SGU's DVM curriculum has been designed to integrate professional skills, clinical skills, and the necessary scientific and clinical knowledge in a systems-based curriculum. This is to incorporate e cognitive, psychomotor, and behavioral skills necessary to become a veterinarian. There are 2 spirals with 2 vertical pillars. The first spiral covers healthy animals and disease processes, and the 2nd spiral covers clinical presentation and case management. The vertical pillars cover professional and clinical skills, and content builds on each previous term.
VM 530 is an integrated course divided into three (3) units: Professional Skills 3 (PS3), Clinical Skills 3 (CS3) and Systems 3 (SYS3). For successful course completion, students must obtain a satisfactory grade of ≥69.50% in each of the units to progress to the next term.
PS Unit 3 (PS3)
PS3 focuses on the continuous development of the professional attributes of a competent day-one veterinarian and builds the foundational knowledge, skills, and attributes aligned to the six PS domains: 1) Career and Personal Development, Leadership, and Collaboration for Diversity, Equity, Inclusion and Accessibility (DEIA); 2) Wellbeing; 3) Ethics and Clinical Governance; 4) Communication; 5) Financial Literacy and Practice Management; and 6) Scholarship, Evidence Based-Medicine, and Life-Long Learning.
Specific coursework and activities offer students a multifaceted exploration of self-awareness, self-regulation, and employability competencies essential for future career success in veterinary practice. Through examining the impact of ableism on veterinarians and clients, students will learn strategies to promote accessibility and inclusivity in veterinary spaces. Mental fitness techniques will be provided to enhance personal and professional wellbeing, while ethical considerations in financial matters within the veterinary profession will underscore the importance of fair and transparent practices. Additionally, students will develop a lifelong learning ethos, recognizing its integral role in professional growth and scholarly engagement. Communication skills will he honed through challenging scenarios, and legal aspects of job contracts will be navigated, empowering students to negotiate fair agreements and salaries that safeguard their interests in the veterinary field. Lastly, students will cultivate the ability to critically analyze clinical research studies, enabling evidence-based decision-making and fostering commitment to scholarly pursuits within the profession.
CS Unit 3 (CS3)
CS3 focuses on building introductory core clinical skills that are necessary to produce a day-one competent veterinarian. Students are introduced to skills which must be performed to a specified standard prior to the student being allowed to progress to the next portion. This ensures student and animal safety as well as skill acquisition and retention. Interactive laboratory sessions practicing hands-on skills, along with associated out-of-class supplementary and supportive pre- and post- laboratory work, reinforce skills and allow repeated exposure and practice with learning materials. As the students progress through the curriculum, they will continue to apply these clinical skills and build upon them to develop new abilities and competencies.
During the third term, students will build upon their skills from terms one and two, learning how to perform more specific examinations of organ systems in the canine, feline, equine, and bovine patients, starting with a model and progressing to the live animal when appropriate. Students will be introduced to the physical examination and restraint techniques of a variety of exotic species, including reptiles, birds, and small mammals. Surgical skills training includes continued instruction on surgical instruments, suture patterns and knots, and the introduction of anesthesia skills, including patient care, and knowledge of anesthesia equipment. Manual CBC and partial urinalysis laboratory skills will be introduced this term, with students being exposed to common and routine diagnostic techniques and the proper use and maintenance of the diagnostic instrumentation.
Systems 3 (SYS3)
The students will be introduced to basic scientific principles and will continue building the knowledge base necessary to achieve day-one competencies. Case-based learning will continue to build clinical reasoning and reinforce a logical approach to case management. Beginning in SYS3 there will be larger and more complicated cases, with more group- and student-focused work time.
SYS3 is divided into four (4) modules: MC, SSI, RPM, and EA
- The movement and control (MC) Module aims to guide the students in learning to recognize and explain the musculoskeletal system in the context of a healthy animal and the basic pathogenesis. The module leads students towards proficiency in basic scientific principles to achieve day-one competencies. Integrating the overall structures and functions of the musculoskeletal system is promoted using a clinical problem-solving perspective, highlighting the pathological processes that explain the most common clinical presentations in primary veterinary care. Emphasis is placed on describing the components of the musculoskeletal system and its neural control.
- The Sensory System and Integumentary (SSI) module aims to guide the students in learning to recognize and explain the sensory system that highlights the foundational concepts behind neurological, ophthalmological, and dermatological clinical evaluation in the context of a healthy animal and the basic pathologic processes. The module leads students towards proficiency in basic scientific principles to achieve day-one competencies. Integrating the overall structure and function of these systems is promoted using a clinical problem-solving perspective, highlighting the pathologic processes that explain the most common clinical presentations in primary veterinary care. Emphasis is placed on describing vision, hearing, touch, taste, smell, balance, visceral sensation, and integument (healthy animals and basic pathologic processes).
- The Reproduction and Population Management (RPM) module aims to guide the students in learning to recognize and explain the reproductive system in the context or a healthy animal, the basic pathological processes, and the principles of population management. The module leads students towards proficiency in basic scientific principles to achieve day-one competencies. Integrating the overall structures and functions of the reproductive system and health management of the herd is promoted using a clinical problem-solving perspective, highlighting the pathological processes that explain the most common clinical presentations in primary veterinary care. Emphasis is placed on describing the reproductive system and population management in herd animals and small animal shelter systems.
- The exotic animal (EA) module aims to guide the students in learning to recognize healthy animals and explain the basic pathological processes. The module leads students towards proficiency in basic scientific principles to achieve day-one competencies. Recognition of the unique anatomy and physiology of these species and clinical examination will be emphasized. Optimal husbandry conditions will be identified using a clinical problem-solving perspective highlighting common pathological processes and clinical presentations in primary veterinary care when conditions are not adequately met.
Each module will use clinical cases to emphasize clinical reasoning, to tie basic science concepts to clinical medicine, and to reinforce a logical approach to clinical reasoning and case management.
Each unit PS3, CS3, and Systems 3 will use similar teaching-learning strategies. The students prepare themselves for the in class instruction by engaging in pre-work to obtain core knowledge in preparation for the in-class sessions. The instructor-led interaction time (in-class) involves active learning activities (mini-lectures, scenario-based learning, group discussions, laboratory sessions. and formative questions) where critical thinking and clinical reasoning, professional communication, and hands-on skills practice are promoted. During the post-class time students will revise/study knowledge areas, engage in reflective practice and self-evaluation, and practice hands-on skills acquisition. SYS3 modules will use a weekly in-class formative assessment session to give timely feedback and ensure student engagement. Case-based learning will be utilized to emphasize clinical reasoning and tie current learning objectives to clinical case management.