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Viewing: VMB 912 : Introduction to Clinical Problem Solving in Veterinary Practice

Last approved: Sat, 23 May 2015 08:46:38 GMT

Last edit: Mon, 27 Apr 2015 15:36:21 GMT

Change Type
VMB (Veterinary Science - VMB)
912
032020
Dual-Level Course
Cross-listed Course
No
Introduction to Clinical Problem Solving in Veterinary Practice
Vet Clinical Prob Solving
College of Veterinary Medicine
Teaching - MBS Department (19VMA)
Term Offering
Fall Only
Offered Every Year
Fall 2015
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
 
 
Regina Schoenfeld
Associate Professor of Veterinary Educational Development
Assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture100100Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Requisite: Currently enrolled DVM student
Is the course required or an elective for a Curriculum?
No
A combination of lectures and in-class activities will be used to explore the clinical reasoning process and steps used in "working up" a veterinary clinical case. Specific topics include: patient signalment, chief complaint, history, physical exam, problem list, differential diagnosis. Also covered: introductory clinical skills, medical records (SOAP). Course limited to students enrolled in the DVM curriculum.

Changed from S/U to letter grading in order to be consistent with other courses in the DVM program and provide more nuanced feedback to students on their performance. More graded activities are included to provide ongoing, formative feedback to students as well as to better differentiate between levels of mastery.


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.
 

No new resources are required. This is just a grading change for an existing course.

Introduction to Clinical Problem Solving in Veterinary Practice is the first in a series of courses focusing on Clinical Reasoning, Critical Thinking and Problem Solving. In this 2-credit class, you will be introduced to the overall process used in clinical reasoning. Lectures will focus on each step in the problem-oriented approach to clinical cases. There will also be opportunities for you to work in teams and practice applying each step to clinical case scenarios. 


Student Learning Outcomes

After completing this course, you should be able to:



  • Describe the clinical reasoning process

  • List the steps involved in “working up” a case

  • For a case example:


a.Accurately describe the patient’s signalment, chief complaint, relevant prior history, and summarize the physical exam results.


b.Use the data gathered above to generate and prioritize a problem list, as well as potential differential diagnoses, then develop a rational diagnostic and therapeutic plan.



  • Locate appropriate sources of clinical information to develop a differential list, a diagnostic plan, and therapeutic plan.

  • Write a basic SOAP (Subjective, Objective, Assessment and Plan) for a primary care case. 


Evaluation MethodWeighting/Points for EachDetails
Written Assignment5Pre-and post-course concept maps, illustrating students' understanding of the topic.
Written Assignment10List of history questions to ask a hypothetical client
Quizzes10Problem list quiz
Quizzes10SOAP organization quiz
Essay15S,O, A assignment (in-class)
Homework10LI research
Major Paper25Full SOAP
Discussion15Team exercises
TopicTime Devoted to Each TopicActivity
Introduction to the class: Learning outcomes and student responsibilities. Introduction to Clinical Reasoning Week 1• Course Introduction
• How clinicians think (panel)
• The structured process used in the clinics.
Signalment, Chief Complaint, Medical Terminology and Gathering a History (part 1)Week 2• Definition and examples of Signalment and Chief Complaint
• Paired-Opposite descriptors
• What should be included in a history and why.
• History-taking outline/template
Physical Exam ProceduresWeek 3• Description of things to look for in
performing a physical exam
• Video activity #1 (PE) and debrief
Gathering a History (part 2)Week 4• Effective strategies for interacting with clients to obtain a thorough history.
• Video activity #2 (History) and debrief
Building a Problem ListWeek 5• What is a medical problem?
• What should be included in your problem list?
Differentials, Hypothesis GenerationWeek 6• Developing a differential diagnosis for each problem in your problem list.
• Emphasis on when to use each scheme for generating differentials
• Video activity #3 (Problem List and Differentials) and debrief
SOAP (medical records)Week 7• Elements of a SOAP
• Discussion of what goes in each section
• Chronology of a SOAP
• SOAP by problem vs. by patient
• Examples: classification of SOAP excerpts
Clinical Pathology and Diagnostic Imaging BasicsWeek 8• Introduction to the components and interpretation of a CBC, Serum Chemistry profile, Urinalysis.
• Clinical value and introduction to the interpretation of diagnostic imaging
• Video activity #4 (Dx plan and results) and debrief
Review of Data, Practice Interpreting ResultsWeek 9• Making sense of diagnostic results
• Creating a therapeutic plan
• Video activity #5 (Therapeutic plan) and debrief
Locating Information, SOA exerciseWeek 10• Overview of resources for use in researching Learning Issues
• Overview of resources to use in writing SOAPs
• Review of case data
• Students write SOA for species of their choice
• Exchange papers, peer grading in class
Putting it Together: Work Through a Case, part 1Week 11• Bubbles case, part #1: Sig/CC, Hx, PE, Prob List, Differentials, +/- Dx results
• Assign LIs
Putting it Together: Work Through a Case, part 2Week 12• Bubbles case, part #2
• Analyze findings, possible Dx, Tx plan
Why CR mattersWeek 13• Course Wrap-up
• Review of videos
• Concept Maps and Reflection
ABGS reviewers noted that the proposed changes were acceptable, and suggested no revisions.
ghodge (Mon, 13 Apr 2015 15:12:18 GMT): GLH 4/13/15 Vet Med courses are often taught on a 13-week basis with additional work a the end of the semester
Key: 7013