VET SC 7305BRW - Veterinary Public Health Rotation B
Roseworthy Campus - Semester 2 - 2018
General Course Information
Course Code VET SC 7305BRW Course Veterinary Public Health 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 week block Available for Study Abroad and Exchange N Prerequisites Completion of Level I & II of DVM program Assumed Knowledge VET SC 7223RW Restrictions Available to D.Veterinary Medicine students only Course Description The Final year rotation will see the DVM III students build on their DVM II VPH experience and practice VPH with veterinarians working in the field.
Students will be placed on rotation with various practitioners of Veterinary Public health (e.g. laboratories, PIRSA, SARDI, AQIS) and may undertake experiences within abattoirs and other food and meat processing facilities. Some weekend and out of hours work may be expected within the rotation.
Topic Definition: Veterinary Public Health has been defined by FAO/WHO/OIE as the sum of all contributions to the physical, mental and social well-being of humans through an understanding and application of veterinary science. Veterinary Public Health thus embraces the following areas of knowledge: diagnosis, surveillance, epidemiology, control, prevention and elimination of zoonosis and of diseases that threaten food security and social cohesion; protection of food (including meat and milk) for human consumption; food and meat science; environmental protection; animal welfare standards; and the social, behavioural and mental aspects of human-animal relationships.
Course Coordinator: Dr Torben Nielsen
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesTo achieve Day One Competencies in:
1 Clinical reasoning/problem solving/knowledge 2 Technical skills 3 Communication skills 4 Project Management 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3, 4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3, 4, 5
Learning & Teaching Activities
Learning & Teaching ModesPlacements (3), each of about a week’s duration, with practitioners of Veterinary Public Health (state veterinarians (PIRSA), SARDI, Gribbles/IMVS/VDL, AQIS etc.) will allow the students to practice their increasing understanding of the responsibilities of veterinarians’ in the subject area of Veterinary Public Health. Students will conduct a Food microbiology research topic.
Some out of hours and weekend work may 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 SummaryA revision by the students of the varied responsibilities of veterinarians working in the field of Veterinary Public Health, incl. but not being restricted to an overview of Veterinary Public Health – the animal, human interface, current issues in Veterinary Public health, zoonoses (e.g. update on Emerging infectious (Hendra, Nipah etc.)), transboundary and wildlife diseases, VPH at the farm and veterinary practice level.
Structure of the veterinary public health community (local, national, regional, international)
International trade and disease control (role of OIE, state veterinary service, impact of WTO etc.)
HACCP principles and Risk analysis, the concept of “farm-to-fork” - “pre-harvest” quality management, VPH and the environment and the Role of veterinarians in the meat industry.
Specific Course RequirementsRotations cover a continuous 3 week period. Some out of hours and weekend work may be expected within the rotation period.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Hurdle Learning Outcome Attendance Summative Throughout
0% Yes n/a Clinical reasoning/problem solving/knowledge Summative
20% Yes 1 Technical skills Summative
20% Yes 2 Communication skills Summative
20% Yes 3 Project Management Summative
20% Yes 4 Professional behaviours Summative
20% Yes 5
An exemption to the hurdle requirements of the Assessment for Coursework Programs Policy has been approved by the Faculty of Sciences for 2018.
Assessment Related RequirementsHURDLE 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 each full day of the rotation Students that fail the attendance hurdle 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 Project Management 50% Yes Additional rotation period with assessment Professional behaviour 50% Yes Additional rotation period with assessment
Assessment DetailAttendance: (0% of course grade). Attendance at each day of the rotation will be compulsory. Students will be able to apply for an approved absence with appropriate supporting documents, but must attend a minimum of 12 days (with approved absences) to be able to complete the rotation. Students absent without approval will automatically fail the rotation.
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, conduct of the research project
3. Communication skills
Observations on rotation, record keeping, oral presentations and/or report writing
4. Project management
Observations on rotation, report writing
5. Professional behaviours
Observations on rotation
A criterion based rubric with text descriptors will define the Day One Competency Categories
SubmissionAn 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.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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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