Component Type	Contact Hours
Lecture	2.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	100	100	No	One section of 100 students

Catalog Description

Toxicological basis and pathological features of diseases of animals and birds caused by common toxic chemicals and plants with emphasis on clinical manifestations, diagnosis, prevention, and treatment.

Justification for each revision:

Only revision is to move the course from 964 to 944 as DVM courses tend to have the 2nd number in the course number reflect the semester during which it is taught. This course is currently taught in 4th semester, thus the change request to 944 beginning in Spring 2018.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

GEP Categories

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

Consultation

College(s)	Contact Name	Statement Summary
College of Veterinary Medicine	Geof Smith, Michael Stoskopf and Rita Hanel	Input from PHP (Geoff Smith) and DOCS faculty (Mike Stoskopf and Rita Hanel) when the course underwent review. The cuts were made in consultation with them. Since content appears unique to Veterinary Program, additional consults not sought.

Instructional Resources Statement

This is a team taught course with faculty and department head consent. No unique resources are required.

Course Objectives/Goals

This course, required of all DVM professional degree candidates, provides the basic foundation needed to diagnose and treat common toxicological agents of veterinary importance. It is also needed to prepare the student for licensure examinations and subsequent career responsibilities.

Student Learning Outcomes

1. Students will be able to define the following terms: hazard, risk, exposure, dose-response relationship, LD50. Students will be able to describe the role that exposure plays in the relationship between hazard and risk. Students will also be able to interpret LD50 data and apply it to toxicology case management.

2. Students will demonstrate the ability to independently assess toxicology and exposure data to determine whether treatment of an exposed animal is warranted.

3. Students will be able to describe the uses, contraindications, and side effects associated with common therapies (e.g., emetics, activated charcoal) used to decrease animal exposure. When given a case problem, including signalment, exposure history, and physical findings, the student will also be able to develop an appropriate plan for the management of an animal that has been exposed acutely to a chemical.

4. Students will be able to describe sampling procedures for diagnostic toxicology cases including necropsy procedures, and field investigations. When given a case problem, including signalment, exposure history, and physical findings, the student will also be able to develop an appropriate plan for the diagnosis of an animal that has been exposed acutely to a chemical.

5. Students will be able to calculate exposure doses and then relate this dose to available toxicity data.

6. Students will be able to describe common exposure scenarios that involve animal exposure to poisonous plants. Students will be able to use a dichotomous key to identify common poisonous plants.

7. Learner will be able to describe plant-induced neurotoxicity including the usual exposure routes/mechanisms, common plants found in NC, clinical manifestations, including laboratory diagnosis and pathologic findings. The learner will also be able to: describe the mechanisms of action for plant toxins that result in neuromuscular blockade or dysfunction.

8. The student will be able to describe plant-induced cardiotoxicity including the usual exposure routes/mechanisms, common plants found in NC, clinical manifestations, including laboratory diagnosis and pathologic findings.

9. The student will also be able to describe plant-induced gastrointestinal toxicity including the usual exposure routes/mechanisms, common plants found in NC, clinical manifestations, including laboratory diagnosis and pathologic findings.

10. The student will be able to define teratogenesis.

11. The student will also be able to describe plant-and mycotoxin (aflatoxin)-induced hepatotoxicity including the usual exposure routes/mechanisms, common toxins found in NC, clinical manifestations, including laboratory diagnosis and pathologic findings.

12. The learner will be able to describe the difference between primary and secondary photosensitization.

13. The learner will be able to describe the mechanisms of action of cyanide and its antidotes. The student will also be able to describe toxicities associated with cyanide, moldy sweet potato, and avocado including the usual exposure routes/mechanisms, clinical signs, including laboratory diagnosis and pathologic findings.

14. The student will abe able to describe toxicities associated with Easter lily including the usual exposure routes/mechanisms, clinical signs, including laboratory diagnosis and pathologic findings.

15. The learner will be able to describe the mechanisms of action of nitrate, clinical signs, including laboratory diagnosis and pathologic findings, and treatments.

16. The learner will be able to describe the mechanisms of action of cholinesterase-inhibiting insecticides and anticoagulant rodenticides and their antidotes. The student will also be able to describe toxicities associated with common pesticides including the usual exposure routes/mechanisms, clinical signs, including laboratory diagnosis (e.g., changes in AChEase activity, PT, serum calcium) and pathologic findings.

17. Students will be able to identify poisonous snakes found in North Carolina. They will also be able to describe clinical signs, diagnosis, and management of copperhead/rattle snake and wasp/bee envenomation.

18. The learner will be able to describe the mechanisms of action of ethylene glycol and acetaminophen, and their antidotes. The student will also be able to describe toxicities associated with common ethylene glycol, NSAIDs, and acetaminophen including the usual exposure routes/mechanisms, clinical signs, including laboratory diagnosis and pathologic findings.

19. The student will be able to describe toxicities associated with common metals including the usual exposure routes/mechanisms, clinical signs, including laboratory diagnosis, and pathologic findings. Includes lead, copper/molybdenum, and zinc.c

20. The learner will be able to describe the mechanisms of action of cyanide, hydrogen sulfide, and carbon monoxide. The student will also be able to describe toxicities associated with these gases and teflon (in birds) including clinical signs, laboratory diagnosis, and pathologic findings.

21. The learner will be able to describe toxicities associated with common household hazards including clinical signs, laboratory diagnosis, and pathologic findings.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Test	70	Two or more exams will be given
Quizzes	20	Two or more quizzes will be given
Written Assignment	10	One writing assignment will be given

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
General principles of toxicology	1 hours	Lecture and group discussions
Management of the poisoned animal	2 hours	Lecture and group discussions
Diagnostic toxicology	1 hour	Lecture
Poisonous plants and myctoxins	8 hours	Lecture and group discussions
Feed related toxicities	1 hour	Lecture and group discussions
Pesticides	2 hours	Lecture and group discussions
Metals	2 hours	Lecture and group discussions
Toxic gases	1 hour	Lecture and group discussions
Small animal toxicology	5 hours	Lecture and group discussions

Syllabus

Syllabus for VMB 964 Spring 2017(1).pdf

Additional Documentation

Additional Comments

Justification for this request

History

Viewing: VMB 944 : Veterinary Toxicology and Poisonous Plants

Last approved: Fri, 28 Apr 2017 08:03:17 GMT

Last edit: Fri, 28 Apr 2017 08:03:17 GMT

Formerly Known As: VMB 954 , VMB 964