Course Director and lecturer for the course is Professor Arno Werners DVM, M.Ed, PhD, DECVPT (awerners@sgu.edu).
Individual or small group office hours can be scheduled after contacting the course director (awerners@sgu.edu).
Lectures that are delivered/offered face-to-face are indicated in the course schedule. The material for each week will be available under “Resources” in the Sakai menu. The “Lessons” tab on Sakai will contain a checklist for each week with the material that is covered in that week. All scheduled face-to-face lectures will be available via Zoom; check the Zoom tab on the menu panel on Sakai for the links. Panopto recordings will become available shortly after each of the face-to-face lectures via the Panopto tab in the menu on Sakai.
I will use long notes and lecture slides. Long notes and slides will be available on Sakai under “Resources”. The slides will be accessible for digital note taking. There are no other required resources for this course, however, a variety of textbooks on (clinical) pharmacology, especially those that are in your field of interest (textbooks on clinical pharmacology; see below) and the “Antimicrobial therapy in Veterinary Medicine, 5th edition; Giguere, Prescott, and Dowling editors; John Wiley & Sons” can be very helpful when preparing for the course and in general practice.
The following resources can be helpful when studying the course material.
- Pharmacology, 9th edition; Ritter, Fowler, Henderson, Loke, MacEwan and Rang editors; Churchill Livingstone
- Antimicrobial therapy in Veterinary Medicine, 5th edition; Giguere, Prescott, and Dowling editors; John Wiley & Sons
- Veterinary Pharmacology and Therapeutics, 10th edition; Riviere and Papich editors; John Wiley & Sons
- Equine Clinical Pharmacology; J.J. Bertone and L.J.I. Horspool, Saunders
- Small Animal Clinical Pharmacology, 2nd edition; J.E. Maddison, S.W. Page and D.B. Church, Saunders
- Small Animal Clinical Pharmacology and Therapeutics, 2nd edition; D.M. Boothe, Elsevier
- Students with disabilities who need accommodations should contact Student Accessibility and Accommodations Services (SAAS), located in the Dean of Students Office.
- Information can be found at mycampus.sgu.edu/group/saas
None
One of the main tasks of the veterinarian in every day practice is the application of veterinary medicinal products. To be able to responsibly administer drugs to animals, one needs thorough knowledge of the administration and mode of action of drugs. Furthermore, the risks associated with drug administration, both for the animal (adverse effects; toxicology) and for the environment (this includes the owner and the environment; environmental toxicity – “one-health” concept) needs to be carefully evaluated. Essential in the choices made by veterinarians in everyday practice is up-to-date knowledge of pharmacological concepts (including species differences), animal physiology, biochemistry and pathophysiology of diseases.
In this course, students will develop a proficient working knowledge of therapeutic decision making, food safety, anti-infective drugs and drugs acting on organ systems. The principals of drug therapy and the factors that influence the use of each medication in different species will be discussed. There is special attention for the clinical importance of drugs, their pharmacokinetics, pharmacodynamics and adverse effects.
Upon successful completion of this course, the student will be able to:
- Analyse and explain in a general sense how and where drugs work at the molecular/cellular/physiologic level including concepts such as receptors, agonists, partial agonists and antagonists and non-receptor mediated drug actions.
- Articulate and apply knowledge of drug absorption, bioavailability, distribution, metabolism and excretion, and judge how altered physiologic and pathologic states would be expected to affect drug concentrations within the body.
- Design the most appropriate pharmacological protocol (therapies) for common and important diseases using knowledge of species, breed, age, sex, disease states, genetics and other factors, and integrate pharmacological therapy in a multimodal treatment plan (i.e., surgery, nutrition, management, etc).
- Outline the desired response to pharmacological therapies as well as reflect on the most appropriate methods to monitor for undesired pharmacological responses (including lack of efficacy). In the event of undesired pharmacological responses, determine the most appropriate interventions.
- Compare and contrast common/predictable or catastrophic species-specific adverse drug reactions and new clinical signs of an existing disease and medication errors.
- Predict and recognise major drug-drug interactions.
- Obtain, maintain inventory, prescribe, administer, and dispose veterinary medicinal products based on sound regulatory and ethical guidelines.
- Integrate all principles of evidence-based medicine to informed decision making and self-improvement in all aspects of veterinary pharmacology (principles of Good Veterinary Practice).
- Effectively communicate information about drugs and therapeutic plans to clients (translate information to lay person, educate stakeholders) , technical staff, and colleagues and ensure consistency with and cognisance of demographical, socio-economical and cultural considerations.
|
Topic |
Lesson Learning Outcomes |
Course Learning outcomes |
|
Antimicrobial drugs |
AMB 1. Identify the drug targets and mechanisms of action of the different groups of antimicrobial drugs AMB 2. Compare and contrast time dependent and concentration dependent killing of bacteria and what this means for therapeutic decisions AMB 3. Clarify the importance of bactericidal versus bacteriostatic in therapeutic decision making (severity of disease) AMB 4. Compare and contrast the different pharmacodynamic and PK/PD parameters essential in treatment choices (MIC, MPC, MPW, MBC etc) AMB 5. Clarify different mechanisms of resistance against antimicrobial drugs AMB 6. Evaluate the adverse effects and contraindications of antimicrobial drugs AMB 7. Create treatment protocols for different bacterial diseases |
1, 2, 3, 4, 5 |
|
Cardiavascular pharmacology |
CV 1. Identify the drug targets and mechanisms of action of drugs with an effect on the heart and/or the vasculature CV 2. Compare and contrast clinical effects of drugs with an effect the heart and or the vasculature CV 3. Evaluate the adverse effects and contraindications of drugs with effects on the heart and/or the vasculature CV 4. Create a treatment protocol for diseases of the heart and/or the vasculature |
1, 2, 3, 4, 5 |
|
Ophthalmic pharmacology |
OPTH 1. Clarify the pharmacokinetic characteristics required for treatment of ocular diseases OPTH 2. Identify the drug targets and mechanisms of action of drugs that are used to treat common ocular diseases OPTH 3. Evaluate the adverse effects and contraindications of drugs used to treat common ocular diseases OPTH 4. Create treatment protocols for common diseases in and around the eye |
1, 2, 3, 4, 5 |
|
Urogenital pharmacoloy |
Diuretics UG 1. Identify the drug targets and mdchanisms of action UG 2. Compare and contrast the clinical effects of diuretics UG 3. Evaluate the adverse effects and contraindications UG 4. Create a treatment protocol for diseases requiring the use of diuretics Drugs treating diseases of the kidney UG 5. Identify the drug targets and mechanisms of action of drugs used in acute and chronic kidney disease UG 6. Compare and contrast the effects of different drugs used in acute and chronic kidney disease UG 7. Evaluate the adverse effects and contraindications of drugs used in acute and chronic kidney disease UG 8. Create a treatment protocol for acute and chronic kidney disease Drugs used to treat diseases of urether, urinary bladder and urethra UG 9. Identify the drug targets and mechanisms of action for drugs with an effect on the lower urinary tract UG 10. Compare and contrast the different effects of drugs with an effect on the lower urinary tract UG 11. Evaluate the adverse effects and contraindications of drugs with an effect on the lower urinary tract UG 12. Create a treatment protocol for diseases of the lower urinary tract |
1, 2, 3, 4, 5 |
|
Gastro-intestinal pharmacology |
Drugs with an effect on the stomach GI 1. Identify the drug targets and mechanisms of action for drugs with an effect on the stomach GI 2. Compare and contrast the effects of drugs with an effect on the stomach GI 3. Evaluate the adverse effects and contraindications of drugs with an effect on the stomach GI 4. Create a treatment protocol for common diseases of the stomach Drugs with an effect on the intestines GI 5. Identify the drug targets and mechanisms of action of drugs with an effect on the intestines GI 6. Compare and contrast the effects of drugs with an effect on the intestines GI 7. Evaluate the adverse effects and contraindications of drugs with an effect on the intestines GI 8. Create a treatment protocol for common diseases of the intestines |
1, 2, 3, 4, 5 |
|
Chemotherapy/cancer medication |
CT 1. Identify the drug targets and mechanisms of action of different anticancer drugs CT 2. Compare and contrast the effects different groups of anticancer drugs CT 3. Clarify different mechanisms of resistance against drugs used to treat cancer CT 4. Evaluate the adverse effects and contraindications of anticancer drugs CT 5. Create a treatment protocol for different types of cancer |
1, 2, 3, 4, 5 |
|
Food safety |
FS 1. Clarify the importance of avoiding residues in edible tissues FS 2. Identify rules and regulations regarding food safety in different countries FS 3. Clarify which parameters are used to minimise the risk of residues in food FS 4. Identify withdrawal times and explain the influence dose and pharmacokinetic parameters have on the withdrawal time FS 5. Clarify the rules and regulations regarding extra label use of drugs in different countries |
6, 7, 8 |
|
Antiviral drugs |
AV 1. Identify the drug targets and mechanisms of action of different antiviral drugs AV 2. Compare and contrast the effects of different groups of antiviral drugs AV 3. Clarify different mechanisms of resistance against drugs used to treat viral infections AV 4. Evaluate the adverse effects and contraindications of antiviral drugs AV 5. Create a treatment protocol for different viral infections |
1, 2, 3, 4, 5 |
|
Antiprotozoal drugs |
AP 1. Identify the drug targets and mechanisms of action of antiprotozoal drugs AP 2. Compare and contrast the effects of different groups of antiprotozoal drugs AP 3. Clarify different mechanisms of resistance against drugs used to treat protozoal infections AP 4. Evaluate the adverse effects and contraindications of antiprotozoal drugs AP 5. Create a treatment protocol for different protozoal infections |
1, 2, 3, 4, 5 |
|
Ectoparasiticides |
ECT 1. Identify the drug targets and mechanisms of action of ectoparasitic drugs ECT 2. Compare and contrast the effects of different groups of ectoparasitic drugs ECT 3. Clarify different mechanisms of resistance against ectoparasitic drugs ECT 4. Evaluate the adverse effects and contraindications of ectoparasitic drugs ECT 5. Create a treatment protocol for different ectoparasitic infestations |
1, 2, 3, 4, 5 |
|
Antifungal drugs |
AF 1. Identify the drug targets and mechanisms of action of antifungal drugs AF 2. Compare and contrast the effects of antifungal drugs AF 3. Clarify different mechanisms of resistance against antifungal drug AF 4. Evaluate the adverse effects and contraindications of antifungal drugs AF 5. Create a treatment protocol for fungal infections |
1, 2, 3, 4, 5 |
|
Anthelmintic drugs |
ANTH 1. Identify the drug targets and mechanisms of action of anthelmintic drugs ANTH 2. Compare and contrast the effects of anthelmintic drugs ANTH 3. Clarify different mechanisms of resistance against anthelmintic drugs ANTH 4. Evaluate the adverse effects and contraindications of anthelminthic drugs ANTH 5. Create a treatment protocol for different helminth infections/infestations |
1, 2, 3, 4, 5 |
|
Respiratory pharmacology |
RESP 1. Identify drug targets and mechanisms of action of drugs used to treat common respiratory diseases RESP 2. Compare and contrast the effects and adverse effects of drugs used to treat common respiratory diseases RESP 3. Evaluate the contraindications and adverse effects of drugs used to treat common respiratory diseases RESP 4. Create treatment protocols for common respiratory diseases in animals |
1, 2, 3, 4, 5 |
|
Therapeutic decision making |
TDM 1. Create treatment plans for common disorders in a variety of relevant veterinary species TDM 2. Evaluate treatment plans based on the therapeutic concept including Good Veterinary Practice and Antimicrobial Stewardship TDM 3. Compare and contrast advantages and disadvantages of different treatment modalities |
6, 7, 8 |
|
Course Learning Outcomes |
Program Learning Outcomes |
|
|
1 |
Analyse and explain in a general sense how and where drugs work at the molecular/cellular/ physiologic level including concepts such as receptors, agonists, partial agonists and antagonists and non-receptor mediated drug actions. |
A1: Recall, understand and adequately utilise multidisciplinary knowledge of basic structures and functions of healthy animals |
|
2 |
Articulate and apply knowledge of drug absorption, bioavailability, distribution, metabolism and excretion, and judge how altered physiologic and pathologic states would be expected to affect drug concentrations within the body. |
A1: Recall, understand and adequately utilise multidisciplinary knowledge of basic structures and functions of healthy animals A2: Analyse homeostasis and disturbances of basic structures and functions of healthy animals |
|
3 |
Design the most appropriate pharmacological protocol (therapies) for common and important diseases using knowledge of species, breed, age, sex, disease states, genetics and other factors, and integrate pharmacological therapy in a multimodal treatment plan (i.e., surgery, nutrition, management, etc). |
A2: Analyse homeostasis and disturbances of basic structures and functions of healthy animals A3: Recall, understand, and adequately utilise knowledge of aetiology, pathogenesis and pathology of common infectious, non-infectious, and zoonotic diseases, including biosafety and biosecurity considerations A6: Apply multidisciplinary scientific knowledge to clinical situations and understand evidence-based veterinary medicine C2: Create comprehensive treatment plans |
|
4 |
Outline the desired response to pharmacological therapies as well as reflect on the most appropriate methods to monitor for undesired pharmacological responses (including lack of efficacy). In the event of undesired pharmacological responses, determine the most appropriate interventions. |
C2: Create comprehensive treatment plans |
|
5 |
Compare and contrast common/predictable or catastrophic species-specific adverse drug reactions and new clinical signs of an existing disease and medication errors. |
C2: Create comprehensive treatment plans |
|
6 |
Predict and recognise major drug-drug interactions. |
C2: Create comprehensive treatment plans |
|
7 |
Obtain, maintain inventory, prescribe, administer, and dispose veterinary medicinal products based on sound regulatory and ethical guidelines. |
C2: Create comprehensive treatment plans A9: Apply the principles of veterinary public health for the promotion of human and animal health |
|
8 |
Integrate all principles of evidence-based medicine to informed decision making and self-improvement in all aspects of veterinary pharmacology (principles of Good Veterinary Practice). |
A6: Apply multidisciplinary scientific knowledge to clinical situations and understand evidence-based veterinary medicine A11: Understand and apply basic principles of research and recognise the contribution of research to all aspects of veterinary medicine B4: Model life-long continuing education and professional development B6: Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advise |
|
9 |
Effectively communicate information about drugs and therapeutic plans to clients (translate information to lay person, educate stakeholders) , technical staff, and colleagues and ensure consistency with and cognisance of demographical, socio-economical and cultural considerations. |
B1: Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities B8: Demonstrate appropriate sensitivity to client diversity, such as cultural, economic, and emotional differences |
see separate schedule on Sakai
Grading scale
|
PERCENTAGE SCORE |
LETTER GRADE |
|
> 89.5% |
A |
|
84.5 89.5 |
B+ |
|
79.5 84.4 |
B |
|
74.5 79.4 |
C+ |
|
69.5 74.4 |
C |
|
64.5 69.4 |
D+ |
|
59.5 64.4 |
D |
|
< 59.4 |
F |
Knowledge of the subject will be tested formatively throughout the term and summatively in 2 quizzes and a final examination. All the material presented (notes, lecture slides, and Panopto recordings) is subject in all assessments, unless the lecturer specifically indicates differently. Formative questions (MCQs and SAQs) can be found throughout the course material and serve as practice questions. The assignment on treatment of bacterial diseases (10% of the total grade) in different animal species is due towards the end of the term (see course schedule; rubric can be found here) and students are required to complete a peer evaluation document with their group (5%). The first quiz (20 questions) will cover all material presented in the first part of the term. The second quiz (20 questions) will cover all material presented between quiz 1 and quiz 2. The final exam (60 questions) will cover all material presented during the term. The final grade will consist off the mark for the 2 quizzes (15% each), and the mark for the final examination (55%). Anything that falls under the learning outcomes can be part of the examinations.
The format of the questions on the quizzes and examination will be Multiple Choice Questions (MCQs), Short Answer Questions (SAQs), Fill in the Banks (FITB) and Matching questions.
|
Assessment |
% of total grade |
Total # of points |
Subjects |
|
Quiz 1 |
15% |
20 |
All the material presented before the 1st quiz. See detailed schedule in appendix table 4 |
|
Quiz 2 |
15% |
20 |
All the material presented between the 1st and 2nd quiz. See detailed schedule in appendix table 4 |
|
Final examination |
55% |
60 |
1 question per “lecture hour” for the material presented before the 2 quizzes and 3 questions per “lecture hour” for the material presented after the second quiz. |
|
Antibiotic assignment |
10% |
30 |
See topics in the syllabus and grouping on Sakai. Deadline is Saturday April 30th at 17.00pm AST |
|
Peer evaluation |
5% |
5 |
See document on Sakai. Deadline is Saturday April 30th at 17.00pm AST |
The lecturers will very carefully design the quizzes and exams. The most current SGU examination policy is adhered to and is leading in all issues that might arise. Students are required to follow the instructions of the course director and the proctors in all matters. Discussions and reviews of/on quizzes, exams and quiz and examination material can only take place within the first seven (7) days after completion of the quiz or examination. Comments and challenges should be communicated through the designated SGA student representative within 24 hours. No extra credits or assignments will be given.
Material for the quizzes and final examination
|
Examination |
Subject |
Total number of questions |
|
Quiz 1 |
|
20 |
|
Quiz 2 |
|
20 |
|
Final examination |
|
60 |
The topics for the assignment and grouping:
|
Group |
Subject |
Students |
|
1 |
A 3-year-old domestic short hair cat presents with a quite severe localised infection on the skin. The cat is known to fight with neighbouring cats and it is likely that the cat was scratched. Your tentative diagnosis is a Pasteurella multocida infection. |
Boshoven, Jacob Brown, Treg de Haas, Julianna Hein, Raven Zink, Kayla |
|
2 |
A 35-days-old Thoroughbred foal presents with lameness, fever and pain on palpation of the affected limb. After taking an x-ray of the limb you conclude that the foal suffers from osteomyelitis and when culture results come back, the infection seems to be caused by Escherichia coli. |
Mitchener, Micalah Norton, Brian Waylan, Cathryn Wellejus, Claire Holtzclaw, Allison |
|
3 |
A 6-year-old Warmblood horse presents with unilateral nasal discharge from the left nostril. The discharge is mucoid (whitish) and smells terrible. Upon palpation and percussion of the left frontal sinus, you decide to take and x-ray and confirm sinusitis. Sinusitis is usually caused by Steptococcus equi zooepidemicus |
Badger, Megan Geiger, Lindsay Leanders, Alexandria Marques, Candis Flaherty, Victoria |
|
4 |
In a flock of sheep the farmer observes discharge from vulva of a few sheep for a few days, then sudden abortion in late pregnancy occurs in a number of ewes, followed by rapidly increasing abortion rate over several days (average outbreak is 20% of the flock, but varies from 5– 50%, with rates of up to 70% reported). Weak and dead lambs are born and you now observe brownish discharge from the vulva for up to two weeks following abortion. You diagnose ovine campylobacteriosis caused by Campylobacter ovis |
MarDnez, Keila Schaeffer, Samantha Verma, Niharika Wahl, Alexandria |
|
5 |
A group of swine shows clinical signs of porcine respiratory disease complex. This is a multifactorial problem and to make sure you know what bacterium is causing this, you do necropsy on one of the pigs that has just died. Culture of lung tissue is positive for Bordetella bronchiseptica |
Crosbie, Hayley Dembitsky, Andrew Mahecha-Diago, Sixto MarDnez, Xavier |
|
6 |
A 7-year-old Ragdoll presents with pollakiuria, dysuria, stranguria, hematuria, and inappropriate urination. You perform cystocentesis and send the urine of for culture and sensitivity testing. Your tech took a small amount of urine and did a quick Gram-stain and evaluated the urine under a microscope. The bacteria are Gram-negative and most likely E. coli. |
McGregor, Natalie Nguyen, Jacqueline Linh My Perdue, Brian Widenbaum, Megan |
|
7 |
A 3-months-old Standardbred foal presents with fever, laboured breathing, cough, a rattling sound in the windpipe, and depression. An x-ray examination of the thorax is performed and cotton-ball like structures are identified. You suspect the foal of pneumonia caused by Rhodococcus equi, and decide to take a trans-tracheal aspirate for confirmation (culture and sensitivity testing). |
Andrade Godoy, Julia Capuano, Marie-Benedicte Coughlin, Jacqueline Michaloski, Lauren |
|
8 |
A 13-year-old Lusitano stallion presents with a fever, anorexia, bilateral nasal discharge (foul-smelling), cough, weight loss, tachypnea, and respiratory distress. You perform a physical examination, decide you want an X-ray of the thorax, take blood and a trans-tracheal aspirate. The culture results indicate a Mycoplasma spp. infection |
Nickel, Nina Roncone, Ericah Ruiz Anaya, Brenda Yarrington, Daniela |
|
9 |
A 9-year-old Warmblood gelding presents to a referral hospital with a sudden onset of diarrhoea, lethargy, fever, anorexia and colic. You receive the horse in the ICU unit, perform a physical examination and collect a fecal sample that is send to the microbiology lab. You suspect the horse of a Salmonella typhimirium enterocolitis and start treatment. |
Casavant Kubwimana, Kayla Cruz Cordova, Paula Gonzalez, Victoria Nickerson, Stephanie |
|
10 |
An 7-months old Dartmoor pony foal presents with ventral oedema, lethargy, diarrhoea, fever, colic, potbelly appearance, poor hair-coat and weight loss. You take a blood sample and find low total protein and low albumin levels. These sings are most likely caused by a proliferative enteropathy caused by Lawsonia intracellularis. |
Rosado, Melanie Schafsteck, Emily SchleTe, Sarah Tucker, Emily |
|
11 |
A 2-day-old Thoroughbred foal presents with the clinical signs of neonatal septicaemia, including lethargy, fever, and leucocytosis. Although you have started a culture of the foals blood to identify the bacterial species causing the septicaemia, you start empirical treatment. |
Brundage, Kiely Casanova Crespo, Fabiola Coimbatore, Sudarshini Evans, Joel |
|
12 |
A 3-year-old Warmblood gelding presents with left front limb lameness. You notice a small wound in the carpal region and upon palpation, there is evidence of effusion of the carpal joint horse. You aseptically take a sample of the joint fluid and after culture of the fluid conclude that the horse suffers from a septic arthritis caused by Staphylococcus spp. |
Graham, Rowan Ibarra, Noelly Miyamoto, Karrie Solis, Alexis |
|
13 |
A 3-year-old Great Dane presents with erythematous papules and pustules. Crusts of variable thickness are identified, as well as alopecia, erythema and hyperpigmentation of these area’s. You conclude, the dog suffers from a superficial pyoderma caused by Staphylococcus pseudointermedius. |
Casey, Alexa Elford, Emma Fornengo, Joshua Frith, Lilly |
|
14 |
A 5-year old male Golden Retriever presents with scooting, licking, biting at the anal area, and painful defecation (dyschezia) with tenesmus. After a physical examination you conclude that the dog suffers from an anal sac abscessation caused by Proteus spp. |
Howell, Alyssa Kroning, Brianna Luscinski, Jillian Madden, Anne |
|
15 |
A 3-year-old Maltese bitch presents with a sudden onset of harsh cough, nose and eye discharges, and a mild fever. The owners have noted the dog gagging (or retching) with mucous froth produced that can look like vomit. Your tentative diagnosis is canine infectious respiratory disease complex caused by Bordetella bronchiseptica. |
Thomas, Britny Brannon, Parker Cedarleaf-Pavy, Lily Cooper, WyLee |
|
16 |
An 11-year-old Jack Russell terrier presents after episodes of vomiting, poor appetite, abdominal pain, weight loss and diarrhoea. After a thorough physical examination, you perform an endoscopy and take a sample from the stomach wall. The results indicate an Heliobacter spp. infection. |
Langeness, Alexis MarDn, Bei Li Townsend, Joseph Webster, Kathleen |
|
17 |
A 5-year old German Shepherd presents with fever, inappetence and diarrhoea. Your tentative diagnosis is a bacterial enteritis caused by Clostridium perfringens |
Barrientos, Paola Easterling, Ashley Flores, TaDana Gosch, Caitlyn |
|
18 |
A 4-year-old male Rhodesian ridgeback presents with fever, anorexia, vomiting, and lethargy, stiff gait, and preputial discharge and be unwilling to breed. Upon physical diagnosis , the dog has caudal abdominal pain and you conclude that he has a bacterial infection of the prostate caused by Enterobacter spp. |
Maguire, Jennifer Valle, Roxana Youssef, Joy Kilpatrick, Ariel |
|
19 |
A 3-year-old Labrador retriever presents with, lethargy, arthralgia and myalgia, polydipsia and polyuria, decreased appetite, vomiting, diarrhoea, icterus. After careful examinations, you conclude that the dog has a Leptospira interrogans infection. |
Sarver, Madelynn Bargiacchi, Emma Benjamin, Janeila Dempsey, Jacob |
|
20 |
A 4-year-old Persian cat presents with a history of sneezing, ocular and nasal discharge. On otoscopic examination, a polyp is visible after the ear is cleaned of the dried dark, crumbly exudate in the ear canal. an otitis media and interna caused by Staphylococcus spp. |
DeviT, Lindsey Stevenson, Christopher Wilson, Daria Boyd, Alexander |
|
21 |
A 4-year old Abyssinian cat presents with ocular discharge and swelling and redness of the conjunctiva. After taking a sample, culture results confirm a Mycoplasma spp. infection. |
Abrams, Lauren AugusDne Tillock, Ashika Calderon, Lexi GiganDno, Giana |
|
22 |
A 5-year old Persian cat presents with sudden onset rapid shallow, open-mouth breathing that is painful, depression, lethargy, and decreased. After physical examination you suspect fluid in the thorax. You take an X-ray and confirm fluid in the thorax. You take a sample through thoracocentesis and confirm that the pyothorax is caused by Actinomyces spp. |
Mendoza, Jose Quarnberg, Shelby Vasquez, Isis Becker, Alexis |
|
23 |
A 7-year old domestic short hair cat presents with loss of appetite, fever, vomiting, and jaundice. You suspect cholangiohepatitis caused by Salmonella spp. |
Dublinsky, Miriam Gomez OrDz, Andrea Liu, Cassie Rijhwani, Simran |
|
24 |
A 3-year-old stray cat suddenly shows clinical signs of congestive heart failure. You can not find any cause for the disese and after studying the literature you conclude that the most likely cause is a Bartonella henselae infection. |
Smith, NicoleTe Swanson, KaDe Villarreal Andrade, Ana Rubio, Catherine |
|
25 |
A calf has been a bit under the weather with clinical signs of a viral respiratory tract infection. The calf now presents with depression, toxaemia and fever (104°–106°F [40°–41°C]). You suspect a pneumonia caused by Mannheimia haemolytica |
Curbelo, Helena Cunningham, Kimberly Kirkham, BriTany Mendonca, Gynelle |
|
26 |
An older cow presents with anorexia, depression, lethargy, fever, hyperpnea, respiratory distress and weight loss suggestive of broncho-pneumonia. Lameness has also been observed and you suspect that the cow suffers from Mycoplasma bovis pneumonia. |
Schaufeld, Haley Dawson, Jordan Coley, Mackenzie Liu, Annie |
|
27 |
A diary cow presents with abdominal pain. After a careful physical exam you decide to do an ultrasound on the abdomen and detect several abscesses in the liver of the cow. You know that these abscesses are usually caused by Fusarium necrophorum |
Hogle, Breanna Cantu, Soledad Connelly, Mackenzie Jones, Kathryn |
|
28 |
Several 3-4 day old calves present with diarrhoea, dehydration, with anorexia, depression, and fever for approximately five days. After 10 days some of the claves have died. You have taken a fecal sample and culture results indicate that the diarrhoea is caused by Salmonella spp. |
Zanley, Beth Galafate, Jonathan Sapienza, Sara King, Nathan |
This course will be assessed in a midterm and final examination, SAQs, an assignment and a peer evaluation. It is therefor essential to stay on top of the study material throughout the course. To be able to do so, it is advised to follow the following steps:
The long notes contain all the information you need to know. Each chapter start with an introduction, followed by the description of the different drugs. Read the long notes strategically focussing on clinical relevance of the material presented.
Each chapter in the long notes has take away boxes with the most pertinent information of each drug or drug group. Start with studying the characteristics of groups of drugs rather than the characteristics of individual drugs. Once you understand and have familiarised yourself with this information and are able to appreciate the clinical importance of this information, study the different drugs in this group. What you will realise is that most drugs in each group have very similar characteristics; only clinically relevant exceptions of the group characteristics should be memorised for individual drugs. You do need to remember which drugs belong to which groups. To help you studying in this manner, drug lists are provided on Sakai for each chapter/group of drugs.
The clinical application of drugs is important, as well as relevant mechanisms of action, pharmacokinetics, adverse effects and drug-drug interactions.
Students are expected to familiarise themselves with the materials before coming to the lectures and are expected to actively participate in the discussions in class.
Students attending St. George’s University are expected to conduct themselves with integrity, dignity, and courtesy, according to a code of conduct that de nes the interests, reputation, and stature of the University community. Learning experiences at St. George’s University are not only meant to develop strong academic skills, but also to cultivate students with positive professional attributes, who are well adjusted to the norms of social graces and good social behaviour. The Code of Conduct includes student comportment and the honour code, as well as those actions that warrant disciplinary action. The University reserves the right to take any action that it sees t to protect the rights of the student body, as well as the reputation of the University. Abuses of this Code, outlined in the student manual, will result in disciplinary action, which may include suspension or dismissal. It is the responsibility of all students to know the University Code of Conduct. It is required that all students abide by the terms of the University Code of Conduct.
Students are expected to be available during the standard 8-5am AST school day, to virtually attend, engage with online content, and participate in all classes and clinical rotations for which they have registered. Employment is not an excusable absence. Although attendance, engagement, and participation may not be recorded at every academic activity, attendance, engagement, and participation is graded for mandatory sessions. Students’ lack of attendance, engagement, and participation may adversely affect their academic status as specified in the grading policy.
If failure to attend, engage, or participate in individual classes, examinations, and online activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed.
Students who fail to attend an examination (Examsoft: SAQs and final examination; Sakai: assignments) or submit an assignment by the deadline without a valid reason (see student manual: SGUSVM POLICY ON AN EXCUSED ABSENCE (EA) FOR STUDENTS) will receive a score of “0” points for the examination.
Students who have technical issues during the examination MUST inform the Course Director (awerners@sgu.edu) and IT (tellexaminationservices@sgu.edu OR support@sgu.edu OR call 1-631-665-8500 ext. 4444 (US, NU, International) OR 1-473-439-2000 ext. 4444 (Grenada), AND Dean of Students (DOS@sgu.edu) during the open period for the examination. Failure to do so immediately will result in the student receiving the highest score recorded at the time, but NOT being eligible to take a completion examination.
Scheduling of examinations (regular, re-sit, completion, comprehensive, or exemption) is at the discretion of the School
All students are responsible for knowing and complying with the University’s Code of Conduct and the guidelines. Students must read and then sign the Honour Code statement at the start of examinations to indicate that they will comply with the University Code of Conduct.
Prior to Exam Day
- Each student is required to have a laptop for the purpose of taking computer-based examinations (e-Exams) at SGU. Students must ensure that their laptops meet the current minimum system requirements prior to exam day:
- Examinees must use their MY SGU Member Center username and password to access the Custom Home Page (www.examsoft.com/sgu) created by ExamSoft for the University.
- Examinees are responsible for downloading and registering the latest version of Examplify on their laptop prior to exam day. Once Examplify has been successfully downloaded, examinees are strongly encouraged to familiarise themselves with the software by downloading and taking practice exams.
- Examinees are responsible for setting their laptop up for ExamMonitor prior to the exam (see links below).
- Examinees will be notified via MyCourses, of all exam related information. Email notifications will also be sent from ExamSoft Support to examinees, notifying them of examinations available for downloading.
- Examinees experiencing difficulties with their laptop are encouraged to visit the IT department for assistance prior to exam day. Examinees needing a laptop must visit the Office of Institutional Advancement (OIA) to request an exam loaner.
- Examinees should visit the following information to familiarise themselves with the online proctored exam format and set up their baseline photo.
- A Examsoft/ExamID quick guide for students
- The examsoft student perspective video 30mins
- The Examsoft/ExamID FAQ
- Examsoft information page
- The general Reminders/Guidelines
The materials (such as slides, handouts and audio/video recordings) provided to students who are taking courses at St. George’s University (SGU) are the intellectual property of the Faculty and/or Administration of SGU. Students are free to use these materials solely for the purpose of group or individual study. Reproduction in whole or in part is prohibited.