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Viewing: VMB 964 : Veterinary Toxicology and Poisonous Plants

Last approved: Thu, 02 Jun 2016 17:38:26 GMT

Last edit: Thu, 02 Jun 2016 17:38:21 GMT

Formerly Known As: VMB 954


Change Type
Major
VMB (Veterinary Science - VMB)
964
021832
Dual-Level Course
Cross-listed Course
No
Veterinary Toxicology and Poisonous Plants
Vet Toxicology & Poison Plants
College of Veterinary Medicine
Teaching - MBS Department (19VMA)
Term Offering
Spring Only
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
2
13
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
David Dorman
Professor of Toxicology
Assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture100100NoOne section of 100 students
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Corequisite: Current enrollment in DVM program
Is the course required or an elective for a Curriculum?
No
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.

>> Unit hour reduction in the proposed course was approved by the voting body of the CVM which includes representative of the Department of Molecular Biomedical Sciences (MBS).  


>> The proposed changes to the course content were reviewed by a faculty review team.  The course coordinator considered this input, revised the course, and the revised course was presented to and approved by the CVM's Faculty Committee on Curriculum and Course Evaluations.  The revised course meets the core educational requirements for veterinary training that occurs in other MBS courses given throughout the veterinary program.   


>> Abbreviated title adjusted to better reflect the course.


>> Term taught and Course Number adjusted to reflect moving the course from the fifth semester to sixth semester.


No

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

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:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

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.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
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.
 

College(s)Contact NameStatement Summary
College of Veterinary MedicineGeof Smith, Michael Stoskopf and Rita HanelInput 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.
This is a team taught course with faculty and department head consent. No unique resources are required.

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.


Evaluation MethodWeighting/Points for EachDetails
Test70Two or more exams will be given
Quizzes20Two or more quizzes will be given
Written Assignment10One writing assignment will be given
TopicTime Devoted to Each TopicActivity
General principles of toxicology1 hoursLecture and group discussions
Management of the poisoned animal2 hoursLecture and group discussions
Diagnostic toxicology1 hourLecture
Poisonous plants and myctoxins8 hoursLecture and group discussions
Feed related toxicities1 hourLecture and group discussions
Pesticides2 hoursLecture and group discussions
Metals2 hoursLecture and group discussions
Toxic gases1 hourLecture and group discussions
Small animal toxicology5 hoursLecture and group discussions
mlnosbis 3/15/2016: Possible consult with DGP of Toxicology (Dr. James Bonner), though the content does not appear to conflict with current TOX courses.

ghodge 3/16/2016 Ready for ABGS reviewers.

ABGS Reviewer Comments:
-Does not explain the reason for the reduction of credit hours; CVM approved, so OK.
Key: 5518