VET SC 7300BRW - Equine Practice Rotation B

Roseworthy Campus - Semester 1 - 2023

The course provides students with the opportunity to develop skills and knowledge within the field of equine medicine and surgery. By focussing on the basic principles of evaluating case history, assessing clinical presentations, formulating differential diagnosis lists, and applying appropriate treatment or management of common medical and surgical conditions encountered in equine practice, students will improve upon the five key day one competencies. Students will participate in daily professional veterinary service activities, the rostered on-call emergency service after hours (weekends and evenings), case based hospital rounds, small group teaching activities as well as grand rounds presentations.

  • General Course Information
    Course Details
    Course Code VET SC 7300BRW
    Course Equine Practice Rotation B
    Coordinating Unit School of Animal and Veterinary Sciences
    Term Semester 1
    Level Postgraduate Coursework
    Location/s Roseworthy Campus
    Units 3
    Contact Up to 8 hours per day for 3 weeks
    Available for Study Abroad and Exchange N
    Prerequisites Completion of Level I & II DVM program
    Restrictions Available to Doctor of Veterinary Medicine students only
    Assessment Clinical case evaluations, rotation assessment matrix, oral case presentation, grand rounds presentations
    Course Staff

    Course Coordinator: Dr Ferlini Agne Gustavo

    Course Coordinator: Dr. Gustavo Ferlini Agne (

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will demonstrate The Royal College of Veterinary Surgeons Day One Competences, for the discipline of Equine Practice in:
    1 Clinical reasoning/problem solving/knowledge
    2 Technical skills
    3 Communication skills
    4 Patient care
    5 Professional behaviours
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 4

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.


    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    3, 5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    2, 4

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.


    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3, 5
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Rotations cover a continuous 3 week period within the EH&PC. Within this time, students will be involved in inpatient and outpatient clinics (including ambulatory and farm visits as appropriate), facilitate with  surgery, and provide primary care to hospitalised equine cases. Some out of hours and weekend work is required within the rotation period.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is a lecture free course. Students will participate in a variety of activities to allow for a broad exposure to the elements of this rotation. Students will be expected to prepare daily for their activities. An average day will consist of approximately 8 hours. There will be an expectation of some out-of-hours and weekend work throughout the rotation.
    Learning Activities Summary
    This course is lecture free and will be delivered by licensed University clinical veterinary faculty. Students will be exposed to cases being treated by the Equine Health and Performance Centre.

    Students will participate in a variety of activities to allow for a broad exposure to the elements of this rotation. All students must participate in daily clinical and teaching activities, the after-hours on-call schedule, and after-hours treatment of cases for which they have been assigned responsibility in the health centre. These activities may include clinical rounds, case review sessions, tutorials, surgery, stable visits, laboratory activities and diagnostics. A staff member will set the Equine Clinical Practice schedule on day one of the rotation.
    Specific Course Requirements
    Students spend one block of 3 weeks on the Equine Practice Rotation, covering aspects of equine veterinary medicine. Some weekend and out of hours work will be expected within the rotation.

    Attendance at each day of the 15 day rotation is compulsory. Students will be able to apply for an approved absence with appropriate supporting documents for up to 3 days, but must attend a minimum of 12 days to be able to complete the rotation.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Hurdle Learning Outcome
    Clinical reasoning/problem solving/knowledge Summative
    & Formative
    35% Yes 1
    Technical skills Summative
    & Formative
    15% Yes 2
    Communication skills Summative
    & Formative
    20% Yes 3
    Patient care Summative
    & Formative
    20% Yes 4
    Professional behaviours Summative
    & Formative
    10% Yes 5

    An exemption to the hurdle requirements of the Assessment for Coursework Programs Policy has been approved by the Faculty of Sciences for 2022.
    Assessment Related Requirements
    Hurdle Requirements

    Assessment Item with hurdle % needed or requirement to meet hurdle Is additional assessment available if student does not meet hurdle requirement?
    Yes or No
    Details of additional assessment (if available)
    Attend a minimum of 12 out of 15 full days of the rotation and absent no more than 2 days in any 1 week
    Students that fail the attendance hurdle without appropriate approval and documentation will not be offered an additional or replacement assessment and will be required to repeat the rotation in its entirety.
    Clinical reasoning / problem solving / knowledge 50% Yes Additional rotation period with assessment.
    Technical skills 50% Yes Additional rotation period with assessment. 
    Communication skills 50% Yes Additional rotation period with assessment.
    Patient care 50% Yes Additional rotation period with assessment.
    Professional behaviours 50% Yes Additional rotation period with assessment.
    Assessment Detail
    Failure to pass all Day One Competencies

    Students who fail any Day One competencies listed in the course objectives will be given a further assessment appropriate to that particular competency.  This will typically involve a supplementary rotation period to improve their performance, but it could involve other types of assessment such as oral examinations. The length, timing and content of this supplementary period will be determined by the course coordinator. Failure a second time will result in the rotation being repeated during the next academic year.

    Assessments (Day One Competencies)

    1.     Clinical reasoning/problem solving/knowledge (35% of course grade)
    Observations on rotation, oral case presentations and grand rounds presentation

    2.     Technical skills (15% of course grade)
    Observations on rotation, clinical skill practical session

    3.     Communication skills (20% of course grade)
    Observations on rotation, record keeping, oral case presentations and rand rounds presentation

    4.     Patient care (20% of course grade)
    Observations on rotation

    5.     Professional behaviours (10% of course grade)
    Observations on rotation

    A criterion based rubric with text descriptors will define the Day One Competency Categories
    If an extension is not applied for, or not granted then a penalty for late submission will apply. A mark of zero will be allocated to late submitted assessment.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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