Veterinary Medical Applications
Lesson Title: The Physical Examination
TEKS Addressed in Lesson:
130.6. (c)(9) (E)
130.6. (c)(5)
130.6. (c)(6)
Lesson Objectives:
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Evaluate several animal species in order to identify traits of healthy and unhealthy animals
Analyze unhealthy traits that could indicate illnesses
Recall the various systems of the animal body; explain normal conditions of each
Demonstrate proper safety and handling techniques
Recall normal TPR ranges for a variety of animal species
Key Terms/Vocabulary
Arrhythmia – a fluctuation in the heart rate
Auscultation – the use of a stethoscope to listen to sounds produced by the functions of the respiratory,
circulatory, and digestive systems
BCS- Body Condition Score
Bradycardia – a decreased pulse rate seen most commonly with electrolyte imbalances or heart disease
Cyanosis – a bluish discoloration of the skin, resulting from inadequate oxygen concentrations in the
blood
Dyspnea – difficulty breathing, characterized by shallow rapid breaths with abdominal effort
Eupnea – normal breathing
Gastrointestinal – a term used to describe the stomach and intestines as one unit
Murmur – any abnormal heart sounds produced by improper blood flow through the heart
Mucous Membrane- an epithelial tissue that secretes mucus and that lines many body cavities and
tubular organs including the gut and respiratory passages
Palpation – using touch to determine the character of deeper, underlying body structures
Ophthalmoscope – instrument used to examine the interior eye
Otoscope – instrument used to examine the interior ear
Tachycardia – an increased pulse rate seen often with fear, pain, exercise, and certain heart diseases
Tachypnea – rapid breathing
Interest Approach/Anticipatory Set
-Have students complete a CRT test on their gums or hand. Explain what causes extended capillary refill
time and how important it is for animals to remain healthy and hydrated.
-Display several photos of unhealthy animals. Have students discuss observations regarding the health
of the animals. Ask for students to describe the appearance of a healthy animal.
Teaching Plan and Strategy Presentation of New Material
Have student record traits of a healthy animal as well as traits of an unhealthy animal.
Healthy:
1. Clear bright eyes with pink membranes around the eyes.
2. An appearance of contentment.
3. An alert attitude and interest in surroundings.
4. A good appetite.
5. A sleek, shiny coat with hair that is pliable, not dry and brittle.
6. Feces and urine that is easily passed and normal in appearance.
7. Temperature, pulse, and respiration in normal range.
Unhealthy:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lethargic
Scared/fractious
Emaciated
Dull coarse coat/loss of hair
Overweight/fat pockets
Dull eyes, red eyes
Pale mucous membranes
Tooth decay/missing teeth
Unclean
Have students hypothesize several causes of these unhealthy traits.
Introduce patient history and explain the need for this information. Patient history should include
questions that require a definite answer. Questions that can be answered with “yes” or “no” will not
give the vet/technician a clear picture of the animal’s condition. For example: “Is Rex drinking water?”
can be answered with a yes which would not raise any flags. However the question: “How much is Rex
drinking daily?” could give insight to the condition. Most dogs should consume ½ to 1 ounce of water
per pound of body weight per day. For a 22 lb dog that’s 11-22 ounces per day.
Review tools and equipment used for a physical examination and demonstrate the process for taking
TPR as well as CRT. Students should be provided with a chart for TPR levels.
Normal Temperature
Pulse
Beats/min.
Respiration
Breaths/min.
Cat
101.5
110-130
20-30
Cattle
101.0
60-70
10-30
Chicken
107.0
200-400
15-30
Dog
102.0
70-120
10-30
Goat
102.5
40-60
12-20
Horse
100.00
30-60
8-16
Rabbit
103.0
123-304
30-45
Sheep
102.0
60-90
12-20
Snake
Room Temp
12
1-2
Review Bedside manner and how to handle a fractious animal. Students should be reminded that they
are responsible for the safety of the animal as well as their own safety. In addition, patient owner’s
want their pet to have a positive experience so bedside manner is very important.
Teacher PowerPoint “Clinical Examinations.” Students should record the steps for the physical
examination or should follow along with their own copy of the “Clinical Exam Steps.”
General Appearance Observation-observe the animals’ alertness, energy level, level of curiosity.
Observe any signs of limping and, if possible, straining during urination/defecation.
Vital Signs
Temperature
Pulse
Respiration
Physical Exam-Palpate and examine the 12 areas of the animal and any abnormalities associated with
each.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Coat/skin
Muscles/skeletal system
Circulatory system
Breathing/respiratory
Digestive
Reproductive organs
Urinary
Nervous system
Lymph nodes
Eyes
Mouth
Ears
Teacher demonstrates the appropriate Physical Exam of the canine animal interjecting with information
regarding livestock animals or feline pets.
Activity/Application/Student Engagement/Laboratory
Lab:
Bring in several animals (depending on class/group size) have students complete a physical examination
on each of the animals including: Temperature, pulse and respiration, CRT, tip to tail assessment,
palpation for cuts, abrasions as well as inflammation or cysts, assessment of mucous membranes, then
have students evaluate the demeanor of the animal to determine level of health. In addition, have
students evaluate the body condition score of the animal keeping in mind the norm for various breeds.
(for example, a greyhound’s BCS will vary greatly from that of a lab or a pit bull). Lab Sheet example and
instructions can be found at: http://www.ruralareavet.org/PDF/Physical_Examination.pdf
Students will recall the steps involved in a Physical Examination as well as the purpose of each step.
Students will compare and contrast the traits of a healthy animal vs. those traits of an unhealthy animal
as well as the various body condition scores. Students should be able to list the normal range of TPR for
a variety of animals and should also demonstrate proper safety and restrain techniques throughout the
exercise.
Evaluation/Summary
Written examination to determine level of mastery
Lab Activity
References/Additional Materials/Extended Learning Opportunities/Enrichment
Cornell
Introduction to Veterinary Science, Lawhead and Baker, Thomson Publishing
http://www.ruralareavet.org/PDF/Physical_Examination.pdf
College and Career Readiness Standards:
Cross Disciplinary
II. C. 1-8
Science
VI. A-G