Professional Development 1

Domain 1: Professionalism lecture series and PAWS 2-day seminar

1. Discuss the importance of and be able to recognize professional attributes of a successful veterinarian including attitude, appearance, respect, responsibility, self- awareness and social awareness, tolerance, and self-management.
2. Recognize the importance of team building and communication skills for a successful career in veterinary medicine.
3. Recognize the appropriate and inappropriate uses of social media for a professional career.
4. Compare and contrast effective and ineffective methods of conflict management within the context of challenging situations that may arise during veterinary school.
5. Recognize the various student support services at SGU and be able to effectively utilize these resources. These services include the Department of Educational Services and Psychological Services.
6. Recognize the importance of externships and the role they play in advancing one’s veterinary career.
7. Recognize the importance of mentorship, identify the characteristics of an effective mentor, and determine how to find an appropriate mentor for your career.
8. Recognize and discuss appropriate professional etiquette for interaction with faculty and potential employers.
9. Identify leaning strategies and study plans that will foster good time management and academic success.
10. Compose a “Class Code of Conduct” that is agreed upon and accepted by all students in the Term 1 class.
11. Recognize the importance of clinical communication for a successful career in veterinary medicine.

Domain 2: Wellness lecture series and faculty mentor group meeting

1. Discuss common mental health issues (depression, suicide, bullying) plaguing veterinarians and be equipped with the tools necessary to help themselves and others should the need arise.
2. Recognize the skills that are necessary to cope with stress and test anxiety through a variety of methods.
3. Identify the various student support networks at SGU and discuss ways to seek help when difficult situations arise.
4. Compose a self-care regimen to address specific wellness areas

Domain 3: Ethics and Welfare lecture series

1. Appreciate the concept of ethics and moral action.
2. Discuss the nature of the person and nonhuman animals.
3. Describe the philosophy behind discovering the truth and birth of the professions and how this relates to societal responsibility.
4. Discuss the dynamics of a team, components, hierarchy and servant leadership.
5. Recognize and apply professionally informed consent in the 5-step process.

Domain 5: Financial Literacy lecture series

1. Determine and apply the skills necessary for financial literacy as it pertains to reduction of student loan debt and personal responsibility.
2. Create a personal budget.
3. Understand the available opportunities for obtaining employment during breaks from school.
4. Understand the scholarship opportunities available to SGU students.

Domain 6: Evidence-Based Veterinary Medicine

1. Explain the concept and importance of EBVM.
2. Be aware of the research opportunities at SVM SGU.
3. Know where to find the information and requirements to expand their research experience.
4. Give key examples of research projects (bat, aquatic animals, antimicrobial resistance research, public health)
5. Introduce dual degree, VSRI & IVSP programs (how many positions are available, application process, etc).
6. Describe the steps in the Research Method.
7. Distinguish between a Research question and a hypothesis; understand the role of the null hypothesis
8. Define a confidence interval and describe its purpose.
9. Describe data with measures of shape, center, and spread.
10. Calculate sample sizes and confidence intervals for tests of proportions and tests of means.
11. Choose appropriate statistical tests for testing proportions and means.
12. Describe the significance of public trust in science and scientific research; and discuss associated responsibilities of veterinary students, faculty, clinicians, and researchers.
13. Define the responsibilities of an IACUC, mechanisms through which IACUCs fulfill these responsibilities, and sources of guidance for IACUC members.
14. Identify and access ethics guidance regarding animal use in teaching and research, assess the credibility and relevance of that guidance, and apply it to case scenarios.
15. Develop skills essential to obtaining IACUC

16. and IRB approval for animal use in teaching or research.

Course Level Outcome

Program Level Outcome

Discuss the fundamentals of the six domains of professional development

B. Core Professional Attributes PLO 12 Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities.

PLO 13 Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy PLO 14 Demonstrate, evaluate, and model leadership, teamwork and conflict resolution skills as a member of a multidisciplinary team.

PLO 16 Demonstrate and model adaptability and resilience.

PLO 17 Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice.

PLO 19 Demonstrate appropriate sensitivity to client diversity, such as cultural, economic, and emotional differences.

B. Core Professional Attributes PLO 12 Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities.

PLO 13 Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy PLO 14 Demonstrate, evaluate, and model leadership, teamwork and conflict resolution skills as a member of a multidisciplinary team.

PLO 16 Demonstrate and model adaptability and resilience.

PLO 17 Demonstrate and model self-awareness including understanding personal limitations and willingness to seek advice.

PLO 19 Demonstrate appropriate sensitivity to client diversity, such as cultural, economic, and emotional differences.

Date / Hour

Lecture topic

Faculty

Assignment

Cr

Hrs

January 17 & 18

ALL DAY

PAWS Workshop!

PAWS Faculty and Facilitators

8

January 19th 1.30-2.20p

Personal Budgeting, Finance and Loans

Dr. Heather Douglas

**Mandatory** Budgeting Workshop Activities Workbook: Create a personal budget reflecting your current financial status and upload the entire workbook to Sakai (2 hour)

Opens January 19 and Due: February 6th by 11:55pm AST

2

January 20th

1.30-2.20p

Job Opportunities During Breaks

Dr. Heather Douglas

1

January 21th

1:30-2:20p

Scholarships & Grants

Dr. Heather Douglas

1

January 26th

1.30-2.20p

Study Skills

Dr. Peter Slinger

1

February 3rd

1.30-2.20p

Wellness in Vet Med

Dr. Adria Rodriguez

1

February 3rd 2:30-3:20p

Coping with Stress

Ms. Jackie Tuason (DES) & Ms.

Lorraine Steele (PSC)

1

February 8th 8.30a-9.20a

Your Veterinary Career

Self- directed learning (no in class lecture)

Review the provided resources and start to conduct externship searches using the links/resources in the weekly requirements tab

1

February 15th 10.30-11.20p

Professional Etiquette & Class Code of Conduct

Dr. Kerri Nigito

**Mandatory** In Class Activity (10 min): Class Code of Conduct: Working in groups develop a set of 3-5 guidelines to follow and post on your class Facebook page

Due: in Class

1

February 21st and 22nd

Your Veterinary Career

Faculty Mentor Meeting

**Mandatory** Externship Assignment Opens: Research 3 externship opportunities and discuss how they would be helpful for your veterinary career/education. Full instructions in ExamSoft

Due: March 1st @ 11:55pm AST (upload to ExamSoft) Peer Review Due: March 20th @ 11:55pm AST in ExamSoft

1

February 23rd

1.30-2.20p

Intro to EBVM & Research at SGU

Dr. Heidi Janicke

1

March 3rd 1.30-2.20p

Research Possibilities at SGU

Dr. Cheetham- Brow & Dr. Bidaisee

1

Midterm Exams

March 15th –

March 29th

Wellness Self- Assessment

Faculty Mentor Meeting

Wellness Regimen Assignment: AFTER your scheduled mentor meeting, create a wellness regimen to address specific areas in your self-assessment.

Due: One Week after your scheduled Mentor Session (Upload in ExamSoft) Full Instructions in ExamSoft

2

March 16th

1.30-2.20p

Approach to Second Half of the Term

Dr. Peter Slinger

1

March 17th

4.30-5.20

Introduction to Ethics Part 1

Dr. Austin Kirwan

**Mandatory** In-Class Reflection Activity: (10 min) How do you now compare and contrast human rights and animal rights?

Due: March 25th by 11:55pm AST

2

March 18th

4.30-5.20

Introduction to Ethics Part 2

March 25th 2.30-3.20

Animals in Society & the Role of the Vet

Dr. Austin Kirwan

**Mandatory** In-Class Reflection Activity: (10 min) What problem(s) do you see with anthropomorphism when treating your patients?

Due: April 1st by 11:55pm AST

1

March 28th 1.30-2.20p

Research Methods

Dr. Paul Fields

**Mandatory** In-Class Reflection Activity (10 min): Qualitative and quantitative research questions

Due: in Class by April 4th 11:55pm AST (in Weekly Requirements)

1

April 8th

1.30-2.20p

Responsible Conduct of

Dr. Cheryl Cox- Macpherson

**Mandatory** Quiz Research and EBVM at SGU

Quiz in Sakai Tests & Quizzes

1

Research in Veterinary Medicine

Opens April 14th and Due: Sunday, April 24th, by 11:55pm AST

April 14th 1.30-2.20p

Scientific Inquiry Live via Zoom

Dr. Paul Fields

**Mandatory** In-Class Reflection Activity (10 min): Go through the steps of the inquiry process with one of your research questions

Due: April 21st 11:55pm AST (in Weekly requirements)

1

April 21st

1.30-2.20p

Wellness Check In –

Focus on Support

Dr. Adria Rodriguez

1

Evaluation

Weighted

Points

Externship Peer Review Assignment

10%

28pts

Wellness Regimen Assignment

20%

24pts

Budgeting

Workshop Activities Workbook

5%

P/F

Class Code of Conduct

5%

P/F

Ethics In-Class Reflection Questions (2)

5% (2.5% Each)

P/F

EBVM Quiz

10%

10 pts

EBVM In-Class

Reflection Questions (2)

5% (2.5% Each)

P/F

Professionalism

Evaluation at Midterm

20%

20pts

Professionalism Evaluation at Final

20%

20pts

COLUMNS (Performance Levels)

Externship Assignment Mentor Evaluation

ROWS (Dimensions)

Meets expectations consistently (4)

Meets expectations most of the time (3)

Occasionally meets expectations (2)

Does not meet expectations (1)

Student demonstrates a clear understanding of the externship concept

Student clearly and concisely described 3 different externship opportunities including the type of experience, the specific area of specialty, and the format of the experience.

Student generally clearly and concisely described 3 different externship opportunities and may have excluded no more than 1 of the following: the type of experience, the specific area of specialty, and the format

of the experience.

Student occasionally clearly and concisely described 3 different externship opportunities and/or excluded information on the type of experience, the specific area of specialty, and the format of the experience.

The student did not clearly and concisely describe 3 different externship opportunities and/or excluded information on the type of experience, the specific area of specialty, and the

format of the experience.

Student demonstrates a clear understanding of the mentorship concept

Consistently and clearly explained the type of mentorship available and/or the type of mentor that the student would like to gain for each externship experience

Generally explained the type of mentorship available and/or the type of mentor that the student would like to gain for each externship experience with an occasional

lack of clarity.

Inconsistently explained the type of mentorship available and/or the type of mentor that the student would like to gain for each externship experience

The student did not explain the type of mentorship available and/or the type of mentor that the student would like to gain for any

externship experience

Student discusses the relevance of externship content

Consistently and clearly explained the relevance of each externship experience to personal professional development.

Generally explained the relevance of each externship experience to personal professional development with an occasional lack of

clarity at times.

Inconsistently explained the relevance of each externship experience to personal professional development.

The student failed to explain the relevance of each externship experience to personal professional

development.

Demonstrates appropriate writing and grammar skills

Wrote an appropriate assignment using correct grammar and spelling with no mistakes.

The assignment had 2 or fewer minor grammatical and/or spelling errors.

The assignment had 3-4 major grammatical and/or spelling errors

The assignment had more than 4 grammatical and/or spelling errors.

Organization and Structure

The assignment was very well organized and easy to follow with a natural flow.

The assignment generally was organized, however there were times when it was difficult to follow the thought process or content.

The assignment was generally disorganized making it difficult to follow the thought process and content

There was no discernible organization or flow of the assignment and it was difficult to follow the

writing and content.

Appropriately adheres to word count guidelines

Student submitted an assignment within the 400 word count maximum requirements

Student submitted an assignment that was less than 450 words

Student submitted an assignment that was less than 500 words

Student submitted an assignment that was greater than 500 words

Appropriately adheres to deadlines

Assignment was submitted by the deadline and/or student communicated with course director PRIOR to deadline with any technical/medical/personal issues

Assignment was submitted after the deadline and/or not submitted and student communicated with course director the same day of assignment submission with any technical/medical/personal issues

Assignment was not submitted, and student communicated with course director more than 24 hours after assignment submission with any technical/medical/personal issues

Assignment was not submitted, and student never communicated with course directo

COLUMNS (Performance Levels)

Wellness Regimen Assignment Mentor Evaluation

ROWS (Dimensions)

Meets expectations consistently (4)

Meets expectations most of the time (3)

Occasionally meets expectations (2)

Does not meet expectations (1)

Student demonstrates a clear understanding of their Wellness Self- Evaluation

Student clearly and concisely described the wellness areas from the self-evaluation that received low scores.

Student generally clearly and concisely described the wellness areas from the self- evaluation that received low

scores.

Student occasionally clearly and concisely described the wellness areas from the self- evaluation that received low

scores.

The student did not clearly and concisely describe the wellness areas from the self-evaluation that

received low scores.

Student presents a clear schedule of events addressing specific wellness concerns from the self-evaluation

Consistently and in a clear schedule format explained the type of activities/techniques student will utilize to address the wellness areas that received

lower scores.

Generally explained in an unclear schedule format the type of activities/techniques student will utilize to address the wellness areas that received lower scores.

Inconsistently explained in an unclear schedule format the type of activities/techniques student will utilize to address the wellness areas that received lower scores.

The student did not explain or use any type of schedule format the type of activities/techniques student will utilize to address the wellness areas

that received lower scores

Student discusses the relevance of each event to address each wellness concern

Consistently and clearly explained the relevance of each activity/technique and how it will address the wellness areas that received lower scores.

Generally explained, sometimes unclearly the relevance of each activity/technique and how it will address the wellness areas that received lower

scores.

Inconsistently explained the relevance of each activity/technique and how it will address the wellness areas that received lower scores.

The student failed to explain the relevance of each activity/technique and how it will address the wellness areas that received lower scores.

Student demonstrates appropriate writing and grammar skills

Wrote an appropriate assignment using correct grammar and spelling with no

mistakes.

The assignment had 2 or fewer minor grammatical and/or spelling errors.

The assignment had 3-4 major grammatical and/or spelling errors

The assignment had more than 4 grammatical and/or spelling errors.

Organization and Structure

The assignment was very well organized and easy to follow with a natural flow.

The assignment generally was organized, however there were times when it was difficult to follow

The assignment was generally disorganized making it difficult to follow the thought process and content.

There was no discernible organization or flow of the assignment and it was difficult to follow the writing and

Appropriately adheres to deadlines

Assignment was submitted by the deadline and/or student communicated with course director PRIOR to deadline with any technical/medical/personal issues

Assignment was submitted after the deadline and/or not submitted and student communicated with course director the same day of assignment submission with any technical/medical/personal issues

Assignment was not submitted, and student communicated with course director more than 24 hours after assignment submission with any technical/medical/personal issues

Assignment was not submitted, and student never communicated with course director

Criteria

Meets expectations consistently (4)

Meets expectations most of the time (3)

Occasionally meets expectations (2)

Does not meet expectations (1)

Punctuality

Student is on time for all sessions and/or communicates with the course director within 2 hours of the session if

more than 10 minutes late

Student is more than 10 minutes late and communicates with course director on the same day as the session

Student is more than 10 minutes late and communicate with course director but not on the same day as the session

Student is not on time for sessions and does not communicate at any time with the course director

Attendance

Student attends or views all mandatory sessions for the entire duration of the session and/or communicates with the course director within 2 hours of the session

Student misses/does not view 1 or more mandatory sessions and/or does not attend for the entire duration of the session (90%) and communicates with course director on the same day as the session

Student misses/does not view 1 or more mandatory sessions and/or does not attend for the entire duration of the session (90%) and communicate with course director but not on the same day as the session

Student misses/does not view 1 or more mandatory sessions and/or does not attend for the entire duration of the session (90%) and does not communicate at any time with the course director

Engagement - Assignments

Student completes assignments on time and/or communicates with the course director PRIOR to deadline with any technical/medical/personal issues.

Student submitted assignment after the deadline and/or not submitted and student communicated with course director the same day of assignment deadline with any technical/medical/personal

issues

Assignment was not submitted, and student communicated with course director more than 24 hours after assignment deadline with any technical/medical/personal issues

Student does not turn in assignments on time and did not communicate with the course director at any time.

Engagement – Reflection/in- class activity

Student completes reflection questions/in- class activities on time and/or communicates with the course director PRIOR to deadline with any technical/medical/personal issues.

Student submitted reflection questions/in- class activity after the deadline and/or not submitted and student communicated with course director the same day of assignment deadline with any

technical/medical/personal issues

Reflection question/in- class activity was not submitted, and student communicated with course director more than 24 hours after assignment deadline with any technical/medical/personal issues

Student does not complete reflection questions/in-class activity on time and did not communicate with the course director at any time.

Communication

Student always communicates in a professional tone and timely manner.

Communication is mostly professional and timely with some minor areas of improvement needed.

Communication is generally professional in tone, but often untimely and major improvement is

needed.

Student does not communicate in a professional tone and/or timely manner.

Total (20 points)