Outline

Overview

This unit of study will provide students with essential experience and training in the management of primary care and emergency cases and the care of hospitalised patients at the University Veterinary Teaching Hospital Sydney (UVTHS). Students will have the opportunity to practice clinically-relevant techniques such as history taking, physical examination, diagnostic sample collection, interpretation of radiographs and ultrasound, medical record keeping, critical analysis of case-related information, development and implementation of treatment plans and evaluation of outcomes. In primary care there is an additional focus on developing comprehensive wellness and preventative care, appropriate life stage and health status. The focus for emergency medicine will be on triage and care of cases presenting in an emergency situation. In addition, students will intergrate various learning activities to effectively diagnose and treat patients and develop skills to enhance the client-veterinarian and veterinarian-patient relationship and form effective collegial teams. There will be priority given to achievement of day one competencies.

Unit details and rules

Academic unit	School of Veterinary Science Academic Operations
Credit points	6
Prerequisites ?	VETS6101 and VETS6102 and VETS6103 and VETS6104 and VETS6105 and VETS6106 and VETS6107 and VETS6108 and VETS6201 and VETS6202 and VETS6203 and VETS6204 and VETS6205 and VETS6206 and VETS6207 and VETS6208 and VETS6301 and VETS6302 and VETS6303 and VETS6304 and VETS6305 and VETS6306 and VETS6307 and VETS6308 and VETS6309 and VETS6310 and VETS6311 and VETS6312 and VETS6313
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	All content from Years 1, 2, and 3 of the DVM
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Nicolle Kirkwood, nicolle.kirkwood@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Sonia Skills log Adequately fulfil the PC and ECC skills log	0%	Multiple weeks	2 weeks
Outcomes assessed:
Skills-based evaluation	Supervisor report forms (SRF) Report from supervisors	0%	Multiple weeks	2 weeks
Outcomes assessed:
Skills-based evaluation	Mini-CEX exercise Mini clinical evaluation exercise	0%	Multiple weeks	1 hour
Outcomes assessed:
Skills-based evaluation	Case assessments and reports Medical Record Writing	0%	Multiple weeks	2 weeks
Outcomes assessed:
Assignment	Activity / Case Log Completed log of all cases participated in during placement on CANVAS	0%	Multiple weeks	1 hour
Outcomes assessed:
Assignment	Feedback forms Completion feedback form on CANVAS	0%	Multiple weeks	30 minutes
Outcomes assessed:
Participation	Communication tasks 30 minutes daily rounds, 1 hour per fortnight Student Grand Rounds	0%	Ongoing	3.5 hours
Outcomes assessed:
Participation	Attendance/Participation with RLAs Engagement in Required Learning Activities (RLAs).	0%	Ongoing	4 weeks
Outcomes assessed:
Online task	Individual summative examination Multiple choice questions	0%	Week 04	15 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment
Assessment type/title	Description of Assessment	Individual or Group	Length/duration	Mode of Assessment	Due date and time
Communication tasks	Students are expected to present cases during 30-minute daily rounds Students are expected to present one case at Student Grand Rounds which occur once per 12 week UVTHS rotation block	Individual	3.5 hours	Satisfactory/unsatisfactory	Ongoing
Individual summative examination	Studnets must successfully complete a 12 question multiple choice quiz on ECC tutorial topics	Individual	15 minutes	Pass mark 75%	Final Thursday of 4-week block
Sonia Skills Log	Students must complete core clinical skills assessment as per VETS6401 skills list on Sonia	Individual	N/A	Competent/not yet competent as per SONIA skills tracker	End of placement
Supervisor report	Students will be assessed on graduate attributes via an in-training evaluation report known as the supervisor report form (SRF)	Individual	N/A	Proficient/ Satisfactory/ Unsatisfactory	End of placement
Mini clinical evaluation exercise	Student will be observed conducting a consultation to assess their consultation and communications skills	Individual	1 hour	Satisfactory/ Unsatisfactory	Various

Further assessment information:

Ongoing feedback will be provided to the student intern throughout the clinical rotation
Formative assessment will be provided on the Friday afternoon of week one by the clinical supervisor
A list of clinical skills will be provided to the student at the beginning of the sub-rotation. These will be based on the competencies outline in the supervisor report form and will form the basis of their end of rotation and assessment.
Detailed information for each assessment can be found on CANVAS in the subrotation guides

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Multiple weeks	Clinical Placement - Primary Care (including orientation, clinical rounds, clinical examinations and tutorials)	Clinical practice (80 hr)
Multiple weeks	Clinical rotation - Emergency Critical Care (including orientation, presentations and tutorials)	Clinical practice (80 hr)

Attendance and class requirements

Clinical exposure is a key component of all parts of the DVM but especially year 4, and attendance is required at all activities on each of the required days of final year rotations.

Failure to attend irrespective of the reason will require the student to attend additional days and in the case of unexplained or unapproved absences, may result in a failed grade for the rotation. Students are required to engage and participate in learning opportunities including clinical consultations, patient care, diagnostic procedures, rounds presentations and discussions and by completing assignments.

For both subrotations (Primary Care and Emergency and Critical Care) there is a minimal compulsory attendance.
Students must inform UoS Coordinator if unable to attend
A medical certificate will be required for any absence due to illness

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. promote comprehensive wellness and preventative care, appropriate to life stage and health status
LO2. perform routine therapeutic procedures, for example; administer fluids, wound care, mass removal, bandaging, dental extractions or emergency surgeries, and manage patient comfort
LO3. perform emergency procedures, interpret the findings from imaging and clinical tests in emergency patients and develop appropriate diagnostic, treatment and monitoring plans for these cases.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australasian Veterinary Boards Council Attributes - 11. To perform basic diagnostic and therapeutic procedures 16. A desire to promote animal welfare 2. The normal structure, function and development of animals, their interactions with their environment and the factors which may disturb these 3. The underlying basis of health and disease in a broad range of species 5. The principles of epidemiology, of diseases and zoonoses and their impacts on the environment 6. Public health and food safety European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.36. Advise on, and implement, preventative programmes appropriate to the species and in line with accepted animal health, welfare and public health standards. World Organisation for Animal Health (OIE) Day One Competencies - 2.11. Communication skills 2.8. Animal welfare
	Australasian Veterinary Boards Council Attributes - 10. To collect, organise and analyse information in relation to specific problems, assessing its validity and reaching probabilistic judgements 11. To perform basic diagnostic and therapeutic procedures 4. Fundamental clinical skills in a broad range of species European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.18. Develop appropriate treatment plans and administer treatment in the interests of the patients and with regard to the resources available. 1.28. Apply principles of bio-security correctly, including sterilisation of equipment and disinfection of clothing. 1.29. Perform aseptic surgery correctly. 1.30. Safely perform sedation, and general and regional anaesthesia; implement chemical methods of restraint. 1.31. Assess and manage pain.
	Australasian Veterinary Boards Council Attributes - 18. An ability to recognise when a clinical problem exceeds their capacity to deal with it safely and efficiently and of the need to refer the case for help from others when this occurs 20. A recognition that it is not always in the interests of clients to do everything that is technically possible to make a precise diagnosis or attempt to modify the course of a disease 4. Fundamental clinical skills in a broad range of species European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.19. Attend all species in an emergency and perform first aid. World Organisation for Animal Health (OIE) Day One Competencies - 2.11. Communication skills

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Response to student feedback for the end of 2018 is on the CANVAS website for your perusal Changes that have been implemented throughout 2019 Primary Care: 1. Staff have now been engaged by the university allowing late shifts to be covered by permanent, highly qualified staff as opposed to casuals and contractors. This has resulted in the late shift (which operates until 8 pm from Monday to Thursday) now having students involved rather than being a “non-teaching stream”. There is now one student per day rostered on a 12pm – 8pm shift. From 3 pm this student observes the consults performed in the evening by this veterinarian from 3 pm – 8 pm in the shift previously called the non-teaching stream. We are seeking ongoing feedback from students as to the value of observing compared to conducting consultations. 2. We have changed the content of our tutorials to include a nutrition tutorial. 3. The afternoon rounds sessions implemented at the end of 2018 has been very successful. We will continue to have 5:30 pm rounds sessions to ensure that we have plenty of case material to discuss. If we have no later consultations rounds can be held earlier. Although thought has been given to having daily rounds at a different time of the day - midday can be difficult for all students and staff to reliably attend and morning rounds need to be reserved for planning purposes. 4. Students are exposed to generation of estimates for clients and the day to day running logistics of the hospital. They address case costs specifically in their grand rounds presentation ECC 1. The ECC roster has been changed to have the overnight shift hours as 10 pm – 6 am, with a 2 hour overlap with the 3 pm – midnight shift. This will allow both groups to see a robust caseload with the crossover being in a busier period of the evening. The shifts are shorter, and finish earlier to help students avoid peak hour traffic on their commute home. There is also now the option of the late students to attend the 3 pm tutorial if they wish as they will have had a more appropriate break time. Between weeks 1 and 2 of the ECC rotation there is a full calendar day break and there is a 3 day break at the end of the rotation (Friday off) 2. ICU / inpatient treatments have become more structured to ensure students are more involved with treatments if there are no consultations to see. 2020 feedback is not yet available but will be published on Canvas closer to the start of semester

Additional information

Work, health and safety

There are inherent risks in working with animals and with medicines, and every effort must be made to minimise these. It is your duty to take reasonable care, not just for yourself, but also for staff, other students, and anyone else likely to be affected by your actions. The (SSVS) expects that agencies providing placements for veterinary students of The University of Sydney will provide a safe working environment.

Further information regarding work, health and safety requirements can be found under Placements Information page on the SSVS Student Portal –https://canvas.sydney.edu.au/courses/7935/pages/placements-information

Risk assessments for each placement can be found on Canvas.

Q-fever vaccination and completion of the Canvas module “Zoonosis Awareness” is compulsory.’

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

VETS6401: Small Animal Clinics A

Semester 1 DVM Placement Rotation 2, 2021 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect