FACULTY OF VETERINARY MEDICINE
4TH YEAR COURSE VETERINARY COMPANION ANIMAL SCIENCE
CURRICULUM FOR THE DEGREE OF BVMS (4th professional)
COURSE INFORMATION
2005-2006
Course Leader & Co-ordinator:
Dr. Karen MacEachern
(K.MacEachern@vet.gla.ac.uk)
30/09/05
Code: 9BJX
4TH-CAS-05-06 Working.doc
4th Year Veterinary Companion Animal Science, Academic Year 2005-2006
PLEASE NOTE
Items 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 -------------------------------------------------------------------------------------------- 2
4.1
Ethics, Jurisprudence & Communication Skills ------------------------------------------------------------- 2
4.2
Ethics and welfare ------------------------------------------------------------------------------------------------ 2
4.3
Behaviour ---------------------------------------------------------------------------------------------------------- 2
4.4
Surgical Principles ----------------------------------------------------------------------------------------------- 3
4.5
Anaesthesia -------------------------------------------------------------------------------------------------------- 3
4.6
Diagnostic Imaging----------------------------------------------------------------------------------------------- 3
4.7
Emergency Medicine --------------------------------------------------------------------------------------------- 3
4.8
Infectious Diseases ----------------------------------------------------------------------------------------------- 3
4.9
Alimentary Disorders --------------------------------------------------------------------------------------------- 4
4.10
Locomotor Disorders --------------------------------------------------------------------------------------------- 4
4.11
Haematopoietic and Lymphoreticular Disorders ------------------------------------------------------------ 4
4.12
Oncological Medicine & Surgery ------------------------------------------------------------------------------ 5
4.13
Endocrine disorders ---------------------------------------------------------------------------------------------- 5
4.14
Ophthalmology ---------------------------------------------------------------------------------------------------- 5
4.15
Urogenital Disorders --------------------------------------------------------------------------------------------- 5
4.16
CardioRespiratory Disorders ------------------------------------------------------------------------------------ 6
4.17
Skin Disorders ----------------------------------------------------------------------------------------------------- 6
4.18
Stud Medicine & Paediatrics ------------------------------------------------------------------------------------ 7
4.19
Birds as Companions --------------------------------------------------------------------------------------------- 7
4.20
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 ---------------------------------------------------------------------------------------------- 10
Assessment of student learning and the Course ----------------------------------------------------- 10
Assessments ---------------------------------------------------------------------------------------------------- 10
Professional Examinations -------------------------------------------------------------------------------- 10
External Examiners ----------------------------------------------------------------------------------------- 13
Prizes ------------------------------------------------------------------------------------------------------------- 13
8.1
8.2
8.3
8.4
8.5
9
10
Policy on Exemptions ------------------------------------------------------------------------------------------------ 13
Other Important Information -------------------------------------------------------------------------------------- 14
10.1
Safety ------------------------------------------------------------------------------------------------------------- 14
10.2
Teaching Personnel -------------------------------------------------------------------------------------------- 15
10.3
Student Support & Staff/Student Liaison ------------------------------------------------------------------- 16
10.4
10.5
10.6
10.7
10.8
Timetables-------------------------------------------------------------------------------------------------------- 17
Lecture Timetable – will be posted on the 4th year Noticeboard & Moodle --------------------------- 17
Collaborative Learning Assignment ------------------------------------------------------------------------- 18
Clinical Skills Timetable --------------------------------------------------------------------------------------- 11
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 CURRICULUM
The 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 4th 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
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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
1
3
INTENDED LEARNING OUTCOMES
On 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 skills
More 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
4.1
COMPONENTS OF THE COURSE
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 welfare
Aims
1. 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 disease
4. To discuss the implications of the Veterinary Surgeons Act
Intended Learning Outcomes
1. 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
Behaviour
Aims
1. To outline the importance of behavioural abnormalities
Intended Learning Outcomes
1. understand social & clinical causes of behavioural problems
2. understand aggression in dogs & cats
3. understand anxiety and conflict in dogs & cats
2
4.4
Surgical Principles
Aims
1. To make the student familiar with the principles that underlie competent surgery
2. To outline the factors that may lead to compromised surgical outcomes
Intended Learning Outcomes
1. understand the surgical environment
2. understand the measures taken to avoid surgical complications
4.5
Anaesthesia
Aims
1. To outline the anaesthetic agents used to induce and maintain anaesthesia
2. To outline the anaesthetic equipment used to deliver gasses and monitor anaesthesia
3. To outline the drugs and fluids used to support animals before, during and after anaesthesia
Intended Learning Outcomes
1. understand the pharmacological rationale for the selection of anaesthetic agents used to induce and
maintain anaesthesia
2. understand the rationale for selecting delivery systems and monitoring devices
3. understand the principles of fluid therapy and treatment of acid-base imbalances
4. understand the significance and relevance of the Dangerous Drugs Act as it applies to veterinary
practice
4.6
Diagnostic Imaging
Aims
1. To make the student familiar with the physical principles that underlie diagnostic imaging
2. To outline the concepts of radiographic and sonographic interpretation
Intended Learning Outcomes
1. understand the physics of diagnostic imaging as it applies to image generation and radiation safety
2. understand the basic approach to the interpretation of a radiographic or ultrasonographic image
4.7
Emergency Medicine
Aims:
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 emergency
2. Be able to recognise a cardiac arrest and know how to treat it
3. Be familiar with an approach to the collapsed dog or cat
4. Be familiar with an approach to acute abdominal pain or gastric distension
5. Know how to recognise and treat common respiratory emergencies
6. Know how to investigate a dog or cat presented in a haemorrhagic crisis
7. Know the common causes of poisoning in companion animals. For each poison the likely sources,
presenting signs, confirmatory tests and appropriate treatments should be understood
8. 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 Diseases
Aims:
1. To give an understanding of the major infectious diseases and how these infections can be controlled
2. To describe the importance of vaccination strategies
Intended Learning Outcomes:
1. Appreciate how maternal antibodies are acquired, how they decline and how they provide protection
2. Be familiar with the concepts of open and closed, single and multi-animal environments
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3. 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 diseases
4. Understand the nature and content of the components of the standard vaccines
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 vaccination
7. 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 risk
9. 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 Europe
10. Understand the principles/practice of isolation and hygiene strategies
11. Understand the principles/practice of infectious airway disease to health and athletic performance
4.9
Alimentary Disorders
Aims
1. 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 approach
2. To place special emphasis on those disorders associated with equine colic
Intended Learning Outcomes:
1. Understand the manifestations of alimentary tract disorders
2. Be familiar with the techniques of rectal examination, nasogastric reflux, abdominocentesis and
radiography/endoscopy
3. Be familiar with the techniques of oral glucose tolerance test, rectal biopsy and abdominal
ultrasonography
4. Be familiar with interpretation of blood biochemistry, haematology and peritoneal fluid cytology in
alimentary disorders
5. Understand the pathophysiology of acute abdomen with reference to equine colic and canine GDV
6. Demonstrate a logical approach to therapeutic intervention
4.10 Locomotor Disorders
Aims
1. 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 approach
2. To differentiate neurological from orthopaedic disorders
3. To describe the classification of peripheral nerve disease and injuries
Intended Learning Outcomes
1. understand the reflexes and their significance in clinical neurology
2. understand the diagnosis and management of vertebral and spinal cord disease
3. understand the concepts used to localise brain disease
4. understand the identification and classification of peripheral nerve disease and injury
5. how to investigate classify and treat seizure disorders
6. understand the classification and healing of fractures
7. understand causes, diagnosis and management of joint disease
8. understand the principles of bone pathology and know common examples such as nutritional and
developmental disease
9. demonstrate a logical approach to therapeutic intervention
4.11 Haematopoietic and Lymphoreticular Disorders
Aims
1. 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
4
Intended Learning Outcomes:
1. Have the basic ability to interpret haematological data as it relates to systemic disease
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 above
5. 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 & Surgery
Aims
1. Through the use of presenting signs or syndromes outline the diagnostic process and management of
solid tumours via a decision making or problem orientated approach
2. To introduce the student to the clinical practice of chemotherapy
Intended Learning Outcomes:
1. understand the principles of biopsy
2. understand the clinical approach and client management of the cancer patient
3. understand the biological basis for chemotherapy, concepts of dosage, complications, and safe
handling of cytotoxic drugs
4. demonstrate a logical approach to therapeutic intervention
4.13 Endocrine disorders
Aims:
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 polyuria
2. 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 above
5. demonstrate a logical approach to therapeutic intervention
4.14 Ophthalmology
Aims
1. 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 adnexa
2. understand the management of disorders of the eye and adnexa
3. demonstrate a logical approach to therapeutic intervention
4.15 Urogenital Disorders
Aims
1. To describe the modification of reproductive behaviour
2. 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 reproduction
2. be able to recognise diseases of the reproductive tract and how to treat and manage them
5
3. Understand the terms acute renal failure, chronic renal failure and protein-losing nephropathy,
nephrotic syndrome and their underlying pathophysiology.
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 reached
8. Know the factors predisposing to pyelonephritis and understand the implications for
treatment/management of this disease
9. 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 neoplasia
10. Know the factors predisposing to cystitis and FLUTD and be able to outline methods for the
diagnosis and treatment of lower urinary tract infection
11. 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 thereof
14. demonstrate a logical approach to therapeutic intervention
4.16 CardioRespiratory Disorders
Aims
1. 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 endoscopy
2. Know the pathophysiology, clinical features and significance of the cardiac murmurs & common
dysrhythmias
3. 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 performance
6. Understand how to assess chronic nasal discharge
7. Have a detailed knowledge of methods used to achieve a minimal dust environment
8. Demonstrate a logical approach to therapeutic intervention
4.17 Skin Disorders
Aims
1. 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 world
2. Be able to explain the approach to the diagnosis of skin disease and describe the techniques and tests
involved
3. 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 control
4. 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 lesions
5. Know the main causes of cutaneous fungal infections in companion animals and understand the
principles of their diagnosis, treatment and control
6. Be aware of the zoonotic potential of certain infectious skin diseases
6
7. Be able to describe the gross and microscopic features of the various forms of pyoderma and
understand the principles of their diagnosis and treatment
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 atopy
10. Demonstrate a logical approach to therapeutic intervention
4.18 Stud Medicine & Paediatrics
Aims
1. 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 foal
2. Know the pathophysiology and clinical features of the common disorders of neonatal foals
3. Be familiar with the principles and practice of neonatal nursing care
4. Know specific therapies used for the treatment of the clinical entities recognised in neonatal foals
5. Know the aetiology, epidemiology, pathogenesis, clinical features, treatment and prevention of
disorders of the growing foal
6. Know the aetiologies, methods of investigation, control and prevention of abortion in the mare
7. Know the risk factors for retained foetal membranes in the mare
8. Understand the pathophysiology of the systematic manifestations of endotoxaemia consequent upon
retained foetal membranes
9. Know the treatment of retained foetal membranes and endotoxaemia
10. Be familiar with the normal stages of physical and social development of neonatal puppies and
kittens
11. Understand the difference in body temperature control and general metabolic processes between
neonates and adults
12. Be aware of the concept of the fading puppy or kitten syndromes
13. Understand how diseases in neonates can be related to intrinsic factors, environmental factors or
maternal factors
14. Know the common infectious diseases of the neonates
15. Appreciate the importance of neonatal hypothermia
16. Have a clear plan for the treatment and rearing of the sick puppy or kitten
17. Be aware of the common congenital malformations of puppies and kittens
4.19 Birds as Companions
Aims
1. 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 pets
2. Be aware of the high proportion of nutritional disorders in cage birds
3. Have a clear plan for clinical examination and routine diagnostic procedure in cage birds
4. Know the common medical conditions of cage birds
5. Know the common medical conditions of birds of prey
6. Be aware of the drugs available for the treatment of birds
7. Be familiar with anaesthetic agents and their correct use in birds for minor surgical techniques and
routine sexing
8. Demonstrate a logical approach to therapeutic intervention
4.20 Small Mammals
Aims
1. To be able to handle and to deal competently with small mammals as veterinary patients
7
Intended Learning Outcomes:
1. Appreciate the range of small mammals kept as pets
2. Be aware of the high proportion of nutritional disorders in small mammals
3. Have a clear plan for clinical examination/routine diagnostic procedure in small mammals
4. Know the common medical conditions of small mammals
5. Know the common medical conditions of small mammals
6. Be aware of the drugs available for the treatment of small mammals
7. Be familiar with anaesthetic agents and their correct use in small mammals for minor surgical
techniques and routine sexing
8. Demonstrate a logical approach to therapeutic intervention
8
5
COURSE CONTENT
The 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
 M. Schaer's, Clinical Medicine of the Dog and Cat
 Rose & Hodgson, Manual of Equine Practice
ISBN 0-323-01238-8
ISBN 1874545626
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, Blackwell
Canine Medicine and Therapeutics, Ed. Chandler, Thompson, Sutton and Price, Blackwell
Essentials of Small Animal Internal Medicine, Nelson and Couts, Mosby
Canine Orthopaedics, Whittick Lea and Febiger
BSAVA 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 Saunders
Textbook of Small Animal Surgery, Ed. D Slatter, W B Saunders
Small Animal Orthopaedics and Fracture Treatment, Brinker, Piermattei and Flo, W B Saunders
An Atlas of Surgical Approaches to the Bones of the Dog and Cat, Piermattei and Greeley, W B
Saunders
Atlas of Small Animal Surgery, Gourley and Gregory, Gower Medical Publishing
Neurology 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
 Journal of Small Animal Practice
 Equine Veterinary Journal
 Journal of the American Animal Hospital
Association
 In Practice
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Journal of the American Veterinary Medical
Association
Veterinary Internal Medicine
Veterinary Record
Veterinary Surgery
Veterinary Comparative Orthopaedics &
Traumatology
TEACHING HOURS AND TEACHING METHODS
Lectures
Collaborative Learning
Assignment
Clinical skills
Problem solving
PM Dems
Grand Rounds
Self Instruction
Staff Hours
Student hours
200
24
200
9
48
12
24
23
14
592
72
24
23
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 ASSESSMENT
8.1 Assessment of student learning and the Course
The 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 Course
Students 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
10
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.
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 Assessments
There 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 Examinations
The 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 1
Collaborative Learning Assignment
Value= 80
Essay (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=120
Note: 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
10
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
(Provisional)
Paper 1 (Written)
Paper 2 (MCQ)
Distinction Oral
Value
150
50
Value = 200
1st diet
Fri 2nd June 2005
9.15-11.15
12.00-1.00
Fri 9th June
2nd diet (resit)
Sept 2004
9.15-11.15
12.00-1.00
Sept
Written
2 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].
MCQ
50 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 – September
The 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.
11
GRADING for Assessments
BDS & 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
Grade
Gloss
A
Excellent
B
Very Good
C
Good
D
Satisfactory
E
Weak
F
Poor
G
Very Poor
N
No Credit
CR
CREDIT
REFUSED
Primary verbal descriptors for attainment of Intended
Learning Outcomes
Exemplary 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
Conclusive 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
Clear 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
Acceptable 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
Attainment 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
Attainment of intended learning outcomes appreciably deficient in
critical respects, lacking secure basis in relevant factual and
analytical dimensions
Attainment of intended learning outcomes markedly deficient in
respect of nearly all intended learning outcomes, with irrelevant
use of materials and incomplete and flawed explanation
No convincing evidence of attainment of intended learning
outcomes, such treatment of the subject as is in evidence being
directionless and fragmentary
Failure to comply, in the absence of good cause, with the
published requirements of the Course or programme.
12
BVMS
Honours
Commendation
Pass
Fail
8.4 External Examiner
The 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 Prizes
The 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.
13
10 OTHER IMPORTANT INFORMATION
Moodle
Moodle 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 offcampus 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 Safety
Students 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.
14
10.2 Teaching Personnel
The 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:
Administration
Mrs Fiona Denman
Mrs. Linda Fallon
Teaching Unit
CAS & APPH divisions secretary
Division of Companion Animal Sciences
(Equine):
Professor S Love
Professor C Lischer
Lance Voute
Dr K. MacEachern
Dr Kris Hughes
Prof T Greet (Hon Prof)
Dr J Pycock (Hon Lect)
Ms M Gatherer
Veterinary Nurses
Clinical Scholars:
(Small Animal)
Anaesthesia:
Oncology:
Dr Jo Morris
Mr Rory Bell
Ms Lise Nielsen*
Ophthalmology:
Mr J Mould (Hon Lect)
Mr George Peplinski
Orthopaedic Surgery: Professor DBennett
Professor S Carmichael
Mr Mike Farrell
Mr Luke Arnott
H Cottle*
R Labens*
D Rendle*
J White*
E Willems*
Soft Tissue Surgery : Professor M Sullivan
Dr D Sheehan
Ms Kieri Jermyn*
Pathology
Prof David Taylor
Dr H. Thompson
Dr A Philbey
Dr Diane Addie
Dr Hailey Haining
Ronnie Barron
Professor Jacky Reid
Mr Derek Flaherty
Dr Pat Pawson
Mr Adam Auckburally*
Cardiology:
TBA
Reproduction:
Dr Mike J Harvey
Dentistry
Mr N Johnson (Hon Lect)
Behaviour:
Ms S Lindley (Hon Lect)
Dermatology:
Mr P Forsythe (Hon Lect)
Caged Pets:
Mr A Lawrie (Hon Lect)
Dr P Fecknell (Hon Lect)
*Senior Clinical Scholars (residents)
Diagnostic Imaging: Professor Martin Sullivan
Ms Alison King
Mr Calum Paterson
Mr Gawain Hammond*
Ms Gill Cameron
Ethics & Welfare:
Dr D McKeeghan
Mr D Main (Guest Lect)
Internal Medicine: Dr Ian Ramsey
Ms Clare Knottenbelt
Dr Aitor Artega
Dr Andrea Zoia*
Neurology:
Professor Ian Griffiths
Dr Jim Anderson
Dr Christine Thomson
Dr Jacques Penderis
15
10.3 Student Support & Staff/Student Liaison
Student 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.
16
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
17
10.6 Collaborative Learning Assignment
Meeting Timetable (Wednesday - 8.30-9.30am) Wed of week 2 = 5th October
CLA
Grps
Location
WEEK
1
2
3
4
5
6
7
8
9
10
11
12
13
IAMS 1
Prof Bennett’s office
Clinical Skills Lab
Refectory
Consult Rm 3
First Floor Mt Rm
AHTC Conf Rm
Weipers Centre
Parasitology Seminar Rm
Consult Rm2
Prof Reid’s Rm
Weipers Centre
IAMS 2
Facilitator
2
3
Dr J Anderson
Prof D Bennett
Derek Flaherty
Dr Jo Morris
Prof S Carmichael
Prof I Griffiths
Prof S Love
Dr K. MacEachern
Prof M Sullivan
Dr I Ramsey
Prof Jacky Reid
Lance Voute
Dr C Thomson
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
4
5
6
7
8
F
F
F
F
F
F
F
F
F
F
F
F
F
Facilitator must be present in weeks 2, 3 7 & 10.
Presentation of work Friday Week 12 = 16/12/05
Group 1
Caruthers, Lindsey
Chilton, Hannah
Pilkington, Michelle
Blackburn, Helen
McCarthey William
Overton, Jenny
Ishikane, Christine
Group 2
Finlay, Margaret
Sandoz, Monique
Farley, Alison
Keightley, Sarah
Paterson, Elise
Maxwell, Andrew
Boynosky, Nicole
Group 5
Maplesden, Louise
Kerbyson, Nicola
Ratcliffe, Alice
Sawyer, Kerry
Beckett, Michelle
Milne, Joanna
Duguid, Sophie
Group 6
Pogmore, David
Lawson, Fraser
Cathcart, Barbara
Ellson, David John
Cox, Elissa
Craighead, Laura
Smith, Shirley
Cormack, Catherine
Group 10
Wood, Michelle
Allison, Christopher
Grimshaw, Layla
McNulty, Michael
Corral, Cheryl
Short, Jacqueline
Grogan, Rachelle
Group 9
Greaves, Michelle
Jones, Alwyn
West, Andrew
Kramer, Douglas
Bader, Keith
Whitefield, Lynne
Patel, Rikesh
Rawling, Richard
Group 13
Vail, Amy
Goncharova, Elena
McCulloch, Matthew
Price, Ben
Hawke, Pamela
Tanahill, Victoria
Algie, Carolyn
Group 3
Bergeron, Justin
Squires, Elizabeth
Hussey, Alexander
Owen, David
Hall, Jason
Cranfield, Fiona
Maclean, Morven
Ward, Katrina
Group 7
Marvin, Sara
Fallon, Michael
Fair, Nicola
Mulhern, Ciara
Lightbody, Jennifer
Cameron, Claire
McKay, Rona
Group 11
Morton, Niall
Schoen, Keith
Hutchinson, Samuel
Cartledge, Jemma
Derblay, Susan
Davidson, Catherine
Ross, Lyndsay
18
Group 4
Coppins, Christopher
Williams, Jennifer
Smith, Andrew
Leitch, Calum
McQueen, Mandy
Davidson, Kevin
Evans, Hannah
Group 8
Latimer, Helen
Arumugam, Devan
Foster, Charlotte
Lawrence, Robert
Rodger, Colin
Craig, David
Bruck, Alicia
Rowles, Alison
Group 12
Hewitt Andrew
Shenton, Julie
Williams Andrew
Whiteford, Michael
Anderson, Claire
McAneny, Claire
Hogg, Andrew
Smith, Karin
9
10
F
F
F
F
F
F
F
F
F
F
F
F
F
11
4th Companion Animal Course
Collaborative 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 team
2. Appreciate the value of team work
3. Make decisions and solve problems
4. Develop inquiry skills and reasoning
5. Retrieve information
6. Self evaluate
Discipline Specific skills:
1. Demonstrate a good understanding of the subject area
2. Demonstrate critical/deep thinking
3. Develop scientific writing skills/presentation skills
Strategy
1. Each group will consist of 6/7 students
2. 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
19
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.
20
Topics and Facilitators
Jim Anderson
1. 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 Bennett
1. 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 Carmichael
1. 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 Flaherty
1. 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 Griffiths
1. 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 Love
1. 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 MacEachern
1. 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 Morris
1. 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 Ramsey
1. How are the pathogenesis, diagnosis and treatment of hyperadrenocorticism likely to affect the
prognosis for affected dogs, ferrets, horses, cats and humans ?
21
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 Sullivan
1. 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 Thomson
1. 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 Voute
1. 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?
22
10.7 Clinical Skills Timetable
Mondays – 2.30pm
M Groups
(Term 1 only)
Date (start in second week of term)
TOPIC
Communications skills (CSTS) VD/KM
Fine needle aspirate (PM room & path room) (RB/LN)
Urine handling & Basic Urinalysis (Nursing Lab) Nursing Tutor
Gait analysis (JHL Conference Room) DB
Intro Clin Examination (IAMS 1) IR/residents
Oct
3rd
Oct
10th
Oct
17th
Oct
24th
Oct
31st
Nov
7th
Nov
14th
Nov
21st
Nov
28th
Dec
5th
M1
M2
M3
M4
M5
M2
M3
M4
M5
M1
M6
M7
M8
M9
M10
M7
M8
M9
M10
M6
M3
M4
M5
M1
M2
M4
M5
M1
M2
M3
M8
M9
M10
M6
M7
M9
M10
M6
M7
M8
M5
M1
M2
M3
M4
M10
M6
M7
M8
M9
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
Ellson, David
Milne, Joanna
Wood, Michelle
Hall, Jason
Fair, Nicola
Coppins, Chris
Rowles, Alison
Hutchinson, Sam
Grogan, Rachelle
Rawling, Richard
Overton, Jenny
McCulloch, M
Cameron, Claire
Pilkington, M
Whitefield, Lynne
Arumugam, D
Craig, David
Lightbody, J
Bruck, Alicia
Smith, Andrew
Williams, Jennifer
Cox, Elissa
Hogg, Andrew
Maplesden, L
Latimer, Helen
Smith, Karin
Patel, Rikesh
Anderson, Claire
Mulhern, Ciara
Grimshaw, L
McKay, Rona
Duguid, Sophie
Cormack, C
Hussey, A
Vail, Amy
Maclean, M
McQueen, M
Sandoz, M
Leitch, Calum
Jones, Alwyn
Davidson, Catherine
Finlay, Margaret
Kerbyson, Nicola
Foster, Charlotte
Derblay, Susan
Ratcliffe, Alice
Greaves, Michelle
Kramer, Douglas
Craighead, Laura
Blackburn, Helen
Ross, Lyndsay
Boynosky, Nicole
Bader, Keith
Chilton, Hannah
Schoen, Keith
Cartledge, Jemma
Sawyer, Kerry
McNulty, Michael
Lawson, Fraser
Tanahill, Victoria
Maxwell, Andrew
Fallon, Michael
Williams Andrew
Morton, Niall
Evans, Hannah
McAneny, Claire
Beckett, Michelle
Rodger, Colin
Owen, David
West, Andrew
Algie, Carolyn
Price, Ben
Farley, Alison
Bergeron, Justin
Corral, Cheryl
Short, Jacqueline
Caruthers, Lindsey
Allison, Christopher
Goncharova, Elena
Shenton, Julie
Pogmore, David
Davidson, Kevin
Smith, Shirley
Whiteford, Michael
Keightley, Sarah
Hawke, Pamela
Cranfield, Fiona
Hewitt Andrew
Ward, Katrina
Lawrence, Robert
Paterson, Elise
Cathcart, Barbara
McCarthey William
Squires, Elizabeth
Ishikane, Christine
Marvin, Sara
Locations
CSTS= Communication Skills Training Suite, Surgical Building, Entrance directly across from old stable block
PM Room = meet initially in PM room to take biopsies
Nursing Lab= lab in old reproduction area, next to CPD Office. Access by door abutting car park, or through Small Animal Hospital reception
sliding door downstairs thru lab, downstairs turn right
JHL Conference Room = library conference room
11
turn left thru
Thursdays – 2.00pm (Clinical Skills) T Groups (Term 1 & part of 2)
Date (start in second week of 1st term, continues in term 2)
Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Jan
TOPIC
Reflexes (Clinical Skills Lab) J.Penderis
Radiographic Quality & Basic Interpretation
(CSTS) MS
SA ECG interpretation (IAMS 1) IR
Equine Nerve Blocks (Weipers Centre) LV
Basic Suturing (LA Op Theatre) DS
History taking (1st floor meeting room) CK
Prescription Writing & Dangerous Drugs
(IAMS 2) DF
6th
13th
20th
27th
3rd
10th
17th
24th
1st
8th
15th
12th
Jan
19th
Jan
26th
T1
T2
T2
T3
T8
T9
T9
T10
T3
T4
T4
T5
T10
T11
T11
T12
T5
T6
T6
T7
T12
T13
T13
T14
T7
T1
T14
T8
T3
T4
T5
T6
T7
T4
T5
T6
T7
T1
T10
T11
T12
T13
T14
T11
T12
T13
T14
T8
T5
T6
T7
T1
T2
T6
T7
T1
T2
T3
T12
T13
T14
T8
T9
T13
T14
T8
T9
T10
T7
T1
T2
T3
T4
T1
T2
T3
T4
T5
T14
T8
T9
T10
T11
T8
T9
T10
T11
T12
T2
T3
T4
T5
T6
T9
T10
T11
T12
T13
T1
T2
T3
T4
T5
T6
T7
Mulhern, Ciara
Arumugam, Devan
Maplesden, Louise
Finlay, Margaret
Milne, Joanna
Hall, Jason
Cox, Elissa
Latimer, Helen
Sandoz, Monique
Derblay, Susan
Overton, Jenny
Maclean, Morven
Ratcliffe, Alice
Grimshaw, Layla
McQueen, Mandy
Duguid, Sophie
Pilkington, Michelle
Foster, Charlotte
Wood, Michelle
Kerbyson, Nicola
Hussey, Alexander
Rowles, Alison
Hogg, Andrew
Fair, Nicola
McCulloch, Matthew
McKay, Rona
Jones, Alwyn
Whitefield, Lynne
Vail, Amy
Hutchinson, Samuel
Grogan, Rachelle
Davidson, Catherine
Craig, David
Bruck, Alicia
Greaves, Michelle
Anderson, Claire
Ellson, David John
Cameron, Claire
Smith, Andrew
Lightbody, Jennifer
Leitch, Calum
Patel, Rikesh
Cormack, Catherine
Smith, Karin
Kramer, Douglas
Williams, Jennifer
Coppins, Christopher
Rawling, Richard
T8
T9
T10
T11
T12
T13
T14
Davidson, Kevin
Owen, David
Hewitt, Andrew
Rodger, Colin
Craighead, Laura
Bader, Keith
Allison, Christopher
Sawyer, Kerry
McNulty, Michael B
Caruthers, Lindsey A
Squires, Elizabeth
Cathcart, Barbara
Shenton, Julie A
Blackburn, Helen E
Cartledge, Jemma
Williams Andrew
Lawrence, Robert
Lawson, Fraser
Goncharova, Elena
Chilton, Hannah
Boynosky, Nicole
West, Andrew
McAneny, Claire
Schoen, Keith
Evans, Hannah
Cranfield, Fiona
Marvin, Sara
Hawke, Pamela
Smith, Shirley
Corral, Cheryl
Ross, Lyndsay
Tanahill, Victoria
Keightley, Sarah
Pogmore, David
Fallon, Michael
Price, Ben
McCarthey William
Beckett, Michelle
Bergeron, Justin
Whiteford, Michael
Paterson, Elise
Algie, Carolyn
Farley, Alison
Maxwell, Andrew
Ward, Katrina
Short, Jacqueline
Ishikane, 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 block
LA Ops Theatre= building next to refectory, door at back of building.
12
Term 3
Tuesday – 3.00-4.00pm (Case based Problem Solving) Groups PB
Location
JHL Conference Rm
1st Floor Mt Rm
FMR
IAMS 1
Weipers Confer Rm
Clinical Skills Lab
TOPIC
SA Oncology (JoM/LN)
Blood Transfusion & Fluid Therapy (PP/Res)
SA Clinical Nutrition (CK)
SA Neurology (TJA/Res)
Equine Acute Abdomen (SL)
SA Soft Tissue (DS)
1
2
PB1
PB2
PB3
PB4
PB5
PB6
PB2
PB3
PB4
PB5
PB6
PB1
WEEK
3
4
PB3
PB4
PB5
PB6
PB1
PB2
PB4
PB5
PB6
PB1
PB2
PB3
5
6
PB5
PB6
PB1
PB2
PB3
PB4
PB6
PB1
PB2
PB3
PB4
PB5
5
6
PB5
PB6
PB1
PB2
PB3
PB4
PB6
PB1
PB2
PB3
PB4
PB5
THURSDAYS – 3.00-4.00pm (Case based Problem Solving) Groups PB
TOPIC
JHL Conference Rm
IAMS 1
Path Portocabin
Weipers
IAMS 2
1st Floor Mt Rm
SA Internal Medicine (IKR)
SA Ortho (SC)
Clin Path Analysis (Pathology) (HH)
Equine Lameness (LV/Equine resident)
SA Anaesthestic Challenges (JR)
Breaking bad news (CT)
1
2
PB1
PB2
PB3
PB4
PB5
PB6
PB2
PB3
PB4
PB5
PB6
PB1
WEEK
3
4
PB3
PB4
PB5
PB6
PB1
PB2
PB4
PB5
PB6
PB1
PB2
PB3
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.
PB1
PB2
PB3
PB4
Mulhern, Ciara
Arumugam, Devan
Maplesden, Louise
Finlay, Margaret
Milne, Joanna
Hall, Jason
Cox, Elissa
Patel, Rikesh
Cormack, Catherine
Smith, Karin
Kramer, Douglas
Williams, Jennifer
Coppins, Christopher
Rawling, Richard
Fallon, Michael
Price, Ben
McQueen, Mandy
Duguid, Sophie
Pilkington, Michelle
Foster, Charlotte
Wood, Michelle
Kerbyson, Nicola
Hussey, Alexander
Davidson, Kevin
Owen, David
Hewitt, Andrew
Rodger, Colin
Craighead, Laura
Bader, Keith
Allison, Christopher
McCarthey William
Beckett, Michelle
Rowles, Alison
Hogg, Andrew
Fair, Nicola
McCulloch, Matthew
McKay, Rona
Jones, Alwyn
Whitefield, Lynne
Sawyer, Kerry
McNulty, Michael B
Caruthers, Lindsey A
Squires, Elizabeth
Cathcart, Barbara
Shenton, Julie A
Blackburn, Helen E
Bergeron, Justin
Whiteford, Michael
Vail, Amy
Hutchinson, Samuel
Grogan, Rachelle
Davidson, Catherine
Craig, David
Bruck, Alicia
Cartledge, Jemma
Williams Andrew
Lawrence, Robert
Lawson, Fraser
Goncharova, Elena
Chilton, Hannah
Boynosky, Nicole
Paterson, Elise
Algie, Carolyn
Farley, Alison
PB5
Greaves, Michelle
Anderson, Claire
Ellson, David John
Cameron, Claire
Smith, Andrew
Lightbody, Jennifer
Leitch, Calum
Ward, Katrina
West, Andrew
McAneny, Claire
Schoen, Keith
Evans, Hannah
Cranfield, Fiona
Marvin, Sara
Hawke, Pamela
Maxwell, Andrew
PB6
Latimer, Helen
Sandoz, Monique
Derblay, Susan
Overton, Jenny
Maclean, Morven
Ratcliffe, Alice
Grimshaw, Layla
Morton, Niall
31
Smith, Shirley
Corral, Cheryl
Ross, Lyndsay
Tanahill, Victoria
Keightley, Sarah
Pogmore, David
Short, Jacqueline
Ishikane, Christine
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 Rounds
These 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 Demonstrations
The 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 postmortem 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
Objectives
Communication
skills
History taking
To show the importance of communication skills
To gain experience of the client/vet interaction
To allow students to understand good history
taking
To show the importance of safe and correct
handling of urine, to show basic urinalysis
To help the student understand the relevance of
historical information to clinical findings
To ensure that the student can safely and
correctly handle a urine sample and carry out a
basic analysis
To help students recognise abnormal gaits in the
canine patient
To gain experience at prescription writing and
dispensing dangerous drugs
To gain experience in the two-handed tie, simple
interrupted and cruciate suture patterns
To gain experience in radiographic film reading
in terms of technical quality and faults, species,
position, normal and abnormal features, specialist
techniques and diagnosis
Be able to carry out basic interpretation
Urine handling &
Urinalysis
Gait analysis
Prescription Writing
& Dangerous Drugs
Basic Suturing
Radiographic
Quality & Basic
Interpretation
ECG interpretation
Equine Nerve Blocks
Neurological
reflexes
Rad Physics CAL
Fine needle aspirate
To demonstrate with video recordings different
normal and abnormal gaits in dogs
To show the importance of correct prescription
writing and the dispensing of dangerous drugs
To demonstrate basic suture instruments &
patterns.
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 instruct students how to use the ECG to obtain a
representative trace
To instruct students in the use of nerve blocks
To gain some experience in the evaluation of a
neurological case
To provide dedicated time for use of CAL package
To demonstrate the basic investigation techniques
in oncology
32
To enable the student to identify the different
nerve blocks and the block sites
To enable the students to work through a
neurological case
To enable the student to recognise the importance
of physics in the safe use of γ & x-rays
To provide the students with an understanding of
the importance FNA in oncology
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.
33
11 SAMPLE EXAMINATION PAPERS
As 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.
OSCEs
1. Identify common components of emergency trolley (spot the missing item)
2. Demonstrate the correct technique for closed chest CPR
3. Demonstrate chest drain placement
4. Demonstrate percutaneous gastrocentesis
5. Demonstrate a nerve block (from a pool)
6. Demonstrate a basic suture pattern (from a pool)
7. Demonstrate fine needle aspirate and slide preparation
8. Identify thoracic trauma on a radiograph (diaphragmatic rupture, pneumothorax, # ribs etc)
9. Demonstrate temporary tracheostomy
10. Interpret clinical biochemistry results
11. Interpret haematology results
12. 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
34
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 abscess
2. 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 slice
5. 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
cat
7. 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 B
Answer ONE question only. It is suggested that 45 minutes are spent on Section B
1. 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 diagnoses
ii) Describe in detail what particular points will be important during your clinical examination to
refine this differential diagnosis list
iii) What emergency treatment will you offer
iv) 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
35
ii) What investigations should be carried out. Justify each test
iii) 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 diagnoses
i) What particular points will be important in the clinical examination
ii) What further investigations would you carry out ? Justify each test
iii) 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 performance
ii) Describe the pathogenesis, clinical features and treatment of any TWO common conditions
recognised as having adverse effects on racing performance
36
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) hip
6. LIST the neurological signs that may be identified in a dog with brainstem disease.
7. Write short notes on informed consent
8. How would you differentiate second-degree atrioventricular block from atrial fibrillation IN THE
HORSE by [1] auscultation and [2] on ECG
9. 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 dog
10. 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 diagnoses
ii) Describe in a logical order how you would investigate this case
iii) What are your interpretations of the possible results of the investigations
37
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 consider
ii) 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 RAO
ii) 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
38
12 Core Competencies (RCVS)
(Draft) guidelines on the essential competences
required of the new veterinary graduate
Terminology
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.
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.
16.
17.
Competence
18.
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
A Theoretically-based veterinary competences
B Practically-based veterinary competences
C. General competences
Statements of competence
A.1 to A.6
B.1 to B.15
C.1 to C.8
Theoretically-based Veterinary Competences
Demonstrate 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
science
A.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 Competences
B.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.
39
B.9.
B.10.
B.11.
B.12.
B.13.
B.14.
B.15.
Safely perform sedation, general and regional anaesthesia, implement chemical methods of
restraint, and be able to control and assess pain.
Advise on, and administer, appropriate treatment.
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.
Perform a basic gross post mortem examination, record details and know how to sample tissues,
store and transport them.
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.
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.
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:
C.6.
C.7.
C.8.

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
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.
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.
Demonstrate awareness of when, and from where, to seek professional advice and assistance.
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