Course Director: Dr. Inga Karasek BSc., DVM, MSc, CVA, Associate Professor ikarasek1@sgu.edu
Office Hours: Zoom Office Hours on selected Fridays at 12:30 pm AST, or by appointment.
Dr. Talia Guttin, VMD, MEd. DACVIM (SAIM), Associate Professor, tguttin@sgu.edu
Dr. Anne Corrigan MS DVM MS DACVIM (SAIM), Professor, acorrigan@sgu.edu
Dr. Stacey Byers DVM, MS, DACVIM(LA), Associate Professor sbyers1@sgu.edu
Dr. Tara Paterson DVM, MS, Associate Professor, tpaterson@sgu.edu
Dr. Firdous A. Khan BVSc, MVSc, DVSc, Diplomate ACT, Associate Professor fkhan8@sgu.edu
Dr. Catherine Werners-Butler DVM, PhD, MRCVS, Dipl. ECEIM, Dipl. RNVA, Professor cwerners@sgu.edu
Dr. Heidi Janicke VetMed, PhD, MRCVS, Dipl. ECVS, SFHEA, Professor hjanicke@sgu.edu
Dr. Kerri Nigito, DVM, CPH, MPH, DABVP, Assistant Professor Nigker1@sgu.edu
Dr. Jill Narak DVM MS DACVIM (Neurology), Private Practitioner, Veterinary Referral Surgical Practice Atlanta, jillnarakdvm@vrspatl.com
Dr. Kimberly Johnson DVM DACVIM (Oncology), Private Practitioner, petcancerconsulting@gmail.com
Dr. Nyoni Winchester DVM, MV, Clinical Instructor, nwinches@sgu.edu
Mrs. Frances Emmanuel, Executive Secretary, SAMS Dept, femmanuel@sgu.ed
This course is being offered in person, in Ray and Jan Sis Hall #2, as well as online. There will be some lectures that will be offered online only. This will be made clear to students. Sakai will be where lectures are posted using Panopto/Zoom. The Lessons tool in Sakai will detail what lectures and materials will need to be reviewed each week.
Forums will be used to generate discussion on the material. There will be optional Zoom sessions (office hours) on selected Fridays, approximately every 2 weeks, for students to interact with faculty.
Laptop with functional microphone, and camera. Lecturers will use notes and/or PowerPoint slides available on Sakai. For certain classes or subjects, scientific articles, videos, or textbook references maybe be assigned and made available on Sakai. Ettinger and Feldman Textbook of Small Animal Internal Medicine 8th edition or Nelson and Couto Small Animal Internal Medicine. Large Animal Internal Medicine, Bradford P. Smith, 5th edition
Any Veterinary Physiology text, Guyton or Cunningham, Kirk’s Current Veterinary Therapy, Bonagura, Saunders, XIV and XV editions.
- 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
Articles and/or online resources may be assigned during the term
This course is a keystone course in the veterinary curriculum. It was designed to use a team-teaching approach to tie together the basic science courses in the first 1 1/2 years and prepare the students for the third-year medicine and surgery courses. We use presenting complaints, history, clinical signs, PE findings and specific diagnostic testing with the goal of students being able to develop problem lists, differential diagnoses, and introduce veterinary methods for case work up of large and small animal species.
Upon successful completion of this course, the student will be able to:
- Extrapolate relevant clinical data from presenting complaints, clinical signs, history, and physical examination for major organ systems in both large (including production) and small animal species.
- Use relevant clinical data to create differential diagnosis list for conditions in major organ systems.
- Use relevant clinical data to select appropriate diagnostic testing for conditions in major organ systems to diagnose a disease.
- Recognize emergency presentations for all major organ systems.
- Analyze clinical data to design and calculate appropriate fluid therapy plans for small and large animals.
- Analyze clinical data to accurately localize and diagnose neurologic abnormalities.
|
Lecture Topic |
Instructor |
LLOs |
|
Course Orientation: Clinical Reasoning |
Dr. Karasek |
Understand and utilize the SOAP medical records format and the problem-oriented approach to medicine. Understand the importance of signalment, clinical signs, relevant history, and physical examination findings to help create a differential diagnosis/rule out list. |
|
|
|
Utilize the DAMNIT scheme for differential diagnosis development. |
|
Small animal cases- CBC/Chem/UA |
Dr. Corrigan |
Review and analyze CBC, Serum Chemistry and Urinalysis results and use them to create differential diagnoses/rule outs. Recognize and understand the implications of different leukogram patterns. |
|
Introduction to fluid therapy- equations/considerat ions, acid/base, electrolytes |
Dr. Corrigan |
Understand electrolyte balance and control mechanisms. Review physiology basics of fluid compartments, Starlings’ forces, and homeostatic mechanisms to be able to determine fluid therapy needs of a given patient in a variety of species. Review acid/base balance and interpret a variety of venous and arterial blood gas case examples. Calculate and interpret anion gap. Describe appropriate catheter selection and placement in a variety of species. |
|
Fluid therapy LA cases |
Dr. Byers |
Formulate a fluid therapy plan for patients, including route of fluid delivery, type of fluids, rate of fluid delivery, and over what time in large animal species. |
|
Fluid therapy EQ cases |
Dr. Werners- Butler |
Be able to recognize clinical dehydration and hypovolemia in horses. Know the acceptable routes of fluid administration in horses. Identify which fluids are used in specific cases and select acceptable rates of fluid administration Know the steps to create an appropriate fluid therapy plan. Explain the differences in fluid therapy between horses and small animals. |
|
Fluid Types |
Dr. Guttin |
Formulate a fluid therapy plan for patients, including route of fluid delivery, type of fluids, rate of fluid delivery, and over what time. Compare and contrast crystalloids vs. colloids and the indications for use. Compare and contrast a variety of crystalloid fluid types and the indications for use. |
|
Fluid therapy SA cases 1 |
Dr. Guttin |
Describe how to monitor a patient receiving fluid therapy in a variety of species. |
|
Fluid therapy SA cases 2 |
Dr. Guttin |
Describe common electrolyte abnormalities including diagnosis and treatment plans. |
|
EQ/LA sick animal nutrition |
Dr. Werners- Butler |
Review the basics of large animal nutrition, with focus on the basics for equine nutrition. |
|
|
|
Know when nutritional support is indicated. Know the different options available for nutritional support. Describe the potential advantages and disadvantages of the different ways of providing nutritional support. |
|
SA nutrition for sick animals |
Dr. Guttin |
Discuss the importance of in-hospital nutrition and its indications. Compare and contrast nutritional needs in healthy patients to that of an ill, hospitalized patient. Describe the different routes to feed a hospitalized patient Calculate RER and select a feeding route for patients. |
|
LA theriogenology intro |
Dr. Khan |
Review clinical reproductive anatomy and physiology of cattle and compare it briefly with those of sheep, goats, and pigs. Identify a reproductive abnormality based on history and clinical findings. Formulate treatment plans based on reproductive physiology. |
|
EQ theriogenology intro |
Dr. Khan |
Review clinical reproductive anatomy and physiology of horses. Identify reproductive abnormalities based on history and clinical findings. Formulate diagnostic and treatment plans. |
|
SA theriogenology intro |
Dr. Khan |
Review the basic reproductive anatomy and physiology of dogs and cats. Apply the basic knowledge to different clinical scenarios. |
|
Dermatology Introduction |
Dr. Paterson |
List the basic structures of the skin & cite the functions of the skin. Explain the difference between primary & secondary derm lesions; give examples of each. Describe the following dermatologic lesions and cite one dermatological disease in which that lesion is manifested: macule, patch, hyperpigmentation, hypopigmentation, papule, pustule, nodule, wheal, abscess, vesicle, bulla, erosion, ulcer, excoriation, lichenification, epidermal collarette, comedo, alopecia, crust, scale. |
|
Dermatology Diagnostics/SA cases |
Dr. Paterson |
Understand the diagnostic tools appropriate for working up a suspected case of parasitic dermatitis. Identify common parasitic species causing disease in dogs and cats. |
|
|
|
Describe the various techniques for obtaining samples for cytology when concerned about bacterial or yeast infection. List other indications for performing cytology. Identify the following microbes: cocci bacteria, rod-shaped bacteria, yeast3 List the diagnostic tools appropriate for working up a suspected case of dermatophytosis. Discuss the diagnostic limitations associated with Wood’s lamp. Cite the indications for trichography. State the diagnostic tests which comprise the dermatology minimum database. |
|
EQ Dermatology introduction |
Dr. Werners- Butler |
Realize the importance of a systematic diagnostic approach for a patient with skin disease. Create a differential diagnosis list based on clinical presentation, signalment, historical data and a thorough PE + dermatological exam. Decide on additional diagnostic techniques based on a prioritized differential diagnosis. Recognize different skin diseases based on typical appearance. |
|
FA Dermatology introduction |
Dr. Nigito |
Demonstrate a systematic approach to dermatologic case investigations in food animal species. Describe pertinent signalment and herd history information when investigating dermatology case presentations. Differentiate and define normal skin coat physical exam findings from abnormal dermatologic lesions. Discuss and identify common differentials and presentations of dermatology diseases in livestock production. |
|
Intro to Neurology- comparative |
Dr. Narak |
Describe the functions and locations of upper and lower motor neurons. List the components (and corresponding functions) of the forebrain. |
|
Localizing/Neuroima ging intra-species |
Dr. Narak |
Describe the functions of the cerebellum. List the clinical signs of cerebellar syndrome. Describe the functions of the vestibular system. Compare and contrast head tilt, falling, nystagmus, and postural reactions to localize vestibular disease. |
|
|
|
Compare and contrast motor function, postural reactions, muscle tone and reflexes and be able to localize a lesion |
|
SA Neuro cases |
Dr. Narak |
Using PLRs as a guide, neurolocalize blindness. List the four cardinal signs of Horner’s syndrome in small animals. Review the cranial nerves, including testing, origin, and function. |
|
Equine Neuro |
Dr. Karasek |
Identify when an equine neurologic exam is indicated. Describe the elements of a basic equine neurologic exam. Contrast the differences between a neurologic exam in horses and small animals. Identify which additional diagnostic tools are available / indicated for an equine neurologic patient. |
|
GI Physiology Review LA |
Dr. Byers |
Explain the anatomy and physiology of the ruminant GIT. Describe the various disorders that alter the “shape” of the abdominal profile. Describe the anatomical differences in a neonate and adult ruminant. Explain the tests used to diagnose GI disorders. |
|
GI Physiology Review SA |
Dr. Guttin |
Differentiate specific GI signs, including vomiting vs. regurgitation, small intestinal vs. large intestinal diarrhea. Use clinical signs to localize the anatomic region causing the clinical sign. Based on clinical signs and anatomic localization of the signs. Ask key clinical questions and prioritize emergency presentations. Discuss the main diagnostic tests for the corresponding signs. Know the most common etiologies for each clinical sign. |
|
GI SA cases |
Dr. Guttin |
As above. |
|
GI FA cases |
Dr. Byers |
As above. |
|
Equine GI Intro |
Dr. Karasek |
Recognize the signs of colic in an equine patient and be able to differentiate between mild, moderate, and severe signs. Understand the particularly unique equine GI tract anatomy and how it relates to colic. Determine the location of the problem in terms of small intestine, large colon/cecum |
|
|
|
and type of lesion based on history, clinical signs, and response to treatment. Differentiate between a case that can be managed on the farm and one that is a referral to hospital case. |
|
Intro to Oncology |
Dr. Bechtel/Dr. Johnson |
Describe how to diagnose cancer, the limitations of each procedure, and which procedure is appropriate for diagnosis. Describe how to diagnose lymphoma compared to other differential diagnoses for enlarged lymph nodes. Interpret lab work associated with a cancer patient. Formulate a problem list and a list of differential diagnoses for a cancer patient. Recommend diagnostic procedures appropriate for a cancer patient based on presentation. |
|
Introduction to lameness LA & EQ |
Dr. Janicke |
Describe how to localize a lameness. Identify appropriate diagnostic tests to identify the location and cause of lameness. Identify possible species-specific causes of lameness. |
|
Introduction to clinical lameness in SA |
Dr. Guerrero |
Identify appropriate diagnostic tests to identify the location and cause of lameness Describe how to localize a lameness. |
|
Large Animal Emergency- situational/environm ental concerns |
Dr. Karasek |
Define what types of conditions constitute “emergencies” in large animals. Demonstrate a systematic approach when addressing an emergency in a large animal. Determine when euthanasia may be warranted. |
|
Introduction to Endocrine |
Dr. Corrigan |
Review and explain the anatomy and physiology/pathophysiology of the major endocrine organs. Compare and contrast different endocrine diagnostic tests, understand how to perform them and using epidemiology concepts select an appropriate test in dogs, cats, and horses. |
|
Common Endocrine Diseases |
Dr. Corrigan |
Using presenting complaints, clinical signs, history, and PE findings develop a differential diagnosis/rule out list and select appropriate testing to diagnose Diabetes mellitus, hyperthyroidism, hyperadrenocorticism, PPID and Equine metabolic syndrome. |
|
Endocrine/therio diseases |
Dr. Corrigan and Dr. Khan |
TBA |
|
Intro to Respiratory – PE, physiology comparative |
Dr. Corrigan |
Using presenting complaints, clinical signs, history PE so select appropriate diagnostic tests and be able to diagnose foreign bodies, fungal infections, neoplasia and nasopharyngeal polyps, laryngeal paralysis, brachycephalic airway syndrome, collapsing trachea, infectious and inflammatory parenchymal diseases. Compare and contrast airway sampling techniques and be able to select the appropriate choice for a given case example. Distinguish between hypoxemia and hypoxia. Explain the A-a gradient. |
|
SA Respiratory Cases |
Dr. Corrigan |
As above. |
|
EQ Respiratory Cases |
Dr. Karasek |
Review anatomy and physiology of the equine respiratory system and discuss the diagnostic tests to choose for a given anatomical area. Compare and contrast airway sampling techniques and be able to select the appropriate choice for a given case example. |
|
LA Respiratory Cases |
Dr. Nigito |
Explain the common clinical signs of respiratory disease in ruminants. Explain the diagnostic tests for common respiratory diseases in ruminants. Differentiate common differential diagnoses for respiratory disease in various ruminant species. |
|
Intro to cardiology- history, clinical signs, PE across species |
Dr. Corrigan |
Review pertinent anatomy and physiology and apply it to case examples. Describe common clinical signs of cardiac disease and explain the physiology/pathophysiology Evaluate the heart’s priorities and utilize this to explain CHF. Discuss and recognize the clinical signs of CHF. |
|
Diagnostics for cardio- ECG, radiology, echo |
Dr. Corrigan |
Compare and contrast the major diagnostic tests available for cardiac patients and know when to select appropriate choices. |
|
SA Cardio cases |
Dr. Corrigan |
Describe common murmurs and be able to grade them. Describe the importance of systemic blood pressure monitoring for a variety of diseases. Using presenting complaints, clinical signs, history, and PE finding to select appropriate diagnostic tests and be able to diagnose |
|
|
|
CHF, MVD, HCM, DCM, systemic hypertension, pulmonary hypertension, atrial vs. ventricular arrhythmias, ventricular tachycardia, atrial fibrillation, and heart blocks |
|
EQ Cardio cases |
Dr. Werners- Butler |
Review the specifics for the equine heart. Know the most common cardiac arrhythmias and murmurs in the horse. Know the additional diagnostic tools to confirm cardiac abnormalities. Describe the similarities and differences between equine and small animal cardiology. |
|
ECCM: Patient Assessment and Triage and Shock |
Dr. Guttin |
Recognize the clinical signs of shock. Identify the different categories of shock. Explain the differences in pathophysiology. Use this to direct treatments for each category. Describe what goal-directed treatment of shock Is, and what parameters are assessed. |
|
Liver Physiology Review |
Dr. Guttin |
Use history and blood work to categorize liver disease patients into: Enzyme patterns: hepatocellular vs. cholestatic vs. decreased function–Icterus: pre-hepatic/hepatic/post- hepatic. Recognize the clinical signs of liver disease: subclinical vs. clinical. Recognize the tests for liver enzymes and the tests for liver function. Be familiar with the liver diagnostics: What they can and cannot tell us. Diagnostic plan by liver enzyme pattern. |
|
SA Liver Diagnostics/Cases |
Dr. Guttin |
As above. |
|
FA Liver-Cases |
Dr. Byers |
Explain the common clinical signs of liver disease in ruminants. Explain the liver enzymes and diagnostic tests appropriate for ruminants. Work through a case. Discuss the common differential diagnoses for acute and chronic liver disease in various ruminant species. |
|
EQ Liver-Cases |
Dr. Karasek |
Describe the common clinical signs of liver disease in horses. Recognize the important liver enzymes and diagnostic tests appropriate for horses. |
|
|
|
Remember the species differences of horses- no gallbladder, yellow plasma, anorexia causing icterus. Note the common differential diagnoses for acute and chronic liver disease in horses. |
|
Biosafety and Biosecurity |
Dr. Karasek |
Understand the basic principles of biosafety/biosecurity as it relates in small animal and large animal medicine. Recognize the need for appropriate biosecurity protocols in veterinary practices and farms. Know the 5 main routes of pathogen transmission. Understand the veterinarian's role in the current pandemic. |
|
Renal Physiology Review comparative SA vs. LA |
Dr. Guttin |
Know the top differential diagnoses for each. Be familiar with a lower urinary tract diagnostic plan. |
|
Azotemia & Urolithiasis |
Dr. Guttin |
Identify differentiating characteristics of acute kidney injury vs. chronic kidney disease. Know the top differential diagnoses for acute kidney injury. Be familiar with an upper urinary tract diagnostic plan. |
|
PU/PD |
Dr. Guttin |
Polyuria and polydipsia–top ddxs and what can be ruled in/out with a CBC/Chem/UA. |
|
SA Behavior |
Dr. Bain |
Understand underlying causes of separation anxiety and be able to develop a plan to treat and prevent. Understand, identify triggers and/or stimuli that provoke anxiety/phobias in dogs, and develop a plan for DS/CC ID the families of medications used in treating these problems, and the indications for prescribing them. |
|
LA Behavior |
Dr. Karasek |
Understand very basic husbandry related to behavior for large animals. Understand basic welfare concerns surrounding livestock. |
|
Introduction to Production Animal Medicine |
Dr. Byers |
Discuss the veterinarian’s role in livestock production systems. Discuss some controversies. Become familiar with common production systems. Discuss changes occurring. Become familiar with various feeding strategies in livestock. |
|
Small Ruminant Production |
Dr. Winchester |
Apply a general understanding of the different small ruminant (SR) breeds and uses for those animals. Compare and contrast the safe handling techniques and housing needs between sheep and goats. Discuss the various herd health issues veterinarians can be involved in vaccine protocols, deworming protocols nutritional needs, castration, and disbudding. |
|
Beef Production |
Dr. Nigito |
Basic terminology and breeds. Different beef production systems. Beef cow housing and handling. Production cycle of a beef cow Understand how the vet come into all this: production, reproduction, herd health issues, welfare issues. |
|
Dairy Production |
Dr. Nigito |
Distinguish different housing and management systems used in dairy production. Identify advantages and disadvantages of calf management systems. Discuss diseases commonly encountered in calves and cattle in dairy production systems. |
|
Poultry & Pork Production |
Dr. Byers |
Know the terminology. Know what the big swine and poultry states are. Know what some of the current disease concerns with swine production and the major risk factors are. Explain the various “stages” in raising swine and morbidity/mortality risks. Understand the differences in layer and broiler production and what is the end goal of each. Describe a common method to reduce diseases in swine and broiler production systems. |
|
Course Level Outcome |
Program Level Outcome |
|
1. Extrapolate relevant clinical data from presenting complaints, clinical signs, history, and physical examination for major organ systems in both large (including production) and small animal species |
A1, A2, A4, A6 |
|
2. Use relevant clinical data to create differential diagnosis list for conditions in major organ systems |
A2, A3, A4, A6 |
|
3. Use relevant clinical data to select appropriate diagnostic testing for conditions in major organ systems to diagnose a disease |
A1, A2, A3, A6 |
|
4. Recognize emergency presentations for all major organ systems |
A2, A4 |
|
5. Analyze clinical data to design and calculate appropriate fluid therapy plans for small and large animals |
A2, A5, A6 |
|
6. Analyze clinical data to accurately localize and diagnose neurologic abnormalities |
A3, A4, A11 |
|
7. Select a research topic to model lifelong learning and practice self-reflection |
A11, B15 |
|
8. Recognize zoonotic and contagious disease routes of transmission and select patients for isolation |
A9 |
|
9. Understand the practices of biosecurity and biosafety within veterinary medicine. |
A8, A9, B18 |
|
Lecture Number |
LECTURE TOPIC |
Instructor |
|
1 9:30 am Jan 17 |
Course Orientation: Clinical Reasoning |
Karasek |
|
2 10:30 am Jan 18 |
CBC/ acid/base, electrolytes-SA Cases |
Corrigan |
|
3 10:30 am Jan 19 |
Introduction to fluid therapy |
Corrigan |
|
4 10:30 am Jan 20 |
Introduction to fluid therapy- equations/considerations, acid/base, electrolytes |
Corrigan |
|
5 10:30 am Jan 21 |
Fluid Types* |
Guttin |
|
6 10:30 am Jan 24 |
Fluid therapy SA cases 1* |
Guttin |
|
7 10:30 am Jan 25 |
Fluid therapy SA cases 2* |
Guttin |
|
8 10:30 am Jan 26 |
Fluid therapy LA |
Byers |
|
9 9:30 am Jan 27 |
Fluid therapy LA cases |
Byers |
|
10 10:30 am Jan 28 |
Fluid therapy EQ cases* |
Werners-Butler |
|
11 Jan 31 |
Introduction to Production Animal Medicine* |
Byers |
|
12 10:30 am Feb 1 |
Intro to Neurology-comparative |
Narak |
|
13 10:30 am Feb 2 |
Localizing/Neuroimaging intra-species |
Narak |
|
|
|
|
|
14 11:30 am Feb 3 |
SA Neuro cases |
Narak |
|
15 9:30 am Feb 4 |
SA Behavior |
Bain |
|
16 Feb 8 |
Beef Production* |
Nigito |
|
17 10:30 am Feb 9 |
Dairy Production |
Nigito |
|
18 10:30 am Feb 10 |
Small Ruminant Production |
Winchester |
|
19 10:30 am Feb 11 |
Poultry & Pork Production |
Byers |
|
20 9:30 am Feb 15 |
Large Animal Emergency- situational/environmental concerns |
Karasek |
|
21 9:30 am Feb 16 |
Biosafety and Biosecurity SA |
Karasek |
|
22 9:30 am Feb 17 |
Biosafety and Biosecurity LA |
Karasek |
|
23 9:30 am Feb 18 |
Equine Neuro |
Karasek |
|
24 Feb 21 |
GI Physiology Review LA* |
Byers |
|
25 10:30 am Feb 22 |
GI FA cases |
Byers |
|
26 10:30 am Feb 23 |
Equine GI Intro |
Karasek |
|
27 10:30 am Feb 24 |
GI Physiology Review SA* |
Guttin |
|
28 10:30 am Feb 25 |
GI SA cases* |
Guttin |
|
29 10:30 am Mar 1 |
Introduction to clinical lameness LA |
Janicke |
|
30 10:30 am Mar 2 |
LA Behavior |
Karasek |
|
31 10:30 am Mar 3 |
SA nutrition for sick animals* |
Guttin |
|
32 10:30 am Mar 4 |
ECCM: Patient Assessment and Triage and Shock* |
Guttin |
|
|
MIDTERM WEEK March 11th, 12 pm AST |
|
|
33 9:30 am Mar 15 |
Dermatology Introduction |
Paterson |
|
34 10:30 am Mar 15 |
Dermatology Diagnostics/SA cases |
Paterson |
|
35 10:30 am Mar 17 |
EQ Dermatology introduction |
Werners-Butler |
|
36 10:30 am Mar 18 |
FA Dermatology introduction |
Nigito |
|
37 11:30 am |
Intro to Respiratory – PE, physiology comparative |
Corrigan |
|
Mar 21 |
|
|
|
38 10:30 am Mar 22 |
SA Respiratory Cases |
Corrigan |
|
39 9:30 am Mar 23 |
LA Respiratory Cases |
Nigito |
|
40 9:30 am Mar 24 |
EQ Respiratory Cases |
Karasek |
|
41 10:30 am Mar 25 |
Intro to cardiology- history, clinical signs, PE across species |
Corrigan |
|
42 10:30 am Mar 28 |
Diagnostics for cardio- ECG, radiology, echo |
Corrigan |
|
43 10:30 am Mar 29 |
SA Cardio cases |
Corrigan |
|
44 10:30 am Mar 30 |
EQ Cardio cases |
Werners-Butler |
|
45 10:30 am Apr 1 |
Liver Physiology Review |
Guttin |
|
46 11:30 am Apr 4 |
SA Liver Diagnostics/Cases |
Guttin |
|
47 10:30 am Apr 5 |
EQ Liver-Cases |
Karasek |
|
48 10:30 am Apr 6 |
FA Liver-Cases |
Byers |
|
49 9:30 am |
EQ/LA sick animal nutrition |
Werners-Butler |
|
Apr 7 |
|
|
|
50 10:30 am Apr 8 |
Renal Physiology Review comparative SA vs. LA |
Guttin |
|
51 Apr 11 |
Azotemia & Urolithiasis* |
Guttin |
|
52 10:30 am Apr 12 |
PU/PD |
Guttin |
|
53 11:30 am Apr 13 |
Intro to Oncology |
Johnson |
|
54 10:30 am Apr 14 |
LA theriogenology intro |
Khan |
|
55 10:30 am Apr 20 |
EQ theriogenology intro |
Khan |
|
56 10:30 am Apr 21 |
SA theriogenology intro |
Khan |
|
57 10:30 am Apr 22 |
Introduction to clinical lameness SA |
Guerrero |
|
58 9:30 am Apr 25 |
Introduction to Endocrine |
Corrigan |
|
59 9:30 am Apr 26 |
Common Endocrine Diseases |
Corrigan |
|
60 9:30 am Apr 27 |
Therio/ Endocrine |
Khan/Corrigan |
|
|
FINALS WEEKS May 11th, 12 pm AST |
|
Where all * lectures are recordings, NOT in person lectures
Optional Office Hours via ZOOM – selected Fridays 12:30 pm- 1:20 pm various faculty.'
Weekly time commitments:
|
Week number |
Material |
Time Commitment |
|
1 |
Clinical reasoning, CBC/Chem/UA, Introduction to fluid therapy, fluid types |
6 hours: 5 lecture hours 1 Quiz on Sakai |
|
2 |
Fluid therapy SA cases LA and EQ fluid therapy and cases |
6 hours: 5 lecture hours 1 Quiz on Sakai 1 Zoom office hours (optional) |
|
3 |
Introduction to production animal medicine. Intro to neurology, localizing/neuroimaging, and small animal neurology cases. SA behavior |
5 hours: 5 lecture hours |
|
4 |
Small ruminant, beef, dairy, and poultry/pork production. |
4 hours: 4 lecture hours 1 Zoom office hours (optional) |
|
5 |
Large animal emergency- environmental concerns. Biosafety and biosecurity for SA and LA. EQ neurology. |
5 hours: 4 lecture hours 1 Quiz on Sakai |
|
6 |
GI physiology review for LA and SA. Small animal |
5 hours: 5 lecture hours |
|
|
and large animal cases. Intro to EQ GI. |
|
|
7 |
Intro to lameness LA/EQ LA behavior. Sick animal nutrition for small animals ECCM |
6 hours: 4 lecture hours 1 Quiz on Sakai 1 Zoom office hours (optional) |
|
8 |
MIDTERM WEEK |
|
|
9 |
Dermatology introduction, small animal dermatology/cases. EQ and LA dermatology |
4 hours: 4 lecture hours |
|
10 |
Introduction into respiratory, SA respiratory cases, EQ and LA respiratory cases. Introduction to cardiology |
6 hours: 5 lecture hours 1 Quiz on Sakai 1 Zoom office hours (optional) |
|
11 |
Diagnostics for cardiology. SA cardio cases and EQ cardio cases. Liver physiology review |
4 hours: 4 lecture hours |
|
12 |
SA liver cases and EQ liver cases. LA Liver cases. EQ/LA sick nutrition. Renal physiology- comparative SA vs. LA. |
5 hours: 5 lecture hours 1 Zoom office hours (optional) |
|
13 |
Azotemia and urolithiasis. PU/PD. Intro to oncology. LA theriogenology. |
4 hours: 4 lecture hours |
|
14 |
EQ and SA theriogenology. Intro to SA clinical lameness |
4 hours: 3 lecture hours 1 Zoom office hours (optional) |
|
15 |
Introduction to endocrine, common endocrine diseases, and therio/ endocrine |
3 hours: 3 lecture hours |
|
16 & 17 |
FINALS WEEKS |
|
There will be 2 examinations worth a total of 70 % of the class grade. The exam material will come from the Panopto lectures and PowerPoints. There will be approximately 3 questions/lecture of new material for both the midterm exam and the final exam. These examinations take place on ExamSoft using ExamMonitor and comprise of Multiple-Choice Questions (MCQ’s).
A grade reduction of 5% will be applied to that exam if students do not observe the following parameters during exams monitored online:
- Avoid talking out loud.
- Avoid looking away from the monitor.
- Avoid having distractions (animals, people) in or walking through the room or making noise during the exam.
- Check that your webcam is always recording your full face with adequate lighting.
There will be 5 Sakai Quizzes throughout the semester. These will have one week to be completed and MUST be turned in by the due date. No late assignments will be accepted. These will be worth 30% of the grade.
Assessment Summary:
Total points = 100
Midterm exam 35 points-Friday, March 11th, 2022, 12 pm AST Final exam 35 points- Wednesday, May 11th, 2022, 12 pm AST
Both the midterm and final exams are on ExamSoft using ExamMonitor.
Sakai Assignments 30 pts (6 pt. each) *
- Week 1 Quiz -Sunday, January 23rd
- Week 2 Quiz -Sunday, January 30th
- Week 5 -Sunday, February 20th
- Week 10 -Sunday, March 27th
- Week 12 – Sunday, April 10th
*All due by 11 pm AST
SVM Grading Scale:
|
>89.5% |
A |
|
84.5-89.4 |
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 |
Zoom office hours are optional but strongly recommended. These are scheduled Zoom sessions where the class material is discussed, and students can pose questions to teaching faculty. These have been exceedingly helpful to the students who have attended in the past.
Additional recommendations:
- Reading up on material covered in that week’s Lesson plan in the relevant textbook (e.g., Ettinger's Textbook of Small Animal Internal Medicine).
- Posing questions in the Forums and perusing other questions and comments to clarify topics.
- Contacting the relevant Faculty member promptly if there are any questions regarding the material.
- After viewing each lecture, summarizing, and making an outline of the most Important points.
- Using the Lecture learning objectives for each lecture and "Talia's Tips" for Dr. Guttin's material to guide studying.
To attend in-person lectures if on campus, and otherwise to engage with the weekly posted material that will be detailed in the Lessons portion of the Sakai course site. This includes listening to the lectures on Panopto, reading through posted PowerPoints, completing any weekly assignments, and participating on Forums, as necessary. Attending Zoom office hours would be another recommended activity. Reading Ettinger or Nelson and Couto or Smith sections in the text that complement the material presented will be exceedingly helpful to your success.
Students attending St. George’s University are expected to conduct themselves with integrity, dignity, and courtesy, according to a code of conduct that defines 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 behavior. The Code of Conduct includes student comportment and the honor code, as well as those actions that warrant disciplinary action. The University reserves the right to take any action that is sees fit to protect the rights of the student body, as well as the reputation of the University. Abuses of this Code, outline 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. Please exhibit professional behavior when communicating with your peers and with the faculty involved in this course.
Students are expected to attend lectures, if in Grenada, and otherwise 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 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 (ikarasek1@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 University.
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 Honor 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 familiarize 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 familiarize themselves with the online proctored exam format and set up their baseline photo.
- An Examsoft/ExamID quick guide for students (Please note that the current Examplify version is 2.3.8)
- 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.