VET TECH 1015RW - Introduction to Mechanisms of Health I

Roseworthy Campus - Semester 2 - 2020

The work of Veterinary Technologists includes ensuring animals are well cared for and as well protected as possible from adverse environmental and health conditions. This course will provide the student veterinary technologist with some of the basic knowledge and tools to keep healthy animals in good health, and to monitor their health. The delivery of the course includes a series of discovery sessions where students will work independently or in small groups to experience the excitement of learning by experience, by enquiry and by discovery. This approach to learning will help provide the student with skills to be effective life-long learners. The course is delivered in the veterinary technology program at a stage where students commence their Workplace Integrated Learning (WIL) experience in a veterinary workplace, so they can immediately apply their knowledge and skills in real-world commercial settings. In this course, students will be informed about the requirements of, and mechanisms for commencing, the WIL experience which is to be completed before enrolling in the Level II course Introduction to Workplace Skills II.

  • General Course Information
    Course Details
    Course Code VET TECH 1015RW
    Course Introduction to Mechanisms of Health I
    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 N
    Corequisites None although it is supported by VET TECH 1030RW, which is advised as a co-requisite or pre-requisite.
    Restrictions Available to Bachelor of Veterinary Technology students only
    Course Description The work of Veterinary Technologists includes ensuring animals are well cared for and as well protected as possible from adverse environmental and health conditions. This course will provide the student veterinary technologist with some of the basic knowledge and tools to keep healthy animals in good health, and to monitor their health. The delivery of the course includes a series of discovery sessions where students will work independently or in small groups to experience the excitement of learning by experience, by enquiry and by discovery. This approach to learning will help provide the student with skills to be effective life-long learners. The course is delivered in the veterinary technology program at a stage where students commence their Workplace Integrated Learning (WIL) experience in a veterinary workplace, so they can immediately apply their knowledge and skills in real-world commercial settings.

    In this course, students will be informed about the requirements of, and mechanisms for commencing, the WIL experience which is to be completed before enrolling in the Level II course Introduction to Workplace Skills II.
    Course Staff

    Course Coordinator: Mr Brett Smith

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Independently analyse sources of information to gain new knowledge.
    2 Describe the ways in which animals obtain their nutrition from dietary sources.
    3 Develop basic diets for dogs, cats, horses and ruminant farm animals.
    4 Explain the ways in which vaccines can protect animals and humans from ill health.
    5 Complete and interpret basic haematological and serological tests which are used in veterinary laboratories to monitor the health of animals.
    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, 5
    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
    1
    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
    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
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary
    How do I find out the answers to important questions about my work and my life? Let’s learn about nutrition and immunology by asking our own questions and finding the answers ourselves.
     
    Animals and humans require dietary nutrients to survive and enjoy good health. What are those nutrients and how much do they need?
     
    How does the digestive system of animals work? What is the difference between the digestive system of a dog, a horse and a cow?

    What are the systems used to describe and measure the quality of diets which may be offered to animals?
     
    What does the immune system of animals do?

    How do vaccines help protect animals and humans from disease?
     
    What vaccines can we give dogs, cats, horses, cows and sheep?

    Can we measure the levels of antibodies in an animal and, if so, what does it tell us?

    What are the components of blood that we can measure in small veterinary laboratories?

    How do the levels of these components help us to know that animals are in good health?
    Specific Course Requirements
    The course will be delivered as a program of 72 hours of workshops, seminars and practical classes.

    Attendance at all practical classes and some tutorials and workshops (as identified by course coordinator) is compulsory.

    Commencement of Workplace Integrated Learning: Students must comply with the requirements which are summarised as:
    1. Students must have completed at least 75 hours of placement in two approved workplaces (total of 150 hours or more) by the end of week six in Year 2 semester 2, while enrolled in Introduction to Workplace Skills.
    2. At least one of the two facilities must be operating as a commercial veterinary clinic.
    3. One of the two placements can be completed at a facility other than a commercial veterinary clinic, provided certain requirements are met. Those requirements will include that the work involves physical interaction with animals where animal management/treatment is performed to a suitably high standard.
    4. The hours may be completed in one or more full-time blocks (during the non-teaching time of the year) or may be completed as part-time placement (such as three hours per week, at any time of the year)
    5. The student may work as an employee of the owner of the workplace (under a normal employment contract) or may work without pay as a student of the University. The particular arrangement must be clarified and approved before the placement begins.
    6. Participation in EMS can begin at the beginning of semester 2, Year 1, provided the student has successfully completed Animal Handling and Husbandry I (or approved equivalent).
    7. Students will be required to keep case logs and reflective journals during their placements and to complete an assignment based on experiences in each placement and submitted for assessment at the end of Week 6 of Year 2 semester 2 during Introduction to Workplace Skills.
    8. Details of the assessment items will be provided to students at the beginning of Introduction to Mechanisms of Health I, in Year 1 semester 2.
    9. The assessment items submitted will contribute to the marks awarded to students in Introduction to Workplace Skills.
    10. Credit for one placement (and one only) will be considered for students who already have extensive veterinary nursing experience.  Students who are employed in a veterinary facility may continue with that employer as an approved WIL placement, provided the facility is approved by the program coordinator and that the placement complies with the rules above.  Case logs, reflective journals and assignments based on experiences in the placement will be required for two placements.  In the event that credit is given for one of the placements, an appropriate assessment item, structured as agreed with the course coordinator and based on the previous work experience, will still be required.
  • 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
    Yes or No
    Learning Outcome Due
    Mid-semester open book exam Summative 30% No 1, 2, 3 Week 5
    Late semester open book exam Summative 30% No 1, 4, 5 Week 9
    Final theory exam Summative 40% Yes 3, 4, 5 Exam week
    Assessment Related Requirements
    Assessment Item with hurdle % needed to meet hurdle Is additional assessment available if student does not meet hurdle requirement If additional assessment is available, explain what type
    Final theory exam Student must achieve 50% or more. Yes Additional assessment at the Course Coordinator’s discretion.
    Assessment Detail
    Two open book exams (60%)
    In each of these two exams of one hour length students will be given an examination question and will be able to use internet sources to provide an answer. The question will be of a technical nature.

    Final theory Exam (40%)
    The final two-hour written theory exam will examine all components of the course.
    Submission
    If an extension is not applied for, or not granted, then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
    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 (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.

  • 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.