A Hybrid Curriculum WithA Hybrid Curriculum With Clinical Trackingg

Purdue University School of Veterinary MedicineSchool of Veterinary Medicine

ODVM Learning OutcomesProblem sol ing skills– Problem-solving skills

– Communication skillsL i kill– Learning skills

– Teamwork skills– Information management skills– Financial and business management skills

Philosophy of the DVM Curriculum• Limit required course load to 18 credits• Focus on principles & concepts• Promote interdisciplinary integration• Provide all students with a broad overview• Provide all students with a broad overview

of all major domestic speciesTracking in clinical studies• Tracking in clinical studies

Philosophy of the DVM Curriculum• Actively engage the student• Promote independent, lifelong learningg g• Develop problem-solving skills, critical

thinking skillsthinking skills• Develop communication & teamwork skills

Delivery MethodDelivery Method• Problem-based learning (PBL)g ( )

– Student-centered, active learning– Faculty-intensivey– Requires a major change in mindset

• Traditional lecture/lab• Traditional lecture/lab– Efficient

Passive– Passive• Decided on Hybrid Curriculum: PBL

i t t d ith t diti l l t /l bintegrated with traditional lecture/labs

1st Year – Normal Animal1 Year Normal AnimalCredits

A t I & II 6 5• Anatomy I & II 6.5• Histology & Embryology I & II 6• Physiology I & II 7• Physiology I & II 7• Neuroscience 2• Immunology 2gy• Principles of Pharmacology 1.5• Professionalism, Jurisprudence & Ethics 1• Grand Rounds 0• Behavior, Husbandry & Diag Tech I & II 4• Applications & Integrations I & II 6• Applications & Integrations I & II 6

Applications & Integrations (A&I)Applications & Integrations (A&I)• Series of problem-based p

learning courses in semesters 1-4S d k i• Students work in groups of 7 with a tutor

• Work through clinical• Work through clinical cases that emphasize basic science principles

• Oral examinations

A&I GoalsA&I Goals• Students acquire, integrate

d l i f ti tand apply information to solve problems I t d t ’ f• Increase students’ sense of responsibility for learning

• Improve understanding of• Improve understanding of how basic science material provides foundation forprovides foundation for solving problems

• Improve retentionp

A&I GoalsA&I Goals• Increase students’Increase students

awareness of ethical and societal issues

• Foster development of good communication, teamwork and interpersonal skillsF d l f• Foster development of self-assessment skills

Behavior Husbandry andBehavior, Husbandry and Diagnostic Techniques Courses

• Labs provide broad exposure to many species yearly in curriculum

• Restraint, husbandry, ph sical e amsphysical exams

• Expose students to production methods ofproduction methods of various species

• Federal accreditation instruction

Behavior Husbandry andBehavior, Husbandry and Diagnostic Techniques Courses

• Enable students to develop psychomotordevelop psychomotor skills throughout curriculum

• Aid students in choosing track

• Comprehensive practical exams

First Year - Normal Animal

Profession-alism

Behavior, Husbandry,

A&I alism

Basic Science

Husbandry, Dx Tech

2nd Year Response to Injury and Disease2nd Year – Response to Injury and DiseaseCredits

• General & Systemic Pathology 8• General & Systemic Pathology 8• Clinical Pathology 4• Bacteriology/Mycology 4• Bacteriology/Mycology 4• Virology 3• Parasitology I & II 5Parasitology I & II 5• Principles of Epidemiology 1• Pharmacology I & II & Prin Toxicology 5Pharmacology I & II & Prin Toxicology 5• Grand Rounds 0• Behavior, Husbandry & Diag Tech III 1, y g• Applications & Integrations III & IV 5

3 d Y C /El ti F t3rd Year Core/Elective Format• Courses organized along species lines• Courses organized along species lines• Core Courses

– Required for all tracksRequired for all tracks– Cover all major domestic species and major

disciplinesS l ti R i d• Selection Required– Minimum number of required credits in a discipline– Student chooses species focusStudent chooses species focus

• Electives– Based on track and career goalsg

Third Year

Core

Selection Req

ElectiveElective

Core

Semester 5 Selection ReqElective

Semester 5

CoreSelection ReqElective

Semester 6

3 d Y Di i & T t t3rd Year - Diagnosis & Treatment

Core CreditsCore Credits• SA Medicine/Surgery 5.5• Equine Medicine/Surgery 2 5• Equine Medicine/Surgery 2.5• Ruminant Med/Surgery 2• Swine Production Medicine 1Swine Production Medicine 1• Anesthesia, Surgery, Emerg Medicine 2• General Surgery Lab 1General Surgery Lab 1• Achieving Success in Private Practice 1.5

3 d Y Di i & T t t3rd Year - Diagnosis & Treatment

Core CreditsCore Credits• Public Health & Zoonoses 2

Di ti I i 1• Diagnostic Imaging 1• Comparative Theriogenology 1• Ophthalmology 0.5• Grand Rounds 0• Clinical Applications 2

Clinical ApplicationsClinical Applications• 3rd year progression of A&I courses into3 year progression of A&I courses into

clinics• Mon Wed Fri AM; Tues Thurs PM• Mon, Wed, Fri AM; Tues, Thurs PM• Each student spends:

– 1 week in LAM– 1 week in LAS– 1 week in SAM– 1 week in SAS/SA community practice– 0.5 week in Diagnostic Lab

3 d Y Di i & T t t3rd Year - Diagnosis & TreatmentSelection RequiredSelection Required• Surgery Labs• TheriogenologyTheriogenology • Toxicology• Epidemiology• Epidemiology • Diagnostic Imaging

4th Y T k S l ti4th Year Track SelectionSmall Animal• Small Animal

• Equine• Food Animal• Large AnimalLarge Animal• Companion Animal

Mixed Animal• Mixed Animal• Non-practice

4th Y Cli i l R t ti4th Year – Clinical Rotations• 17 3-week blocks• 17 3-week blocks• Required for all tracks:

Medicine (SA and/or LA)– Medicine (SA and/or LA)– Surgery (SA and/or LA)

Community practice block (1° care)– Community practice block (1 care)– Anesthesia– Ancillary (Clin path micro necropsy)Ancillary (Clin path, micro, necropsy)– Externship (6 weeks)– Emergency Medicine/ICU (not counted in theEmergency Medicine/ICU (not counted in the

17 blocks)

Evolutionary ChangesEvolutionary Changes• Reduced 4th sem A&I to 2 credits toReduced 4 sem A&I to 2 credits to

increase Systemic Pathology credits• Modified the A&I courses to reduce• Modified the A&I courses to reduce

number of faculty tutor slotsEli i t d 2nd t f Cli i l• Eliminated 2nd semester of Clinical Applications to accommodate electives

Evolutionary ChangesEvolutionary Changes• Adjusted schedule to maximize elective j

availability and balance student work load• Combined electivesCombined electives

– Equine Toxicology + Food Animal Toxicology → Large Animal Toxicologyg gy

• 3rd year SA Imaging lecture course became prerequisite for 4th year Imagingbecame prerequisite for 4 year Imaging Block

Increased Focus on CommunicationIncreased Focus on Communication Skills, Diversity, Critical Thinking

• Incorporated into A&I courses:– MBTIMBTI– DiSC assessment– Bayer communications modulesBayer communications modules– Diversity issues– Information literacy– Information literacy– Evidence-based medicine

Fourth Year ChangesFourth Year Changes• Combined two tracks: Swine and BovineCombined two tracks: Swine and Bovine

Tracks → Food Animal Track• Added business assignment to externship• Added business assignment to externship• Added electives• Changed from 10 5-week blocks to 17 3-

week blocks to accommodate additional required blocks

• Added community practice requirementy p q

StrengthsStrengths• A&I courses engage students and improve g g p

understanding of basic sciences• A&I encourages development ofA&I encourages development of

independent learning skills, communication skills, teamworkcommunication skills, teamwork

• Faculty get to know students earlier in the curriculum by tutoringcurriculum by tutoring

StrengthsStrengths• Hands-on experience from 1st semesterHands on experience from 1 semester

motivates students• Flexibility• Flexibility• Core/elective format allows addition of

electives in emerging areas e g Shelterelectives in emerging areas, e.g. Shelter MedicineS d il i l h i• Students can tailor curriculum to their interests

• Tracking aids in student recruitment

StrengthsStrengths• Students have a broad enough education• Students have a broad enough education

to be successful on NAVLE regardless of tracktrack

• Students can achieve more extensive li i l i i f dclinical experience in a focused area

• Graduates are practice-ready