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.