Production Animal Medicine and Surgery

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Course

LAMS 539

Semester

Spring

Year

2022

Catalog

School of Veterinary Medicine

Faculty and Staff Information

Course directors:

Dr. Stacey Byers, DVM, MS, DACVIM(LA), Associate Professor sbyers1@sgu.edu
Office Phone 444-4175 ext 3833
Cell Phone 473-421-1050
Office Location: Cassia Building, 1st Floor
Office Hours: By appointment

Dr. Kerri Nigito, DVM, CPH, MPH, DABVP (Food Animal Practice), Assistant Professor
Knigito1@sgu.edu
Office: Large Animal Resource Facility (LARF) offices
Office hours: By appointment

Other contributing faculty members

Dr. Nyoni Winchester, nwinches@sgu.edu
Dr. Firdous Khan, fkhan8@sgu.edu
Dr. Heidi Janicke, hjanicke@sgu.edu

Staff members

Mrs. Frances Emmanuel, Executive Secretary, LAMS/SAMS Department, femmanuel@sgu.edu
Mrs. Ruth Thornhill, Secretary, LAMS/SAMS Department, rthornhill@sgu.edu

Course Location

Miscellaneous – see syllabus

Required Resources

(texts, journal articles, course notes, laptop specs, etc.)

The required reading for each section will collectively come from:

Articles (on Sakai>Resources) and discussions that occur during the lectures.
Material covered in previous and concurrent courses (example: anatomy, physiology, and LAMS 501, 502, 503, 515, 516, 519).

Recommended Resources

(texts, journal articles, course notes, laptop specs, etc.)

Supplemental reading for specific topics may be posted on Sakai and students are recommended to read these.
Useful livestock-oriented texts:
- Veterinary Clinics of North America: Food Animal Practice. These are quarterly publications that cover a topic in each issue and are also available online through the library
- Veterinary Medicine: A Textbook of the Diseases of Cattle, Horses, Sheep, Pigs, and Goats, Radostits OM, Gay CC, Hinchcliff KW, Constable PD.
- Farm Animal Surgery, Fubini S, Ducharm N
- Noordsy’s Food Animal Surgery, Ames, NK
- Turner and McIlwraith Techniques in Large Animal Surgery, Hendrickson DA, Baird AN
Reputable online resources that may be helpful include: http://www.vin.com (free registration is available), Web of Science, Pubmed, and CAB abstracts.

Accommodation

Students who need accommodations should contact Student Accessibility and Accommodations Services (SAAS), located in the Welcome Center, inside the International Students Office.
Information can be found at mycampus.sgu.edu/group/saas

Other Requirements

Appropriate dress for laboratory sessions is mandatory. Failure to comply will result in dismissal from the lab and be considered an unexcused absence.

Please leave your book bags/back-packs in lockers on campus or at home. Please leave your valuables at home as we are not responsible for their loss or damage.

Hair needs to be tied back (no long ponytails), no dangling earrings, and nails must be cut short.

The following is compulsory attire for the LARF:

A pair of clean coveralls or a complete set of clean scrubs.
Rubber boots OR rubber pullover boots may also be worn if they are covering a pair of closed-toe shoes. They must be cleaned/disinfected at the end of each laboratory session. The boots must be at least mid-length and made of impervious material. Cracks or tears or duct tape on boots will not be accepted, please check your boots for patency before arriving at LARF area

Please always be conscious of biosecurity: Do not wear farm boots from campus to the LARF (or from the LARF back to campus), this is a biosecurity hazard. Bring your boots with you and change at the LARF. Change from your scrubs or coveralls as soon as you are finished in the wet labs to reduce disease transmission to yourself and others. This is an important biosecurity habit to develop after handling any livestock.

Course Rationale

This course is aimed at students with an interest in production animal medicine. The goal is to expose students to relevant topics in more depth and give them the opportunity to have hands-on experience to learn common skills in the field. The course is taught through a combination of group discussions, wet labs, role play and case studies. Students will be required to present a case study as well as show professional behavior throughout the course.

Course Learning Outcomes

Formulate appropriate diagnosis, prognosis and treatment regimens, including appropriate analgesia and antimicrobials, as well as preventive care from a herd health perspective. Integrate knowledge of legislation and resources regarding appropriate use of therapeutic agents in food producing animals.
Demonstrate how to perform appropriate analgesic and surgical procedures used in livestock.
Explain how to establish a valid veterinary, client, patient relationship (VCPR) for individual animals and herds. Explain how to end a VCPR.
Identify the various stages in the beef and dairy cattle production cycle and the common problems and diseases that can develop in these stages. Formulate treatment and control/prevention plans.
Identify, evaluate, and appropriately manage disease outbreak/emergency situations and communicate information to clients.
Identify and be able to explain disease processes and clinical presentations that have a public health significance, including zoonoses and/or those diseases that are reportable to a designated authority. Explain how to perform common tests and prevention plans and demonstrate how to complete regulatory paperwork.

Lesson Learning Outcomes

Lecture topics often cover multiple days. See the schedule (Appendix II) for more details on lecture topic dates.

Session title	Learning outcomes
Lab: Anesthesia procedures	Identify the most common local nerve blocks used for on-farm procedures in livestock. Formulate an appropriate anesthetic protocol for common surgical procedures performed in livestock species. Demonstrate the external anatomic locations for the common local anesthetic blocks (e.g. epidural, paravertebral, line and inverted L, caudal vertebral) used in common procedures on livestock species.
Lab: Limb procedures	Identify key features of ruminant foot anatomy as well as common causes of foot disease and lameness in ruminants Assess hoof overgrowth and appropriately trim a ruminant foot using the ‘Dutch 5 Step Method. Differentiate how and when to use block placement and claw amputation techniques to treat common causes of hoof disease and lameness in ruminants. Demonstrate appropriate use of local anesthetic techniques including a ring block and Bier block when performing a claw amputation in ruminants.
Lab: Ophthalmic procedures	Identify and demonstrate the various nerve blocks, analgesia, and antimicrobial protocols used for ophthalmic conditions. Demonstrate how to perform a third eyelid flap and amputation. Demonstrate how to perform an enucleation.
Lab: Suture techniques	Identify and explain which suture pattern would be used in the common surgical procedures performed on livestock and why. Demonstrate the Utrecht suture pattern. Demonstrate a suture pattern used to close a flank incision. Demonstrate the suturing technique used for mammary/teat surgery.
Lab: Ultrasound lab	Identify organ structures using correct ultrasound technique in the abdomen and thorax
Discussion session: Cow-calf beef production	Discuss the events occurring throughout a typical calendar year in a cow-calf beef production system. These include vaccination, nutritional needs, veterinary intervention points. Describe the main health concerns surrounding a cow- calf operation and what can be done to prevent those from occurring. Identify the common welfare issues in beef operations.
Discussion session: Dairy Production	Examine basic principles of nutrition and feeding in dairy production systems. Review common herd management problems associated with feed intake and nutrition.
Discussion session: Case studies	Apply clinical reasoning skills to work through a herd health case problem. Develop teamwork and case presentation skills
Discussion Session: Basic Production Nutrition and Ration analysis or formulation	Identify appropriate rations for different food animal production groups Discuss basic nutritional strategies for different food animal production groups
Discussion session: Case studies presentations	Give an oral presentation to classmates and faculty demonstrating the principles of clinical reasoning including: presenting complaint, signalment, history, PE findings, problems, assessment, plan and recommendations for treatment and prevention/control strategies.
Discussion session: VCPR and pharmaceuticals	Classify what constitutes a veterinary client patient relationship (VCPR) and appropriate medical records in production management systems. Explain the use of a veterinary feed directive (VFD) and how to establish one. Examine current recommendations and guidelines regarding judicious use of antimicrobials in food producing animals. Evaluate implications of the animal medicinal drug use classification act (AMDUCA), extra-label drug use (ELDU), and using the food animal residue avoidance databank (FARAD).

Alignment of Course Learning Outcomes with Program Learning Outcomes

Course level outcome	SVM program level outcome
1. Formulate appropriate diagnosis, prognosis and treatment regimens, including appropriate analgesia and antimicrobials, as well as preventive care from a herd health perspective. Integrate knowledge of legislation and resources regarding appropriate use of therapeutic agents in food producing animals.	Core Medical Knowledge Recall, understand, and adequately utilize multidisciplinary knowledge of basic structures and functions of healthy animals. Recall, understand, and adequately utilize knowledge of etiology, pathogenesis and pathology of common infectious, non-infectious, and zoonotic diseases. Core Professional Attributes Model lifelong continuing education and professional development. Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice.
b. Demonstrate how to perform appropriate analgesic and surgical procedures used in livestock.	A. Core Medical Knowledge Recall, understand, and adequately utilize multidisciplinary knowledge of basic structures and functions of healthy animals. Explain the relationship between disease processes and clinical signs. Apply multidisciplinary scientific knowledge to clinical situations and understand evidence-based veterinary medicine.
	Evaluate and analyze normal versus abnormal animal behavior. Apply the principles of veterinary public health for the promotion of human and animal health. B. Core Professional Attributes Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities. Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy. C. Core Clinical Competencies (Skills) Execute a comprehensive patient diagnostic plan and demonstrate problem solving skills to arrive at a diagnosis.
c. Explain how to establish a valid veterinary, client, patient relationship (VCPR) for individual animals and herds. Explain how to end a VCPR.	Core Medical Knowledge Analyze homeostasis and disturbances thereof. Apply multidisciplinary scientific knowledge to clinical situations and understand evidence-based veterinary medicine. Core Professional Attributes Model lifelong continuing education and professional development. Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice.
4. Identify the various stages in the beef and dairy cattle production cycle and the common problems and diseases that can develop in these stages. Formulate treatment and control/prevention plans.	A. Core Medical Knowledge Recall, understand, and adequately utilize knowledge of and apply principles of therapeutic agents and their application, including relevant legislation and guidelines on the use of medicines. Explain the relationship between disease processes and clinical signs.
	Apply principles of animal welfare and articulate relevant legislation, including notifiable diseases. Apply the principles of veterinary public health for the promotion of human and animal health. B. Core Professional Attributes Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities. Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy. Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice. Demonstrate appropriate sensitivity to client diversity, such as cultural, economic, and emotional differences. C. Core Clinical Competencies (Skills) Execute a comprehensive patient diagnostic plan and demonstrate problem solving skills to arrive at a diagnosis. Create comprehensive treatment plans. Analyze, design and execute appropriate plans for anesthesia and pain management considering patient welfare. Analyze, design and execute appropriate plans for emergency and critical care case management.
5. Identify, evaluate, and appropriately manage disease outbreak/emergency situations and communicate information to clients.	A. Core Medical Knowledge Recall, understand, and adequately utilize knowledge of and apply principles of therapeutic agents and their application, including relevant legislation and guidelines on the use of medicines. Apply multidisciplinary scientific knowledge to clinical situations and
	understand evidence-based veterinary medicine. Apply principles of animal welfare and articulate relevant legislation, including notifiable diseases. Recall, understand, and adequately utilize knowledge of animal nutrition for common domestic animals under a variety of husbandry conditions. Understand and apply basic principles of research and recognize the contribution of research to all aspects of veterinary medicine. B. Core Professional Attributes Model lifelong continuing education and professional development. Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice. C. Core Clinical Competencies (Skills) Create comprehensive treatment plans. Analyze, design and execute appropriate plans for anesthesia and pain management considering patient welfare. Analyze, design and execute appropriate plans for basic surgery and surgical case management. Analyze, design and execute appropriate plans for medical case management.
6. Identify and be able to explain disease processes and clinical presentations that have a public health significance, including zoonoses and/or those diseases that are reportable to a designated authority. Explain how to perform common tests and prevention plans and demonstrate how to	Core Medical Knowledge Recall, understand, and adequately utilize knowledge of etiology, pathogenesis and pathology of common infectious, non-infectious, and zoonotic diseases. Apply principles of animal welfare and articulate relevant legislation, including notifiable diseases. Apply the principles of veterinary public health for the promotion of human and animal health. Core Professional Attributes Demonstrate, evaluate, and model effective communication with clients,
complete regulatory paperwork.	the general public, professional colleagues and responsible authorities. Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy. Demonstrate and model adaptability and resilience. Understand and evaluate the organization, management and legislation related to veterinary practice. C. Core Clinical Competencies (Skills) Design and execute plans for health promotion, disease prevention, and food safety. Demonstrate and model effective client communication and ethical conduct.

Course Schedule

PAMS Lecture/Lab SCHEDULE Spring 2022

Date	Time	Topic	Venue	Faculty
Mon, Jan 10		Self-directed learning / preparation (Review the course syllabus and resources for VCPR and regulatory medicine)
Fri, Jan 14	1:30- 3:20	Intro, VCPR and pharmaceuticals & Antibiotics/FARAD/Pain Management	Andrew Belford Center Level 3 Break Room	Byers, Nigito
Mon, Jan 17	1:30 - 3:20	Case Review/Clinical Reasoning Preparation	Andrew Belford Center Level 3 Break Room	Byers
Fri, Jan 21		Self-directed learning / preparation (Review lab resources and Dairy production articles)
Mon, Jan 24	1:30-3:20	Anesthesia lab	LARF	Janicke, Nigito
Mon, Jan 31	1:30-3:20	Suture techniques wet lab	LARF	Janicke, Nigito
Mon, Feb 14	1:30-3:20	Basic Production Nutrition and Ration analysis or formulation	Andrew Belford Center Level 3 Break Room	Winchester
Mon, Feb 21	1:30-3.20	Dairy production Discussion Session	Andrew Belford Center Level 3 Break Room	Nigito, Khan
MIDTERMS
Mon, Mar 14	1:30-3:20	Limbs/Ophthalmic wet lab	Anatomy lab	Janicke Nigito
Mon, Mar 21	Self-Directed Study (Review Resources for Beef Session)
Mon, Mar 28	2:30-4:20	Beef Production Discussion Session	Andrew Belford Center Level 3 Break Room	Winchester, Khan
Mon, Apr 4	1:30-3:20	Case Preparation	Andrew Belford Center Level 3 Break Room	Nigito, Byers
Mon, Apr 11	2:30-4:20	Ultrasound Wet Lab	LARF	Byers, Hanson? Nigito
Tue, Apr 19	1:30-3:20	Case presentations	Andrew Belford Center Level 3 Break Room	All available LAMS faculty

Grading and Assessment Policy

Students will prepare a case study on a relevant topic. They will present the topic to the rest of the class in the form of an oral presentation (70%) covering Course Learning Outcomes (CLOs) 1, 4 and 6. There will also be a grade (30%) for professionalism, clinical skills, and participation covering CLOs 2, 3 and 5. A grading rubric will be made available to the students for both evaluations.

This is the grading scale for this course:

>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

Rubrics for Laboratory and Discussion Sessions

	Insufficient	Incomplete	Developing	Competent	Pt s
	1 point	2 points	3 points	4 points	Pt s
Clinical skills	Little attention to detail, or extra effort is evident, overall below average	Some attention to detail, and extra effort are evidence with improvements needed, overall average	Attention to detail, or extra effort is evident with some room for improvement, overall above average	Attention to detail, or extra effort is evident; overall well above average
Discussions	Little attention to detail, seeing problems and seeking ways to solve them, or extra effort is evident, overall below average	Some attention to detail, seeing problems and seeking ways to solve them, and extra effort are evidence with improvements needed, overall average	Attention to detail, seeing problems and seeking ways to solve them, or extra effort is evident with some room for improvement, overall above average	Attention to detail, seeing problems and seeking ways to solve them, or extra effort is evident; overall well above average
Professionalism	The student communication skills and professional behavior was lacking and would require major changes to be adequate	The students’ behavior was adequate, but areas of improvement are needed in communication skills, professionalism	The student communicated efficiently and in a professional manner but minor areas of improvement exist	The student communicated very efficiently and in a professional manner. They demonstrated respect, no improvement needed
Total Score

Rubric for Case Presentations

	Competent	Developing	Incomplete	Insufficient	Pts
	4 points	3 points	2 points	1 point	Pts
Title	Explains the case diagnosis and captures audience’s attention	Includes the case diagnosis but not explanatory or captivating	Includes some explanation of the case without the case diagnosis	Does not include the case diagnosis or any explanation of the case itself
Introduction	Sufficient and complete	Adequate but not complete	Lack of understanding	Inappropriate
Problem List	Complete	Adequate but not complete	Lacked a few important problems	Incomplete
Differentials	Complete	Adequate but not complete	Lacked a few important details	Absent or incorrect
Diagnostics	Complete	Adequate but not complete	Lacked a few important details	Incomplete
Treatment	Complete	Adequate but not complete	Lacked a few important details	Absent or incorrect
Management	Complete	Adequate but not complete	Lacked a few important details	Absent or incorrect
Discussion/ impact	Complete	Adequate but not complete	Lacked a few important details	Does not reflect case
Presentation w/in time limit	Within 12 minute limit	30 seconds over time limit	1 minute over time limit	More than 1 minute over time limit
Appropriate answers to questions	Correct answers and well presented	Adequate but not complete	Answers indicate a lack of understanding	Inappropriate
Professionalism (appearance, volume, language, preparation)	Excellent volume, Clear and distinct pronunciation, positive language, friendly impression of speaker, clear and distinct use of language, well- practiced, fluent, concise	Good presentation, with minor areas of improvement, practice was evident	Adequate presentation, with improvement needed, practice was not evident	Unclear speech, volume to low, unprofessional appearance, talk not practiced, overall poor
Total Score

Recommended Study Strategies

Study strategies include class attendance and participation, reading the posted articles and other course materials, and reviewing cases discussed in class.

Individual or group office hours can be made by appointment if additional assistance is needed.

If a student feels they are falling behind or their grades are inadequate, they should arrange a meeting with their academic advisor as well as someone from the DES office. (Ms. Lauren Orlando, is well versed in helping students, email: LOrlando@sgu.edu).

In addition to information provided for the group discussions and laboratory sessions, students are expected to have command of the information provided in previous courses.

Instructor's Expectations of the Student

The student is expected to adhere to the guidelines provided throughout this syllabus including attendance and participation.

Pre-reading discussion materials is required to enhance your learning and participation in discussion sessions and laboratories.

You will benefit the most by actively participating. The discussion and lab sessions are a safe environment and questions are not only welcome but encouraged. If you are unsure of something you can guarantee you will not be the only one in the group, so please speak up.

You are expected to reach out to the appropriate instructors or course director if you are having difficulty with the subject matter.

Office hours with the course directors will be available by appointment.

Professionalism Statement

Professional behavior is expected in group discussions, presentations, and laboratory sessions. Turn cell phones off during these sessions and arrive on time.

This course is designated a safe environment. Please respect the fact that not all students have the same experience and may ask questions that seem obvious to you. Do not make fun of students either in or after class

Attendance/Participation Policy

Students are expected to be available during the standard 8-5am AST school day, to attend, engage with in-person/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.

Attendance is mandatory for this course. Participation in discussions, case workups, and laboratories will assist in your learning of the materials

Policy Regarding Missing Examinations and/or Failure of Submission of Assignments

Students who fail to attend an examination (Sakai quiz/test or Examsoft) 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 (s) (sbyers1@sgu.edu; knigito1@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. Completion exams will be scheduled within 7 days of the original exam date. Re-sit examination will be scheduled in the first week of the following term.

ExamSoft Policy

Not applicable

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.