VET SC 3516RW - Veterinary Epidemiology & Evidence-Based Medicine III
Roseworthy Campus - Semester 2 - 2019
General Course Information
Course Code VET SC 3516RW Course Veterinary Epidemiology & Evidence-Based Medicine III Coordinating Unit School of Animal and Veterinary Sciences Term Semester 2 Level Undergraduate Location/s Roseworthy Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Prerequisites STATS 1504 & VET SC 2500RW and VET SC 3512RW Restrictions Available to BSc (Veterinary Bioscience) students only Course Description This course provides the basics of veterinary epidemiology applied to evidence-based veterinary medicine, clinical research and population health management. Participants will learn how to measure and compare the occurrence and spread of disease in groups or population of animals. These skills will be used to appraise scientific evidence about the etiology, diagnosis, treatment and prognosis of diseases to make evidence-based decision in clinical practice. Basic training in research methodology will also be covered to learn how to design a clinical study and generate new scientific evidence. Finally, participants will learn how to investigate disease spread within and between populations in order to manage health of animal populations.
Course Coordinator: Dr Charles Caraguel
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Explain the fundamental veterinary epidemiology concepts. 2 Apply the structured approach of evidence-based veterinary medicine. 3 Apply basic knowledge in research methodology. 4 Describe fundamental disease ecology concepts.
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 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
1,2,3 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 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
1,2,3 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
Learning & Teaching Activities
Learning & Teaching Modes3hrs of lectures, 1 hr of tutorials and 2hrs of practicals/workshops per week
Students will have required pre-reading each week that will form the basis of the weekly quiz
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g.,
lectures and practicals), as well as non-contact time (e.g., reading and revision).
Learning Activities SummaryThe course content will include the following:
Measures of disease frequency
Measures of association and effect
Selection, information & confounding bias
Evidence Based Veterinary Medicine
Asking a foreground clinical question
Sourcing and selecting scientific evidence relevant to their clinical question
Appraising and amalgamating the selected scientific evidence
Apply the best current evidence to an individual patient
Audit processes and outcomes in clinical practice
Clinical research Skills
Causal inferences and hypothesis building
Ethical and legal approvals
Sample size calculation and sampling approaches
Modes of disease transmission and spread in populations
Temporal, spatial, and demographic pattern of disease in populations
Control of disease spread
Detecting disease in populations
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 Weighting HURDLE Learning Outcome Evidence-Based Veterinary Medicine (EBVM) assignment Summative 25% No 1, 2 Clinical Research Skills (CRS) assignment Summative 25% Yes 1, 3 Final examination Summative 50% Yes 1, 2, 4
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 RequirementsHURDLES: To pass this course students must attain:
1. A minimum of 50% on the Research Project Proposal
a. Students must attain a minimum of 40% on the project proposal to be eligible for additional assessment in the form of a resubmission of the proposal
2. A minimum of 50% on the final exam
a. Students must attain a minimum of 40% on the final exam to be eligible for an additional examination which will be in the form of an oral examination
Assessment DetailEvidence-Based Veterinary Medicine (EBVM) assignment (25%): Students are expected to deliver a home assignment by completing written tasks related to the application of the structured approach of Evidence Based Veterinary Medicine. Tasks may include a combination of MCQ, short answer and long answer questions.
Clinical Research Skills (CRS) assignment (25%): Students are expected to deliver a group assignment by completing written tasks related to clinical research skills. Tasks may include a combination of MCQ, short answer and long answer questions.
Final examination (50% of the final grade): Students will undertake a 3 hr written exam at the end of semester. The exam will cover all aspects of the course. Questions may include a combination of MCQ, short answer and long answer questions.
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.
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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