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Viewing: VMB 952 : Specialized Problem Solving in Veterinary Medicine

Last approved: Fri, 24 Jun 2016 08:01:08 GMT

Last edit: Fri, 24 Jun 2016 08:01:08 GMT

Change Type
Major
VMB (Veterinary Science - VMB)
952
032338
Dual-Level Course
Cross-listed Course
No
Specialized Problem Solving in Veterinary Medicine
Spec Problem Solving Vet Med
College of Veterinary Medicine
Teaching - MBS Department (19VMA)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
1
13
Contact Hours
(Per Week)
Component TypeContact Hours
Laboratory2
Course Attribute(s)


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

Course Is Repeatable for Credit
Yes
99
 
 
99
Regina Schoenfeld
Associate Professor
Assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Laboratory100100NoStudents will be assigned to teams based on their interest in specific cases. One section. Likely to be around 100 students in section.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: 3rd year DVM student
Is the course required or an elective for a Curriculum?
No
Specialized Problem-Solving is the fourth in a series of courses focusing on Clinical Reasoning and Problem Solving. In this class, you will build upon the skills developed in earlier courses, and work to diagnose, treat and trouble-shoot more complex cases. These cases may have external constraints that will limit your ability to order diagnostic tests, and/or may require identification and correction of medical errors. You will work in unsupervised teams, and then present the results of your decision-making processes to a facilitator for discussion, review and critique. Course limited to students enrolled in the DVM curriculum.

This course is part of the planned series in Clinical Reasoning, Problem Solving and Critical Thinking being developed as part of the broader revisions to the DVM curriculum.


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 MedicineUpon review, outside consult appears to be unnecessary because the course is building upon veterinary medical content, as well as skills taught in prior veterinary courses. There's no overlap or redundancy with other departments.
No new resources are required for this course. It will be a team-taught course.

This course is the fourth in a series of courses focusing on Clinical Reasoning and Problem Solving. In this course, students will build upon skills developed in earlier CR courses, as well as content area courses such as medicine and surgery, in order to diagnose more complex cases in specialized areas of veterinary medicine, in the presence of external constraints such as finances or owner preferences. 


Student Learning Outcomes

After completing this course, you should be able to:



  • Apply the clinical reasoning process to “work-up” a complex case

  • Describe the pathophysiology and treatment of common diseases in your species of interest (specific diseases will depend upon the cases selected)

  • Select diagnostic methods to distinguish between similar conditions

  • Develop cost estimates for various levels of treatment/investigation of clinical cases

  • Identify situations where cognitive and system errors are likely to occur and propose appropriate safeguards.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment80%Students will complete 6 individual assignments. The lowest score will be dropped.
Other20%Peer evaluations. Team members will evaluate each other on participation, preparation, contributions to group process. The grade for each case will be determined by averaging all scores a student receives from team-mates. The lowest case score will be dropped.
TopicTime Devoted to Each TopicActivity
Case #1 (week #1)2 hoursStudent preparation and research for case #1 laboratory.
Case #1 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #1.
Case #2 (week #1)2 hoursStudent preparation and research for case #2 laboratory.
Case #2 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #2.
Case #3 (week #1)2 hoursStudent preparation and research for case #3 laboratory.
Case #3 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #3.
Case #4 (week #1)2 hoursStudent preparation and research for case #4 laboratory.
Case #4 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #4.
Case #5 (week #1)2 hoursStudent preparation and research for case #5 laboratory.
Case #5 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #5.
Case #6 (week #1)2 hoursStudent preparation and research for case #6 laboratory.
Case #6 (week #2)2 hoursMeeting with faculty facilitator and discussion of case #6.
mlnosbis 4/1/16: No overlapping courses, no consultation required.

ghodge 4/1/2016 Change enrollment per semester, per section to 100. Ready for ABGS reviewers

ABGS Reviewer Comments:
-No issues.
Key: 8915