VET SC 7301BRW - Rural Mixed Animal Practice Rotation B

Roseworthy Campus - Semester 2 - 2024

This core rotation will develop skills and knowledge in relation to the practice of veterinary medicine and surgery in cattle, sheep, other farmed production animal species, and occasionally horses and companion animals, as appropriate. The rotation will cover the diagnosis, control, prevention and treatment of the important conditions in these species at the individual, group and population level. The application of population medicine, husbandry and nutrition in improving health, welfare, productivity and profitability will be emphasised. Students will undertake experiences within clinic, ambulatory and on-farm settings that may be carried out off-site. Some weekend and out of hours work may be expected within the rotation.

  • General Course Information
    Course Details
    Course Code VET SC 7301BRW
    Course Rural Mixed Animal Practice Rotation B
    Coordinating Unit School of Animal and Veterinary Sciences
    Term Semester 2
    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 or equivalent
    Restrictions Available to Doctor of Veterinary Medicine students only
    Assessment Clinical reasoning/problem solving/knowledge, technical skills, communication skills, patient care, professional behaviours will be assessed using a range of modalities.
    Course Staff

    Course Coordinator: Mary McQuillan

    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 Rural Mixed Animal 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.


    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.


    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.


    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 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    3, 5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    2, 3

    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.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Rotations cover a continuous 3 week period. Within this time, students will be expected to attend tutorials, clinics, surgery, ambulatory practice and farms as appropriate and required. Some out of hours and weekend work will be expected 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
    Rotations cover a continuous 3 week period that may be carried out off-site. Within this time, students will be expected to attend tutorials, clinics, surgery, ambulatory practice and farms as appropriate and required.
    Some out of hours and weekend work may be expected within the rotation period.
    Specific Course Requirements
    Students spend one block of 3 weeks on the Rural Mixed Animal Practice Rotation, covering aspects of production animal practice. Students will undertake experiences within clinic, ambulatory and on-farm settings that may be carried out off-site. Some weekend and out of hours work may be expected within the rotation.

    Attendance at each day of the 15 day rotation will be 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 Weighting Hurdle Learning Outcome Due
    Clinical reasoning / problem solving / knowledge Summative & Formative 20% Yes 1 Throughout course
    Technical skills Summative & Formative 20% Yes 2 Throughout course
    Communication skills Summative & Formative 20% Yes 3 Throughout course
    Patient care Summative & Formative 20% Yes 4 Throughout course
    Professional behaviours Summative & Formative 20% Yes 5 Throughout course

    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
    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
    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 supplementary rotation period to improve their performance. The length, timing  and content of this supplementary period will be determined by the course organiser. 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
    Observations on rotation, oral case presentations and/or report writing, written and/or oral knowledge tests

    2. Technical skills

    Observations on rotation, procedural tests and oral tests

    3. Communication skills

    Observations on rotation, record keeping, oral presentations and/or report writing

    4. Patient care

    Observations on rotation

    5. Professional behaviours

    Observations on rotation

    A criterion based rubric with text descriptors will define the Day One Competency Categories
    Late Submission

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.