infectious diseases of the neonates15. Appreciate the importance of neonatal hypothermia16. Have a clear plan for the treatment and rearing of the sick puppy or kitten17. Be aware of the common congenital malformations of puppies and kittens

4.19 Birds as CompanionsAims1. To understand the common diseases and management problems of cage birds or prey

Intended Learning Outcomes:1. Appreciate the range of common cage birds kept as pets2. Be aware of the high proportion of nutritional disorders in cage birds3. Have a clear plan for clinical examination and routine diagnostic procedure in cage birds4. Know the common medical conditions of cage birds5. Know the common medical conditions of birds of prey6. Be aware of the drugs available for the treatment of birds7. Be familiar with anaesthetic agents and their correct use in birds for minor surgical techniques and

routine sexing8. Demonstrate a logical approach to therapeutic intervention

4.20 Small MammalsAims1. To be able to handle and to deal competently with small mammals as veterinary patients

Intended Learning Outcomes:1. Appreciate the range of small mammals kept as pets

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2. Be aware of the high proportion of nutritional disorders in small mammals3. Have a clear plan for clinical examination/routine diagnostic procedure in small mammals4. Know the common medical conditions of small mammals5. Know the common medical conditions of small mammals6. Be aware of the drugs available for the treatment of small mammals7. Be familiar with anaesthetic agents and their correct use in small mammals for minor surgical

techniques and routine sexing8. Demonstrate a logical approach to therapeutic intervention

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5 COURSE CONTENTThe distribution of Practical Classes throughout the academic year is shown in the Timetables (Section 10). The Lecture timetables and practical class timetables will posted on Moodle and the 4 th year noticeboard.

6 COURSE TEXTS AND REQUIRED READING

Students are advised to purchase T. Fossum's Small Animal Surgery ISBN 0-323-01238-8 M. Schaer's, Clinical Medicine of the Dog and Cat ISBN 1874545626 Rose & Hodgson, Manual of Equine Practice ISBN 0721686656

It is important to realise that the lecture itself may not be structured to totally follow the lecture summaries or recommended texts.

Additional useful texts and journals can be found in the James Herriot Library and include:Equine Medicine and Surgery, 5th Ed, Eds Colaghan, Mayhew, Merritt & Moore (Mosby)Current Therapy in Equine Medicine 3, 4 and 5, Ed Robinson (Saunders)Equine Surgery, 2nd Ed, Ed Auer (Saunders)Atlas of Equine Surgery, Fessler & Adams (Saunders)Diagnosis and Management of Lameness in the Horse, Eds Ross and Dyson (Saunders)Handbook of Equine Wound Management, Knottenbelt (Saunders)Manual of Equine Gastroenterology, Eds Mair, Divers and Ducharme (Saunders)Equine Dentistry, Eds Baker & Easley (Saunders)Manual of Equine Reproduction, 2nd Ed, Blanchard, Varner, Schumacher, Love, Brinsko & Rigby (Mosby)Self Assessment Colour Reviews Equine Internal Medicine/Equine Orthopaedics and Rheumatology/Equine Reproduction and Stud Medicine (Manson Publishing)Interactive lameness cases: http://cal.vet.upenn.edu/lameness/intro/Essentials of Small Animal Internal Medicine (2nd Edn) Eds Nelson & Couto. (Mosby)Textbook of Veterinary Internal Medicine 5th Edition. Eds Ettinger & Feldman. (W.B. Saunders)Feline Medicine and Therapeutics. Eds. Chandler, Gaskell & Gaskell. (Blackwell)The Cat: Diseases and Clinical Management 2nd Edition. Ed. R G. Sherding. (Churchill Livingstone)Feline Medicine and Therapeutics, Ed. Chandler, Gaskell and Gaskell, BlackwellCanine Medicine and Therapeutics, Ed. Chandler, Thompson, Sutton and Price, BlackwellEssentials of Small Animal Internal Medicine, Nelson and Couts, MosbyCanine Orthopaedics, Whittick Lea and FebigerBSAVA Manuals (whole range of topics, including, neurology, arthrology, fracture repair, oncology,

dermatology, ophthalmology, dentistry, radiography/radiology, anaesthesia)BSAVA Manual of Small Animal Diagnostic Imaging: An Interactive Companion (available on-line in

the Computer Centre)Kirk’s Current Veterinary Therapy, 12th edition, Ed. Bonagura and Kirk, W B SaundersTextbook of Small Animal Surgery, Ed. D Slatter, W B SaundersSmall Animal Orthopaedics and Fracture Treatment, Brinker, Piermattei and Flo, W B SaundersAn Atlas of Surgical Approaches to the Bones of the Dog and Cat , Piermattei and Greeley, W B

SaundersAtlas of Small Animal Surgery, Gourley and Gregory, Gower Medical PublishingNeurology Book Web Resource http://www.ivis.org/special_books/braund/toc.asp.

Other reading material may be recommended to you during the Course.Students are advised to develop a habit of reading the current issues of journals found in the journal display area in the JHL. Specific journals are Equine Veterinary Education Equine Veterinary Journal In Practice Journal of Small Animal Practice

Journal of the American Animal Hospital Association

Journal of the American Veterinary Medical Association

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Veterinary Internal Medicine Veterinary Record Veterinary Surgery

Veterinary Comparative Orthopaedics & Traumatology

7 TEACHING HOURS AND TEACHING METHODS

Student hours Staff HoursLectures 200 200Collaborative Learning Assignment

24 9

Clinical skills Problem solving

4812

59272

PM Dems 24 24Grand Rounds 23 23Self Instruction 14 0

Each student requires 345 hours of work for the whole course excluding examinations. It is estimated that the academic staff require 920 hours to provide the course excluding preparation time and professional examinations.Lectures, lecture summaries, textbooks, demonstrations of clinical material, a variety of clinical skill classes, and computer assisted learning programmes are used to present the Course to the students.

The demonstration of clinical case material is done in small groups. Active learning is encouraged particularly in the small group classes when students deal with clinical scenarios to be solved and explained in the context of the didactic teaching. A variety of revision, tutorial and self-assessment computer programs relevant to the Course are available via the Faculty Computer Centre machines.

All staff are not routinely made aware of Students with Disabilities. This information is considered confidential unless such a person agrees to complete disclosure. Consequently, the onus is on you to make individual staff aware of special needs you may have that impact on a particular method of teaching; staff will attempt to make reasonable adjustments. E.g. you may have a degree of red-green colour blindness and have difficulty distinguishing tissues or cells during microscopy.

8 METHODS OF ASSESSMENT8.1 Assessment of student learning and the CourseThe content of the Course, the presentation of the Course to students and the effectiveness of the teaching are regularly assessed throughout the year by the staff and the findings taken into account when the Course for the following year is being prepared.

Student Assessment of the CourseStudents will be asked to assess the Companion Animal Studies Course. This will be in the form of questionnaires and also a meeting of student representatives with members of staff involved in the different topics. Staff members welcome feedback and constructive criticism by the students. Student audit for companion animal studies is co-ordinated by the Teaching Unit. The idea of these audits is to identify any specific problems, to ensure that the Course is attaining its objectives and to introduce any improvements, if necessary. The results of the student assessment are discussed at a Divisional Meeting (Course Meeting) where staff involved in teaching discuss and respond to the feedback. The results of the questionnaire and the decisions arising are minuted. Any resulting changes will be incorporated into and highlighted in the succeeding academic year Course Information.

These audits are made by considering the results of the student feedback forms, student focus groups, the Fourth Professional examinations, the Reports of the External Examiner, as well as the views they express during informal discussion with the staff and the opinions emanating from the Faculty Staff/Student Liaison Committee. Note: a short open session will be timetabled to allow any student or group of students to discuss the course with the external examiner.

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Formal consideration of these matters occurs at the regular meetings of the Course Team and special Quality Assurance meetings of Staff teaching the Course. Annual Course Monitoring Reports are made to the Board of Studies, from there recommendations are made to Faculty. Subsequently, Faculty reports to Academic Regulation Committee (a sub-committee of University Education committee) and ultimately to Senate.Any modifications to the Course are made through the formal Course Approval process via Board of Studies and Faculty. External Examiner comments are always sought on any proposed change.Student assessment is by Professional Examinations.

8.2 AssessmentsThere are no class examinations in this Course.

Students with Disabilities Because of the level of confidentiality involved, the Teaching Unit is not always aware of the currency of special need assessments. Therefore it is the responsibility of special needs students to ensure that the Teaching Unit is informed in adequate time of any new special needs evaluation prior to any summative assessment. Where appropriate students will be given additional time for written examinations, but no extra time will be given for the completion of oral examinations or practical/clinical assessments.

8.3 Professional ExaminationsThe Fourth Professional Examination is the principal Examination of the Course in Companion Animal Studies.There will be one-degree examination composed of 3 assessments. The dates are given in the current notice University of Glasgow- Final Dates Degree Examination” as well as Course Timetables and Moodle. The components of the degree examinations are collaborative learning assignment, OSCEs, and written papers. The location of the written examinations are normally at Gilmorehill, but detailed location will be announced nearer the examination by a notice on the year board and by email.

If the candidates fail the examination in June they may take the resit (2nd Diet) examinations in September. The format of the September examination will be the same as the June examination, except that ALL students who achieve less than a grade D will be required to have an oral examination conducted by the External Examiner and at least one of the Internal Examiners. Grades awarded at the second diet of the professional examination will in accordance with university policy be capped at Grade D.

Assessment 1Collaborative Learning Assignment Value= 80Essay (3000 words) handed to Teaching Unit Office (Fiona Denman) by 11.00am Fri 09/12/05, with a copy emailed to F.Denman@vet.gla.ac.uk. Two copies of the essay must be typed and be signed by all members of group and indicate the contribution of each member of the group. The sum of the contributions must equal 60 where group = 6, 70 where group = 7. Essay value = 60, Presentation = 20

Oral Presentation (12 mins + 3 mins of questions) Friday 16/12/05 in the Assembly Hall

Note: the essay and presentation will be graded by the facilitator and a second examiner. These grades will be confirmed by an external examiner. The grade assigned to each student will be this value weighted by their contribution as judged by the group.

Assessment 2 (EX22QP)Objective Structured Clinical Examination Value=120Note: This assessment must be passed to achieve an overall minimum grade D across the 3 assessments. The date for the examination is Wed the 7th June 2006, all day in the Anatomy Dissection Laboratory with stations lasting 5 minutes each. Time allowed = 60 minutes. Each station will marked out of 10. External Examiner Dr Bruce McGorum will be in attendance.

Assessment 3 (EX9BJX)Written & MCQ Value = 200

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1st diet 2nd diet (resit)(Provisional) Value Fri 2nd June 2005 Sept 2004Paper 1 (Written) 150 9.15-11.15 9.15-11.15Paper 2 (MCQ) 50 12.00-1.00 12.00-1.00Distinction Oral Fri 9th June Sept

Written2 sections lasting 2 hours in total. Section A: a discursive essay (value=50) from 6 options [suggested time is 45 minutes]. Section B: 10 compulsory short answer questions (value =100) (each short question marked out of 10 [suggested time = 75 minutes].

MCQ50 questions (value= 50) Time = 60 minutes. Note: No Negative marking or No True/False questions.

There will be no Pass/Fail oral component to the Companion Animal Studies Examination. Each Assessment must be passed, there will be no compensation across the assessments.There will be an optional Oral examination for those whose performance is worthy of distinction (provisional Grade A). As the external examiner wishes to check the written examination answers, it will only be possible to publish a provisional list of candidates for the oral examination the day before the oral is due to take place at approximately 17.00 hours. This list will be updated at noon on the day of the oral. Each oral examination will last for a minimum of 20 minutes and a maximum of 30 minutes, and will comprise a minimum of 2 examiners (the external examiner and the Course Leader or their deputy), with additional members of staff on occasions. The external examiner will be Prof. B. McGorum.All written examinations will conform to the standard laid down by the University of Glasgow to ensure that scripts are anonymously marked.

Re-sit examinations will take place in September. Note the grade assigned to CLA will not be carried forward to the second diet, as no resubmission of the CLA is practical. The resit OSCEs will take place after the written component, and will be announced on the year noticeboard, approximately 7 days later. The format will be the same as for the first diet. (see * University Calendar -General Information - Code of Practice on Incomplete Assessment and Good cause – http://senate.gla.ac.uk/calendar/cal2005/con2005.html)

Second Diet of Examination – SeptemberThe Grades for the second diet will be based on the assessments 2 & 3 unless the student has missed an assessment with good cause. In such a case a first diet assessment will be carried forward to the September diet. The result in the September diet is capped at grade D, regardless of the actual performance in the assessments. The Course leader can inform the student of actual performance after the results are published.

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GRADING for AssessmentsBDS & BVMS & MBChB.2.4.2.6 There shall be three categories of award: honours, commendation and pass. A candidate who is not placed in one of the three categories shall have failed the programme. 2.4.2.7 The regulations of each award shall state the minimum results in terms of Schedules A and B required for the award and for the individual categories of award. * A mean score should be rounded in accordance with the following example: 15.65 should become 15.7 whilst 15.64 should become 15.6.

SCHEDULE A

Non-honours Courses Primary verbal descriptors for attainment of Intended Learning Outcomes

BVMS

Primary Grade

Gloss

A ExcellentExemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts and procedures

Honours

B Very GoodConclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding

Commendation

C GoodClear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding

Pass

D SatisfactoryAcceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure

E WeakAttainment deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulations

Fail

F PoorAttainment of intended learning outcomes appreciably deficient in critical respects, lacking secure basis in relevant factual and analytical dimensions

G Very PoorAttainment of intended learning outcomes markedly deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation

N No CreditNo convincing evidence of attainment of intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary

CRCREDIT

REFUSEDFailure to comply, in the absence of good cause, with the published requirements of the Course or programme.

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8.4 External ExaminerThe external examiner for the Companion Animal Studies Course is Prof. Bruce McGorum BVM&S, BSc, CertEM(IntMed), DipECVIM, MRCVS of the Edinburgh Veterinary School (2002-2006. Prof. McGorum is the Head of Equine Division. For further information see the RCVS Register.

8.5 PrizesThe award of prizes to students is an accolade of considerable importance. They are recognition of students ability, hard work and application by their peers, colleagues and teachers. They are important for a new graduate’s curriculum vitae. The 4th year prize is:Ian Lauder Prize -(Awarded to the student who attained the highest combined marks in the written examination in the 4th Year Companion Animal Course. This prize is to assist the winner to attend the BSAVA Congress in the following Spring, i.e. when the student is in Final Year).

9 POLICY ON EXEMPTIONS There is no exemption system in Fourth Year.

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10 OTHER IMPORTANT INFORMATION

MoodleMoodle is the University's centrally supported Virtual Learning Environment (VLE). The Faculty Moodle site can be accessed from on- or off-campus at: http://moodle.gla.ac.uk/vet/moodle/Users should log in with their Novell username and password. After a successful login you will be asked to update your profile.

Once you have logged on, you will be able to access individual courses within Moodle, as well as general information, and information relating to EMS, summer vacation scholarships, and career opportunities. Many of the courses require a one-time enrolment key. Your course tutors will provide these at the start of term. Within individual courses, you will find links to lecture notes and presentations, past papers, timetables, and links to relevant websites that have been reviewed by your tutors. Throughout the year your tutors may also add additional Moodle ‘activities’ such as self-test material, assignments, surveys and discussion forums.Within ‘General resources and links for students’, you will find links to courses designed to help you start using Moodle.

Moodle replaces the Student Web Server, a 2004-5 archive version of which is still available on- or off-campus at: http://www.gla.ac.uk/faculties/vet/teaching/sws/You will need to username 'vetstudent' and the password 'jamesherriot' to access this.

For any problems with Moodle please email Vicki Dale (v.dale@vet.gla.ac.uk).

10.1 SafetyStudents must wear a name badge when in the clinical areas. Students must be aware of the potential safety hazards, particularly when within the clinical areas. Students must wear proper protective clothing, e.g. a clean white laboratory coat when in the small animal clinical areas and a boiler suit when in large animal clinical areas and should make use of the ample wash-up facilities throughout the hospital, especially bearing in mind the number of potentially serious zoonoses that could be encountered. Protective clothing must be changed when contaminated. Protective clothing worn in the clinical areas must be taken off before visiting other areas of the veterinary school, such as the canteen, common rooms, library or lecture theatre. When taken off, protective clothing must not be placed in lockers adjacent to normal outer clothing. Cleanliness is particularly important after handling animals, particularly if contaminated with body wastes or fluids. The use of protective gloves may be advantageous in certain situations. Cuts and grazes must be covered with waterproof dressings. Care should always be taken when handling animals of all species and if students are unsure of the correct restraining procedures, they should always ask a member of academic staff or a nurse/groom. Extreme care must be taken in the clinical skills labs/classes, where the handling of surgical instruments can obviously cause injury. Always ensure you are tidy and clean up after you. Do not leave potentially dangerous equipment lying around, e.g. discarded scalpel blades, needles, glass vials, etc. Make sure that all sharps and clinical waste material is placed in the correct bins; if in doubt ask advice from nurses or members of academic staff. Students should avoid congesting hospital corridors at all times, and only students suitably dressed are allowed in the hospital areas.

All injuries, no matter how minor are to be reported: 1. inform the senior member of staff in charge of your particular class and then 2. report the incident to the Teaching Unit, where a special University form has to be completed, and

where the incident will be recorded in the Accident Book

First aid advice will always be given by a member of staff; there are qualified first-aid personnel for more serious incidents Julie Norden, (Faculty Office), Pam McComb, (Head Nurse), Lynn Jones and Gail Hunter (Senior Nurses). Equine first aiders: Linda George & Linda Carr.A detailed Health and Safety Manual for the Small Animal Hospital & Weipers Centre is available for consultation in the relevant Clinical Record Office/Reception.

15

10.2 Teaching PersonnelThe clinical divisions are organised into a number of specialisms, each comprising two or more clinicians, who are responsible for organising and teaching their subject in both 4th and final year. These areas of specialisation are as follows:AdministrationMrs Fiona Denman Teaching UnitMrs. Linda Fallon CAS & APPH divisions secretary

Division of Companion Animal Sciences(Equine): Professor S Love

Professor C LischerLance VouteDr K. MacEachernDr Kris HughesProf T Greet (Hon Prof)Dr J Pycock (Hon Lect)Ms M GathererVeterinary Nurses

Clinical Scholars: H Cottle*R Labens*D Rendle*J White*E Willems*

(Small Animal)Anaesthesia: Professor Jacky Reid

Mr Derek FlahertyDr Pat PawsonMr Adam Auckburally*

Cardiology: TBA

Dentistry Mr N Johnson (Hon Lect) Dermatology: Mr P Forsythe (Hon Lect)

Diagnostic Imaging: Professor Martin SullivanMs Alison KingMr Calum PatersonMr Gawain Hammond*Ms Gill Cameron

Ethics & Welfare: Dr D McKeeghanMr D Main (Guest Lect)

Internal Medicine: Dr Ian RamseyMs Clare Knottenbelt Dr Aitor ArtegaDr Andrea Zoia*

Neurology: Professor Ian GriffithsDr Jim AndersonDr Christine ThomsonDr Jacques Penderis

Oncology: Dr Jo MorrisMr Rory BellMs Lise Nielsen*

Ophthalmology: Mr J Mould (Hon Lect)Mr George Peplinski

Orthopaedic Surgery: Professor DBennett Professor S CarmichaelMr Mike FarrellMr Luke Arnott

Soft Tissue Surgery : Professor M SullivanDr D SheehanMs Kieri Jermyn*

Pathology Prof David Taylor Dr H. ThompsonDr A PhilbeyDr Diane AddieDr Hailey HainingRonnie Barron

Reproduction: Dr Mike J Harvey

Behaviour: Ms S Lindley (Hon Lect)

Caged Pets: Mr A Lawrie (Hon Lect)Dr P Fecknell (Hon Lect)

*Senior Clinical Scholars (residents)

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10.3 Student Support & Staff/Student LiaisonStudent welfare and well-being is a priority for all members of staff. If you feel you have problems or you feel you are not coping with the work and consider that the aims and objectives are not being attained, then please discuss this with members of staff. In the first instance this should be with the lecturers giving the Course or if it is a more general problem, with the Course Co-ordinator, (Dr Karen MacEachern) or with the Associate Dean for Learning & Teaching (Professor Martin Sullivan). The further route open to the class is through the Staff/Student Liaison Committee. The fourth year is dominated by lecture topics and as such requires a great deal of concentration and application by the student, so if you are at all concerned with the workload please seek advice sooner rather than later.

Some difficulties that may arise may be more usefully dealt with by the Faculty Staff/Student Liaison Committee through the Fourth Year Representative or the designated members of staff. However, if a matter is to be taken to the Staff/Student Liaison Committee the expected courtesy will be to discuss it with Course Co-ordinators beforehand.

10.4 Timetables

The first Lecture will be on Tuesday 27th September at 11.30am in the Assembly Hall

Lecture Times & Locations – can be found on Moodle & 4th year Noticeboard

Notification of changes in either times, location or topic will be intimated by email & on Year noticeboard, and where possible verbally.

10.5 Lecture Timetable – will be posted on the 4th year Noticeboard & Moodle

Units comprising CA Course

Alimentary Anaesthesia

Behaviour Cage birds

Cardio-Respiratory Communications

Emergencies Endocrine

Epidemiology Ethics

Eye Haematology

Infectious diseases Jurisprudence

Neurology Neurology

Notifiable, Emerging & Imported Diseases Obstetrics & Reproduction

Orthopaedics Public Health

Reptiles Skin

Small Mammals Urinary

10.6 Collaborative Learning Assignment

Meeting Timetable (Wednesday - 8.30-9.30am) Wed of week 2 = 5th OctoberCLA WEEKGrps Location Facilitator 2 3 4 5 6 7 8 9 10 11

1 IAMS 1 Dr J Anderson F F F F2 Prof Bennett’s office Prof D Bennett F F F F3 Clinical Skills Lab Derek Flaherty F F F F4 Refectory Dr Jo Morris F F F F5 Consult Rm 3 Prof S Carmichael F F F F6 First Floor Mt Rm Prof I Griffiths F F F F7 AHTC Conf Rm Prof S Love F F F F8 Weipers Centre Dr K. MacEachern F F F F9 Parasitology Seminar Rm Prof M Sullivan F F F F10 Consult Rm2 Dr I Ramsey F F F F11 Prof Reid’s Rm Prof Jacky Reid F F F F12 Weipers Centre Lance Voute F F F F13 IAMS 2 Dr C Thomson F F F FFacilitator must be present in weeks 2, 3 7 & 10. Presentation of work Friday Week 12 = 16/12/05

Group 1 Caruthers, Lindsey Chilton, HannahPilkington, Michelle Blackburn, Helen McCarthey William Overton, Jenny Ishikane, Christine

Group 2Finlay, MargaretSandoz, MoniqueFarley, Alison Keightley, SarahPaterson, Elise Maxwell, Andrew Boynosky, Nicole

Group 3Bergeron, JustinSquires, ElizabethHussey, Alexander Owen, David Hall, Jason Cranfield, Fiona Maclean, MorvenWard, Katrina

Group 4Coppins, ChristopherWilliams, Jennifer Smith, Andrew Leitch, Calum McQueen, MandyDavidson, Kevin Evans, Hannah

Group 5Maplesden, Louise Kerbyson, Nicola Ratcliffe, Alice Sawyer, Kerry Beckett, MichelleMilne, Joanna Duguid, Sophie

Group 6Pogmore, David Lawson, Fraser Cathcart, BarbaraEllson, David JohnCox, Elissa Craighead, LauraSmith, ShirleyCormack, Catherine

Group 7Marvin, SaraFallon, Michael Fair, Nicola Mulhern, CiaraLightbody, JenniferCameron, Claire McKay, Rona

Group 8Latimer, Helen Arumugam, DevanFoster, CharlotteLawrence, Robert Rodger, Colin Craig, DavidBruck, AliciaRowles, Alison

Group 9Greaves, MichelleJones, Alwyn West, Andrew Kramer, DouglasBader, KeithWhitefield, LynnePatel, Rikesh Rawling, Richard

Group 10Wood, MichelleAllison, Christopher Grimshaw, Layla McNulty, Michael Corral, CherylShort, JacquelineGrogan, Rachelle

Group 11Morton, NiallSchoen, KeithHutchinson, Samuel Cartledge, JemmaDerblay, Susan Davidson, CatherineRoss, Lyndsay

Group 12Hewitt Andrew Shenton, Julie Williams AndrewWhiteford, Michael Anderson, Claire McAneny, Claire Hogg, AndrewSmith, Karin

Group 13Vail, Amy

Goncharova, ElenaMcCulloch, Matthew Price, BenHawke, Pamela Tanahill, Victoria Algie, Carolyn

4th Companion Animal CourseCollaborative Learning Assignment

Briefing document

Rationale: The concept of group learning or collaborative learning has been widely researched and advocated throughout the professional literature. The term "collaborative learning" refers to an instruction method in which students work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Therefore, the success of one student helps other students to be successful.

Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. There is evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers.

Aim of group learning assignment: To write an essay and prepare a presentation on a given topic by working together as a cooperative, non-competitive team.

Objectives of group learning assignment: The objectives of the group assignment fall into two categories:Generic skills: to encourage students to

1. Work as part of a team2. Appreciate the value of team work3. Make decisions and solve problems4. Develop inquiry skills and reasoning5. Retrieve information6. Self evaluate

Discipline Specific skills: 1. Demonstrate a good understanding of the subject area2. Demonstrate critical/deep thinking3. Develop scientific writing skills/presentation skills

Strategy1. Each group will consist of 6/7 students2. At the first meeting, each group is given two subject areas or essay titles and allowed to choose the

topic of focus. Discussion at this meeting should involve a dialogue with the facilitator on the group roles, the pros- and cons of each of the topics and confirmation of future facilitator/group meetings.

3. Prior to the second meeting, the group may elect the following(a) Convenor: to set agendas and chair group meetings. (b) Secretary: to record and minute meetings ensure team functions are recorded

(the facilitator may request to see these documents at anytime)(c) Presenters: to give oral presentation (maximum of 2)(d) Drafters: to draft the written work(e) Editor: to finalise the written work to submission standard(f) Researchers: to extract data be it from case records, journals etc.

The group may identify other tasks and each person can have more than one role. These decisions should all be group decisions (if the group has problems making these decisions then the facilitator will act as a mediator).The group should also have carried out exploratory investigations of the 2 topics, and be ready to choose the preferred topic.

4. The group should continue to work together and the team functions should be recorded by the secretary.

5. Facilitator: The role of the facilitator is to help in any decision making that the students are finding difficult and/or answer discipline specific queries. The facilitator will encourage the group to establish a timetable for the project to meet submission dates. The facilitator will be willing to

review the draft essay twice only. They will not re-write the essay, but point to areas for improvement, omissions and style. The facilitator will be willing to review the presentation and make suggestions to improve length, style and content. It is mandatory for the facilitator to be present on specified dates (unless they are have a specific prior commitment, when it is their responsibility to re-arrange a date as close to the planned date as possible). On each occasion the facilitator is present, they are expected to make themselves available for up to one hour. The group may curtail the length of time the facilitator is required per session.

6. The essay should be presented in the style of a review or original article for Journal of Small Animal Practice depending on the topic chosen (including references) with a word count between 3000-3500 (not including references). 2 copies of the Essay must be handed in by 11.00am Friday 09/12/05 to Fiona Denman in the Teaching Unit. The essay must be typed and signed by all members of the group. An electronic version must also be emailed to F.Denman@vet.gla.ac.uk . The word file should be named CLA05-grpno.doc.

The group must indicate the contribution of each member of the group. For groups with 6 students, the sum of the contributions must equal 60, and for groups with 7 students, the sum must equal 70. Where there is a concern about an individual’s contribution it should be drawn to their attention by the group as early as possible to allow the student the opportunity to improve.

The essay will be double marked by staff. The markers will look for evidence of enquiry skills, completeness, robustness and quality of presentation.

7. Each group will be required to prepare and present a PowerPoint presentation for Friday 16 th

December 2005 in the Assembly Hall starting at 9.30. The presentation should last no longer than 12 minutes with 3 minutes for questions. The definitive timetable will be posted in week 11.

Assessment of the CLA

Written essay 60 (each essay will be marked by the group facilitator and a second examiner)Presentation 20 (assessed by all facilitators)An individual’s grade will be examiners value with the individual contribution awarded by the group factored in.

The CLA will contribute 20% to the overall degree.

Topics and Facilitators

Jim Anderson1. How useful is the literature in prognosticating for spinal cord injury? Look at the outcomes for

last 50 cases of spinal cord injury at UGVS due to disc disease and see how they compares to what might be expected from the literature.

2. What value is CSF analysis? Look at the last 200 CSF and describe how they have contributed to patient management.

David Bennett1. It is claimed that the Tibial plateau levelling osteotomy (TPLO) for treating cranial cruciate

ligament rupture in dogs is the technique of choice since it prevents the progression of osteoarthritis. By using case material available in the Small Animal Hospital, design and carry out a study to test this claim.

2. The presence of subchondral bone sclerosis beneath the ulnar trochlear notch is said to be a useful radiographic feature in the diagnosis of elbow dysplasia in young dogs. Using radiographs of clinical cases seen at the Small Animal Hospital, design and carry out a study to assess whether this statement is true.

Stuart Carmichael1. Plan and conduct an investigation into the incidence of patients developing infections either

during their hospital stay or as a consequence of work carried out in the Small Animal Hospital. Using your results design an infection surveillance and control scheme for implementation in the SA Hospital.

2. Investigate the outcome of small animal patients suffering traumatic pelvic fractures. By comparing this to the type of injury, treatment and prognosis made at the time of initial presentation, create a practical guide, which could be used to help decision making in the management of these cases.

Derek Flaherty1. Can routine pre-anaesthetic blood screening be justified in healthy patients?2. How can we convince veterinary practitioners of the need for post-operative analgesia?

Ian Griffiths1. Can veterinarians support the use of live animals in medical and veterinary research?2. How should the University assess students; clinical competence. Comment on the current and

previous systems (written exams, oral exams OSCES etc) and present your recommendations

Sandy Love1. What is the prevalence and the significance of pyrantel resistance in cyathostomins in UK?2. What are the optimal protocols for isolation facilities in an equine teaching hospital?

Karen MacEachern1. Do the Jockey Club guidelines regarding excessive use of the whip in horses prevent injury

during racing?2. Equine heart scoring - is this a valid method for predicting the potential performance of the

horse?

Jo Morris1. Are the cardiac effects of anthracyclines more severe than other chemotherapy side-effects in the

treatment of lymphoma and sarcomas? 2. Is obesity more common than cachexia in cancer patients?

Ian Ramsey1. How are the pathogenesis, diagnosis and treatment of hyperadrenocorticism likely to affect the

prognosis for affected dogs, ferrets, horses, cats and humans ?

2. By conducting an appropriate survey of cases define what factors may affect the prognosis of dogs with megaoesophagus.

Jacky Reid 1. Do the alpha 2 adrenoceptor agonists play a pivotal role in human andveterinary medicine?2. Which inhalational agent should we be using for horse anaesthesia? Using case material from the

Weipers Centre, review non colic surgical cases which received halothane, isoflurane or sevoflurane (10 of each) and as many with desflurane as there are available. Compare their effects on blood pressure, oxygenation and recovery (speed, quality and adverse effects).

Martin Sullivan1. So anyone can score radiographs for osteophytes using the elbow scheme.2. Is there any difference between 3MB & 6Mb digital images for assessing elbow osteophytes"

Christine Thomson1. Vestibular disease can be managed either conservatively or surgically. What clinical features

should be used to determine therapeutic choice? Develop a set of guidelines by which case management could be determined.

2. Seizures may present with a range of clinical signs. What clinical features determine the management of a seizure case? This includes the clinical presentation, possible diagnostic procedures and the therapeutic options.

Lance Voute1. Is there a role for bone scanning in the investigation of lameness in pleasure horses?2. Is the use of antimicrobials in horses undergoing surgical procedures always justified?

10.7 Clinical Skills TimetableMondays – 2.30pm M Groups (Term 1 only)

Date (start in second week of term)TOPIC Oct

3rd Oct 10th

Oct 17th

Oct 24th

Oct 31st

Nov 7th

Nov 14th

Nov 21st

Nov 28th

Dec 5th

Communications skills (CSTS) VD/KM M1 M2 M6 M7 M3 M4 M8 M9 M5 M10Fine needle aspirate (PM room & path room) (RB/LN) M2 M3 M7 M8 M4 M5 M9 M10 M1 M6Urine handling & Basic Urinalysis (Nursing Lab) Nursing Tutor M3 M4 M8 M9 M5 M1 M10 M6 M2 M7Gait analysis (JHL Conference Room) DB M4 M5 M9 M10 M1 M2 M6 M7 M3 M8Intro Clin Examination (IAMS 1) IR/residents M5 M1 M10 M6 M2 M3 M7 M8 M4 M9

M1 M2 M3 M4 M5 M6 M7 M8 M9 M10Ellson, David Milne, Joanna Wood, MichelleHall, Jason Fair, Nicola Coppins, ChrisRowles, AlisonHutchinson, SamGrogan, RachelleRawling, Richard

Overton, Jenny McCulloch, MCameron, Claire Pilkington, MWhitefield, LynneArumugam, DCraig, DavidLightbody, JBruck, Alicia

Smith, Andrew Williams, Jennifer Cox, Elissa Hogg, AndrewMaplesden, LLatimer, Helen Smith, KarinPatel, Rikesh Anderson, Claire Mulhern, Ciara

Grimshaw, LMcKay, RonaDuguid, Sophie Cormack, CHussey, A Vail, AmyMaclean, MMcQueen, MSandoz, M

Leitch, Calum Jones, Alwyn Davidson, CatherineFinlay, MargaretKerbyson, Nicola Foster, CharlotteDerblay, Susan Ratcliffe, Alice Greaves, MichelleKramer, Douglas

Craighead, LauraBlackburn, Helen Ross, Lyndsay Boynosky, NicoleBader, KeithChilton, HannahSchoen, KeithCartledge, JemmaSawyer, Kerry McNulty, Michael

Lawson, Fraser Tanahill, Victoria Maxwell, Andrew Fallon, Michael Williams AndrewMorton, NiallEvans, Hannah McAneny, Claire Beckett, Michelle

Rodger, Colin Owen, David West, Andrew Algie, Carolyn Price, BenFarley, Alison Bergeron, JustinCorral, CherylShort, JacquelineCaruthers, Lindsey

Allison, Christopher Goncharova, ElenaShenton, Julie Pogmore, David Davidson, Kevin Smith, ShirleyWhiteford, Michael Keightley, Sarah Hawke, Pamela

Cranfield, FionaHewitt Andrew Ward, KatrinaLawrence, Robert Paterson, Elise Cathcart, BarbaraMcCarthey William Squires, ElizabethIshikane, Christine Marvin, Sara

LocationsCSTS= Communication Skills Training Suite, Surgical Building, Entrance directly across from old stable blockPM Room = meet initially in PM room to take biopsiesNursing Lab= lab in old reproduction area, next to CPD Office. Access by door abutting car park, or through Small Animal Hospital reception turn left thru sliding door downstairs thru lab, downstairs turn rightJHL Conference Room = library conference room

11

Thursdays – 2.00pm (Clinical Skills) T Groups (Term 1 & part of 2)Date (start in second week of 1st term, continues in term 2)

TOPIC Oct 6th

Oct 13th

Oct 20th

Oct 27th

Nov 3rd

Nov 10th

Nov 17th

Nov 24th

Dec 1st

Dec 8th

Dec 15th

Jan 12th

Jan 19th

Jan 26th

Reflexes (Clinical Skills Lab) J.Penderis T1 T2 T8 T9 T3 T4 T10 T11 T5 T6 T12 T13 T7 T14Radiographic Quality & Basic Interpretation (CSTS) MS

T2 T3 T9 T10 T4 T5 T11 T12 T6 T7 T13 T14 T1 T8

SA ECG interpretation (IAMS 1) IR T3 T4 T10 T11 T5 T6 T12 T13 T7 T1 T14 T8 T2 T9Equine Nerve Blocks (Weipers Centre) LV T4 T5 T11 T12 T6 T7 T13 T14 T1 T2 T8 T9 T3 T10Basic Suturing (LA Op Theatre) DS T5 T6 T12 T13 T7 T1 T14 T8 T2 T3 T9 T10 T4 T11History taking (1st floor meeting room) CK T6 T7 T13 T14 T1 T2 T8 T9 T3 T4 T10 T11 T5 T12Prescription Writing & Dangerous Drugs (IAMS 2) DF

T7 T1 T14 T8 T2 T3 T9 T10 T4 T5 T11 T12 T6 T13

T1 T2 T3 T4 T5 T6 T7Mulhern, CiaraArumugam, DevanMaplesden, Louise Finlay, MargaretMilne, Joanna Hall, Jason Cox, Elissa

Latimer, Helen Sandoz, MoniqueDerblay, Susan Overton, Jenny Maclean, MorvenRatcliffe, Alice Grimshaw, Layla

McQueen, MandyDuguid, Sophie Pilkington, Michelle Foster, CharlotteWood, MichelleKerbyson, Nicola Hussey, Alexander

Rowles, AlisonHogg, AndrewFair, Nicola McCulloch, Matthew McKay, RonaJones, Alwyn Whitefield, Lynne

Vail, AmyHutchinson, Samuel Grogan, RachelleDavidson, CatherineCraig, David Bruck, Alicia

Greaves, MichelleAnderson, Claire Ellson, David JohnCameron, Claire Smith, Andrew Lightbody, JenniferLeitch, Calum

Patel, RikeshCormack, CatherineSmith, KarinKramer, Douglas Williams, JenniferCoppins, ChristopherRawling, Richard

T8 T9 T10 T11 T12 T13 T14Davidson, KevinOwen, David Hewitt, Andrew Rodger, Colin Craighead, LauraBader, KeithAllison, Christopher

Sawyer, KerryMcNulty, Michael BCaruthers, Lindsey ASquires, ElizabethCathcart, BarbaraShenton, Julie ABlackburn, Helen E

Cartledge, JemmaWilliams AndrewLawrence, RobertLawson, Fraser Goncharova, ElenaChilton, HannahBoynosky, Nicole

West, Andrew McAneny, Claire Schoen, KeithEvans, Hannah Cranfield, Fiona Marvin, SaraHawke, Pamela

Smith, ShirleyCorral, CherylRoss, Lyndsay Tanahill, Victoria Keightley, Sarah Pogmore, David

Fallon, Michael Price, BenMcCarthey William Beckett, MichelleBergeron, JustinWhiteford, Michael Paterson, Elise

Algie, Carolyn Farley, Alison Maxwell, Andrew Ward, KatrinaShort, JacquelineIshikane, Christine Morton, Niall

Clinical Skills Lab = ground floor of Hospital/Main building, next to scales.CSTS= Communication Skills Training Suite, Surgical Building, Entrance directly across from old stable blockLA Ops Theatre= building next to refectory, door at back of building.

12

Term 3Tuesday – 3.00-4.00pm (Case based Problem Solving) Groups PB

WEEKLocation TOPIC 1 2 3 4 5 6

JHL Conference Rm SA Oncology (JoM/LN) PB1 PB2 PB3 PB4 PB5 PB61st Floor Mt Rm Blood Transfusion & Fluid Therapy (PP/Res) PB2 PB3 PB4 PB5 PB6 PB1FMR SA Clinical Nutrition (CK) PB3 PB4 PB5 PB6 PB1 PB2IAMS 1 SA Neurology (TJA/Res) PB4 PB5 PB6 PB1 PB2 PB3Weipers Confer Rm Equine Acute Abdomen (SL) PB5 PB6 PB1 PB2 PB3 PB4Clinical Skills Lab SA Soft Tissue (DS) PB6 PB1 PB2 PB3 PB4 PB5

THURSDAYS – 3.00-4.00pm (Case based Problem Solving) Groups PBWEEK

TOPIC 1 2 3 4 5 6

JHL Conference Rm SA Internal Medicine (IKR) PB1 PB2 PB3 PB4 PB5 PB6IAMS 1 SA Ortho (SC) PB2 PB3 PB4 PB5 PB6 PB1Path Portocabin Clin Path Analysis (Pathology) (HH) PB3 PB4 PB5 PB6 PB1 PB2Weipers Equine Lameness (LV/Equine resident) PB4 PB5 PB6 PB1 PB2 PB3IAMS 2 SA Anaesthestic Challenges (JR) PB5 PB6 PB1 PB2 PB3 PB41st Floor Mt Rm Breaking bad news (CT) PB6 PB1 PB2 PB3 PB4 PB5

Note: the case information to be collected from the Teaching Unit Office on Friday morning 9.10-12.00 am the preceding week. Each group will be given 3 cases to work-through.

PB1Mulhern, CiaraArumugam, DevanMaplesden, Louise Finlay, MargaretMilne, Joanna Hall, Jason Cox, ElissaPatel, RikeshCormack, CatherineSmith, KarinKramer, Douglas Williams, JenniferCoppins, ChristopherRawling, RichardFallon, Michael Price, Ben

PB2McQueen, MandyDuguid, Sophie Pilkington, Michelle Foster, CharlotteWood, MichelleKerbyson, Nicola Hussey, AlexanderDavidson, KevinOwen, David Hewitt, Andrew Rodger, Colin Craighead, LauraBader, KeithAllison, ChristopherMcCarthey William Beckett, Michelle

PB3Rowles, AlisonHogg, AndrewFair, Nicola McCulloch, Matthew McKay, RonaJones, Alwyn Whitefield, Lynne Sawyer, KerryMcNulty, Michael BCaruthers, Lindsey ASquires, ElizabethCathcart, BarbaraShenton, Julie ABlackburn, Helen EBergeron, JustinWhiteford, Michael

PB4Vail, AmyHutchinson, Samuel Grogan, RachelleDavidson, CatherineCraig, David Bruck, Alicia Cartledge, JemmaWilliams AndrewLawrence, RobertLawson, Fraser Goncharova, ElenaChilton, HannahBoynosky, NicolePaterson, EliseAlgie, CarolynFarley, Alison

PB5Greaves, MichelleAnderson, Claire Ellson, David JohnCameron, Claire Smith, Andrew Lightbody, JenniferLeitch, Calum Ward, Katrina

West, Andrew McAneny, Claire Schoen, KeithEvans, Hannah Cranfield, Fiona Marvin, SaraHawke, PamelaMaxwell, Andrew

PB6Latimer, Helen Sandoz, MoniqueDerblay, Susan Overton, Jenny Maclean, MorvenRatcliffe, Alice Grimshaw, LaylaMorton, Niall

Smith, ShirleyCorral, CherylRoss, Lyndsay Tanahill, Victoria Keightley, Sarah Pogmore, David Short, JacquelineIshikane, Christine

31

NB CLA Meetings, Clinical Skills, Problem Cases and Grand Rounds are compulsory and must be attended. Intermittently attendance registers will be taken.The timetable for these classes is attached, as are notes on the aims and objectives. The main objective is to allow students access to clinical material to help illustrate the relevance of the lecture component & OSCE requirements. Final year students will be involved in demonstrating cases to the fourth year during the practicals.

Grand RoundsThese will take place on Friday afternoons, starting at 2:45 pm in the Assembly Hall. These classes are for the half class not involved in CIC practicals for that week during Term 1 & Term 2. These sessions are based on case presentations given by the final year students. Attendance is compulsory.

Clinicopathological Case DemonstrationsThe post-mortem demonstrations are held on Mondays from 12.05 to no later than 13.00 hours and Fridays from 9.40 to no later than 10.20 hours, throughout the academic session. Cases are used that are relevant to the current lecture Course, or are topical, or have unusually interesting features. Each case is introduced by the clinician responsible, describing the history, findings on clinical examination and results of any procedures performed to aid the diagnosis. The pathologist will demonstrate the post-mortem findings and then lead a discussion of the case specifically encouraging the participation of students. The post-mortem findings of all clinical cases will be posted on the noticeboard adjacent to the Large Animal Demonstration Room.

Dress it is important that when students are in the clinical areas that they are smartly dressed and professionally presentable; clean white coats and name badges must be worn at all times in the small animal clinics. When in the large animal clinical areas, boiler suits and proper footwear must be worn. Any student found inappropriately dressed will be asked to leave the clinical area. Name badges will be provided at the beginning of the Course but it is the student’s responsibility to replace these if lost or misplaced.

Clinical Skills Aims & Objectives 2003-2004

Title Aims ObjectivesCommunication skills

To show the importance of communication skills To gain experience of the client/vet interaction

History taking To allow students to understand good history taking

To help the student understand the relevance of historical information to clinical findings

Urine handling & Urinalysis

To show the importance of safe and correct handling of urine, to show basic urinalysis

To ensure that the student can safely and correctly handle a urine sample and carry out a basic analysis

Gait analysis To demonstrate with video recordings different normal and abnormal gaits in dogs

To help students recognise abnormal gaits in the canine patient

Prescription Writing & Dangerous Drugs

To show the importance of correct prescription writing and the dispensing of dangerous drugs

To gain experience at prescription writing and dispensing dangerous drugs

Basic Suturing To demonstrate basic suture instruments & patterns.

To gain experience in the two-handed tie, simple interrupted and cruciate suture patterns

Radiographic Quality & Basic Interpretation

To enable students to realise the diagnostic value of good radiographs and to develop an awareness of some of the difficulties in practical radiography

To gain experience in radiographic film reading in terms of technical quality and faults, species, position, normal and abnormal features, specialist techniques and diagnosis

ECG interpretation To instruct students how to use the ECG to obtain a representative trace

Be able to carry out basic interpretation

Equine Nerve Blocks To instruct students in the use of nerve blocks To enable the student to identify the different nerve blocks and the block sites

Neurological reflexes To gain some experience in the evaluation of a neurological case

To enable the students to work through a neurological case

Rad Physics CAL To provide dedicated time for use of CAL package

To enable the student to recognise the importance of physics in the safe use of γ & x-rays

Fine needle aspirate To demonstrate the basic investigation techniques in oncology

To provide the students with an understanding of the importance FNA in oncology

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10.8 Student Extra-Mural Studies within Small Animal Clinical Studies during the vacations

It is compulsory for all students to spend a period of two weeks during vacation time in the Small Animal Hospital. This will count towards the 26 weeks of extra-mural studies. This period can be spent in the summer vacation at the end of fourth year, or during the Christmas and Easter vacations of final year. Students should arrange this with the Secretary of the Small Animal Division (Shona Hazelton). The allocation of students to particular vacation times will be on a “first come, first served” basis. Limited accommodation is available in the Small Animal Hospital for students on extra-mural studies. At least 3 students MUST live-in for hospital care duties. When booking your vacation period, please inform the secretary whether you need accommodation or can make alternative arrangements. Please leave a contact address and/or telephone number.

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11 SAMPLE EXAMINATION PAPERSAs this is a new course with an alteration in methods of examination, it is not possible to

supply the usual samples of examination questions.There will be a practice OSCE (formative) at the end of second term. However, the examiner

will have a clear set of instructions. A similar set of instructions will be available for the student. Below are samples of the mark sheet that an examiner will use to assess performance.

OSCEs1. Identify common components of emergency trolley (spot the missing item)2. Demonstrate the correct technique for closed chest CPR3. Demonstrate chest drain placement4. Demonstrate percutaneous gastrocentesis5. Demonstrate a nerve block (from a pool) 6. Demonstrate a basic suture pattern (from a pool)7. Demonstrate fine needle aspirate and slide preparation8. Identify thoracic trauma on a radiograph (diaphragmatic rupture, pneumothorax, # ribs etc)9. Demonstrate temporary tracheostomy10. Interpret clinical biochemistry results11. Interpret haematology results12. Interpret blood gas analysis

Determine the state of a cruciate ligament clinically possible mark act 1 observe dog 1 approach dog 1 handle & position dog 2 assess range of flexion and extension 1 assess joint thickness and presence of effusion 2 position hands on tibia and femur 2 perform cranial draw manoeuvre 10 pass mark = 6

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Section A

Answer ALL Questions. Each question must be answered in a SEPARATE BOOK. It is suggested that 75 minutes are spent on Section A

1. LIST the clinical signs commonly associated with an equine periapical tooth root abscess2. Briefly outline the key differences between island and mesh skin grafts. 3. Draw a TABLE showing how you would distinguish small intestinal from large intestinal diarrhoea in

a dog 4. Describe or draw an annotated diagram of the typical ultrasonographic appearance of multiple

splenic haemangiosarcomata in a dog on a transverse slice5. What clinical signs are associated with cranial cruciate ligament failure in the dog? 6. Draw a TABLE showing how you would differentiate peripheral from central vestibular disease in a

cat7. Outline the ethical arguments for and against the routine surgical neutering of small animals. 8. Describe the vaccination routine for Equine Herpes Virus in the horse (including the regimen for

pregnant mares). 9. What is a radiation controlled area, how is it defined and what is its importance 10. What sample would you submit to determine the grade of a mast cell tumour. How does each grade

of mast cell tumour behave clinically

Section BAnswer ONE question only. It is suggested that 45 minutes are spent on Section B1. You are asked to investigate an outbreak of coughing among dogs at a breeding kennels

i) Describe your approach to diagnosing the cause of the problem ii) Provide a list of differential diagnoses and discuss in detail the treatment and management (including control) of THREE of these conditions

2. A six year old male (neutered) domestic shorthaired indoor / outdoor cat is found when the owners return from work in a state of distress. He is unable to use his back legs and he is very painful, crying and resenting handling. He is also open mouth breathing. A heart murmur was noted at booster vaccination 8 months previously. No other significant medical history is present.

You request that the owners bring the cat to your surgery immediately. i) Before the owners arrive, what are your problem list and initial differential diagnosesii) Describe in detail what particular points will be important during your clinical examination to refine this differential diagnosis listiii) What emergency treatment will you offeriv) What further investigations are indicated in this case? Justify each test

3. A 8 year old Rough Collie is presented with 4 week history of generalised deep pyoderma. Skin scraping reveals numerous Demodex mites. The owners have also noticed that their dog has become thirsty over the last 2 months. Lymphopenia and raised alkaline phosphatase levels are present. There are no other significant changes on clinical examination, haematology or biochemistry. i) List the possible causes of polydipsia in the dog. Indicate which ONE you think is the most likely

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ii) What investigations should be carried out. Justify each testiii) What treatment should be given this dog (treat all conditions present)

4. A 14 year old neutered male cat has been presented because the owners have noticed blood in the anterior chamber of one eye. They also comment that his vision generally has deteriorated. In addition the cat has been drinking more and losing weight over the previous 3 months. i) What are your problem list and initial differential diagnosesi) What particular points will be important in the clinical examination ii) What further investigations would you carry out ? Justify each testiii) Briefly outline the principles of treatment for the TWO of the main possible diagnoses in this case

5. A 16 years old crossbred dog is presented to you within an hour of suffering a road traffic accident. On clinical examination you diagnose a dislocated right hip, a skin laceration above the right eye and a suspected pneumothorax. Describe how you would manage this case

6. A 10 year-old Thoroughbred mare is presented for investigation of poor performance in 3-mile hurdle races i) Describe an appropriate clinical protocol to investigate the mare' s poor performanceii) Describe the pathogenesis, clinical features and treatment of any TWO common conditions recognised as having adverse effects on racing performance

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Section B

Answer ALL Questions. Each question must be answered in a SEPARATE BOOK. It is suggested that 75 minutes are spent on Section B

1. Draw a Magill breathing attachment ("circuit"). LIST the advantages and disadvantages of this system? What would be an appropriate fresh gas flow for a patient attached to this system?

2. A boarding cattery has an outbreak of respiratory disease. List the possible causes of such an outbreak of respiratory disease and describe what tests you would perform to establish the diagnosis.

3. List the presenting signs, clinical features and treatment of oesophageal choke in the horse. 4. Describe or draw an annotated diagram of the typical ultrasonographic appearance of chronic cystitis

with a single 2cm calculus in a dog on a transverse slice. 5. List 5 signs relevant to the condition that you may find when performing a clinical examination on a

Collie with a dislocated (R) hip6. LIST the neurological signs that may be identified in a dog with brainstem disease.7. Write short notes on informed consent8. How would you differentiate second-degree atrioventricular block from atrial fibrillation IN THE

HORSE by [1] auscultation and [2] on ECG9. List 5 advantages of using by the epidural route rather than the intramuscular route for the

administration of morphine for post-operative analgesia in the dog10. A dog is receiving chemotherapy with vincristine, cyclophosphamide and prednisolone for a

multicentric lymphoma and is having its haematology monitored. LIST the haematological parameters that you would be most concerned about in this case? What would you do if these haematological parameters were outwith the normal range?

Section B

Answer ONE question only. It is suggested that 45 minutes are spent on Section B

1. You are presented with a 1 year old female cat with a distended abdomen. i) List at least 3 of the most important things you would do in your consultation ii) Explain the thinking behind why you would do them ii) Depending on your findings, what you would do next

2 You are presented with a cat that the owners report is straining to defecate. On physical examination you palpate a firm, dilated, faeces filled colon i) Describe your approach to this case indicating clinical conditions that you would be considering ii) Describe further diagnostics that would allow you to reach a diagnosis iii) If no underlying cause can be found describe your medical and surgical treatment options

3 polydipsia. No significant abnormality is detected on clinical examination. i) LIST the conditions you are considering as differential diagnosesii) Describe in a logical order how you would investigate this case iii) What are your interpretations of the possible results of the investigations

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4 An 8 year old entire bitch has presented with a hard 4cm diameter mass in the 4th right caudal mammary gland.

i) Give precise details of any investigations you would undertake ii) Explain why you would do them iii) LIST the differential diagnoses you would consider and indicate the prognosis of each iv) Define treatment options you would recommend.

5 You are presented with a 4 year old male Springer Spaniel with neck pain. i) What conditions should you initially considerii) Outline your management options iii) Describe the criteria used in selecting the appropriate course of treatment for this individual

patient

6 You are presented with a horse with a long-term history of recurrent airway obstruction (RAO), which has now developed severe acute colic.

i) Outline the aetiology and management of RAOii) How would you attempt to determine the underlying cause of the abdominal pain iii) If the colic required surgical intervention, what treatment modalities might be required to support arterial blood pressure intra-operatively

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12 Core Competencies (RCVS)

(Draft) guidelines on the essential competencesrequired of the new veterinary graduate

Terminology 16. The Working Party considered the meanings of the words “competence” and “skill”.

According to the Oxford English Dictionary definitions, “competence” is the basic ability necessary to legally perform a task, whereas “skill” implies a higher level of ability, indicating expertise and practised ability. The Working Party agreed that “competence” was what the profession should be expecting of its new graduates in their first week in practice after registration.

17. The word “competence”, when used as part of the language of education/training, acquires additional defining features. A competence is a statement of what a person can do. It is a description of an action or behaviour which that person should be able to demonstrate and which can be assessed once broken down into assessable levels.

Competence18. Three main areas of competence, based on the understanding of a competence as

described above, have been identified. Each of these three areas has been expanded and subdivided into a number of broad statements of competence.

Areas of competence Statements of competenceA Theoretically-based veterinary competences A.1 to A.6B Practically-based veterinary competences B.1 to B.15C. General competences C.1 to C.8

Theoretically-based Veterinary CompetencesDemonstrate an understanding of:A.1. the sciences on which the activities of veterinary surgeons are based A.2. research methods and the contribution of basic and applied research to all aspects of veterinary

scienceA.3. the structure and functions of healthy animals, and all aspects of their husbandry.A.4. legislation relating to the welfare (including transport) of animals and notifiable diseases.A.5. veterinary public health issues including zoonoses.A.6. the aetiology, pathogenesis, clinical signs, diagnosis, treatment, prevention and control of the

common diseases and disorders that occur in the common domestic species in the UK.

Practically-based Veterinary CompetencesB.1. Obtain an accurate and relevant history of the individual animal or animal group, and its/their

environment.B.2. Handle and restrain an animal safely and humanely, and perform a complete clinical

examination. Instruct others involved in handing and restraint of animals in safety aspects.B.3. Attend all species in an emergency and perform basic first aid.B.4. Assess the nutritional status of an animal and be able to advise on appropriate husbandry and

feeding. B.5. Collect, preserve and transport samples, perform standard laboratory techniques (as required of

veterinary nurses), and interpret the results, as well as those generated by other laboratories.B.6. Use radiographic and ultrasonic, and other technical equipment which can be used as a

diagnostic aid, safely and in accordance with current Regulations to obtain results.B.7. Know the procedures to follow after diagnosing notifiable and zoonotic diseases.B.8. Know the methods of sterilisation of surgical equipment and understand the principles of

surgery.

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B.9. Safely perform sedation, general and regional anaesthesia, implement chemical methods of restraint, and be able to control and assess pain.

B.10. Advise on, and administer, appropriate treatment.B.11. Recognise when euthanasia is necessary and be able to perform it humanely, using an

appropriate method, whilst showing sensitivity to the feelings of owners and others, and with due regard to the safety of those present. Advise on disposal of the carcase.

B.12. Perform a basic gross post mortem examination, record details and know how to sample tissues, store and transport them.

B.13. Perform ante mortem inspection of animals destined for the food chain and be able to recognise conditions affecting the quality and safety of products of animal origin.

B.14. Analyse animal health and production records; understand the importance of animal health economics in the context of acceptable animal welfare. Advise on, and carry out, preventative and prophylactic programmes appropriate to the species and commensurate with accepted animal health, welfare and public health standards.

B.15. Be aware of the need to minimise the risks of contamination, cross infection and accumulation of pathogens in a veterinary premises and in the field.

General C.1. Communicate effectively, by the spoken and written word, to the public, professional colleagues

and responsible authorities. In particular be able to produce case reports in a form satisfactory to colleagues and understandable by the public.

C.2. Work as a member of a team in the delivery of services to clients. C.3. Be responsive to the influence of economic and emotional pressures. C.4. Be aware of the role of veterinary surgeons in the community particularly in relation to ethical

principles.C.5. Have an elementary knowledge of the organisation and management of a veterinary practice.

This should include: awareness of the responsibilities in relation to current employment and health and safety

legislation, lay staff and public liability knowledge of the principles of certification awareness of the need to understand calculation of fees, drawing up of accounts, and

systems for record keeping and book-keeping, including computer records and case reports awareness of professional standards and policies knowledge of correct prescription, dispensing, safe storage and safe disposal of medicines,

and waste awareness of sources of data on licensed medicines

C.6. Understand the benefit, need, and professional obligation, for a programme of CPD throughout their professional life and future career development including where and how it can be achieved.

C.7. Demonstrate their capability to conduct themselves in a professional manner with regard to the veterinary surgeon’s professional and legal responsibilities and understand the ethical codes as set out in the Guide to professional Conduct.

C.8. Demonstrate awareness of when, and from where, to seek professional advice and assistance.

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