VETERINARY CLINICAL PERSPECTIVES ON ANIMAL FORM, FUNCTION AND HEALTH B
Credit points: 15
This subject builds on learning in Animal Form, Function and Health A with a continued examination of the functional anatomy and physiology of body systems. Topic areas, including fluid regulation and thermoregulation, will also be introduced where students will integrate the body systems into a whole animal perspective. Case studies will be used to explain an animal's overall physiological response to a number of diseases, and to assist students to further develop their collaborative problem solving skills. Through their Work Integrated Learning (WIL) placement, students will continue to assist with the care and management of animal patients, including assisting within veterinary teams to assess, undertake diagnostic tests and nurse patients. The WIL placement will enable students to see the relevance of the subject to real-world veterinary practice.
SchoolSchool of Life Sciences
Subject Co-ordinatorDimuthu Wijesinghe
Available to Study Abroad StudentsNo
Subject year levelYear Level 1 - UG
Prerequisites Students must be admitted in the Bachelor of Veterinary Nursing (SBVN) and must have passed VET1AFA.
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Clinical anatomy and physiology for veterinary technicians, 3rd edn||Prescribed||Colville, T & Bassert, J (2016)||Elsevier|
|Readings||Laboratory manual for clinical anatomy and physiology for veterinary technicians, 3rd edn||Prescribed||Colville, T & Bassert, J (2016)||Elsevier|
Graduate capabilities & intended learning outcomes
01. Identify and explain, using anatomical, directional and physiological terminology, the key anatomical features, locations, positions, and physiological functions of key organ systems in different species
- Students undertake readings and watch videos to learn about the anatomy and physiology of a number of body systems. During weekly workshops, students work together in teams to identify a range of anatomical features on a number of different species using animal models, virtual dissections and some tissue dissections. They also discuss how these systems function physiologically in living animals.
02. Explain from an anatomical and physiological perspective, the signs displayed by animals in a range of common animal health conditions
- Student teams work on regular case studies during their workshops. They are given common health conditions which involved the organ system being studied that week, and some information on the signs displayed by the patient. They then work together to explain using an evidence base, why the animal is displaying those particular signs.
03. Advise owners of the appropriate basic care and management of common animal health conditions
- Student teams are required to submit formal case study assessments, and as part of this students use the "animal abilities model" to help create an individualized care plan for the animal to share with the owners.
04. Integrate knowledge of the functional anatomy and physiology of individual body systems into a whole animal perspective
- Students undertake readings and watch videos on thermoregulation and fluid regulation in the body. During their workshops, the tutor leads a class discussion into how an understanding of these two homeostatic mechanisms of the body require many body systems to integrate together to function correctly. Teams then work through common case studies where an animal's body temperature and/or hydration levels are compromised, and consider how the body systems work together in order to stabilize these factors.
05. Demonstrate effective team work with peers by working constructively and collaboratively on group tasks
- Student teams work together on case study assessment tasks. During the workshops, the tutors guide the student cohort through the importance of assigning clear roles within the team, frequent and supportive communication, and allowing enough time for editing to ensure a cohesive final submission. Students evaluate the effectiveness of their own contributions and that of each of their peers within the team.
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Epping, 2019, Semester 2, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorDilhani Premaratna
One 3.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Placement - Off Site
One 3.0 hours placement - off site per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Unscheduled Online Class
One 1.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
"Delivered as reading material, quizzes, video clips."
|10 x 5 min pre-workshop online quizzes (850 words equivalent)||2% each Weeks 2-12||20||01, 02, 03|
|3 x In class tests (total 2000 words equivalent)||Individual exercise Multiple choice and short answer format Three tests - 10%, 25 minutes, 400 words equivalent - 2 x 20%, 50 minutes, 800 words equivalent||50||01, 02, 03|
|12 min Team Oral Presentation (400 words equivalent/student)||Oral presentation by group of 4 students (3 minutes/student) Prepare and present to the class on the anatomy and physiology of an assigned area / organ system||10||01, 02, 03, 04, 05|
|Team Animal Care Report and oral presentation (total 800 words equivalent/student)||Team of 4 students Written Case Study report (10%, 400 words) - Group prepares a written report summarizing in a tabulated form, the signs displayed by animals in a case study of common animal health condition; how the condition impacts on the animals anatomy and physiology from a system and whole animal perspective, and the basic care and management advice for owners (from an abilities perspective).||20||01, 02, 03, 04, 05|