VET TECH 1030RW - Evidence-based Veterinary Technology I

Roseworthy Campus - Semester 2 - 2022

The career of Veterinary Technologists involves life-long learning and requires the ability to gather, evaluate and synthesise new information based on scientific research and endeavour. Not all sources of information are reliable and this course provides the tools to critically examine evidence, understand statistical comparisons and adopt a sceptical approach to unsubstantiated opinion and baseless claims. In the world of animal health and welfare there are many claims for remedies and treatments, some of which are based on good science and some of which are not. A Veterinary Technologist knows how to identify the trustworthy and the reliable, and how to expose the myth and the fabrication. This course will provide the budding Vet Tech with the skills to investigate and review scientific publications and apply scientific method in his or her approach to career and life.

  • General Course Information
    Course Details
    Course Code VET TECH 1030RW
    Course Evidence-based Veterinary Technology 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
    Restrictions Available to Bachelor of Veterinary Technology students only
    Course Description The career of Veterinary Technologists involves life-long learning and requires the ability to gather, evaluate and synthesise new information based on scientific research and endeavour. Not all sources of information are reliable and this course provides the tools to critically examine evidence, understand statistical comparisons and adopt a sceptical approach to unsubstantiated opinion and baseless claims.

    In the world of animal health and welfare there are many claims for remedies and treatments, some of which are based on good science and some of which are not. A Veterinary Technologist knows how to identify the trustworthy and the reliable, and how to expose the myth and the fabrication. This course will provide the budding Vet Tech with the skills to investigate and review scientific publications and apply scientific method in his or her approach to career and life.
    Course Staff

    Course Coordinator: Dr Michelle Hebart

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Describe the methods that scientists use to prove or disprove hypotheses, and to publish the results.
    2 Explain the meaning of the term statistical significance in relation to the results of scientific studies.
    3 Write brief reports in a scientific way.
    4 Apply the principles of the pyramid of evidence when evaluating veterinary treatments and changes in veterinary practices.
    5 Understand the factors which influence implementation of evidence to practice.
    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, 3

    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.

    1, 2, 3, 4, 5

    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.

    4

    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.

    1, 2, 3, 4, 5

    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.

    1

    Attribute 7: Digital capabilities

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

    1, 3, 4

    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.

    1, 3
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary
    The evidence hierarchy: systematic reviews/meta-analyses; randomised controlled trials; observational studies: case-control, cohort; case reports/series; in-vitro studies.

    Use of critical appraisal check lists to appraise published literature.

    Assessing certainty in the evidence - GRADE.

    Finding and using published literature.

    How to write like a scientist.

    Research ethics and informed consent.

    Strengths and weaknesses of Evidence-based practice.

    Evidence-based guidelines in veterinary practice.

    Using implementation science to understand facilitators and barriers to implementation.
    Specific Course Requirements
    Attendance at all practical and workshop classes is compulsory. Quizzes will be completed during the face to face practical sessions.

  • 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
    Quizzes Formative & Summative 20% No 1, 2, 5 Weeks 2 - 12
    Evidence Summary Formative & Summative 25% No 1, 3, 4 Weeks 2 - 12
    Evidence Dissemination Formative & Summative 10% No 1, 3, 4 Weeks 2 - 12
    Experimental Design Formative & Summative 10% No 1, 2, 3 Weeks 2 - 12
    Scientific Paper Formative & Summative 25% No 1, 2, 3 Weeks 2 - 12
    Implementation Discussion Formative & Summative 10% No 4, 5 Weeks 2 - 12
    Assessment Related Requirements
    Compulsory Component
    % needed to meet compulsory component
    Is additional assessment available if student does not meet compulsory component requiremen? If additional assessment is available, explain what type
    Practical and workshop attendance and participation is compulsory 90% Yes Practicals which are missed due to unavoidable circumstances, for which documented evidence is provided, may be replaced with additional activities.
    Assessment Detail
    Quizzes (20%)
    A number of formative and summative quizzes consisting of multiple choice and short answer questions from lecture and practical material. Summative quizzes will need to be completed during the weekly face to face practical sessions. The 11 summative quizzes will need to be completed during the weekly face to face practical sessions and will be evenly weighted.

    Evidence Summary (25%)
    Students will be presented with a clinical problem for which they have to source and assimilate the relevant peer reviewed evidence to come to a decision about whether there is sufficient certainty in the evidence to recommend a practice change. In this assignment, students will present their strategy for searching the peer-reviewed literature, provide a formal discussion and appraisal of the evidence, along with a recommendation for practice change (2000 words).

    Evidence Dissemination (10%)
    Students will present their summary of evidence and recommendations derived from the evidence summary assignment in a form capable of being readily understood by a non-specialist audience e.g. client or practice manager. This tests the student’s skills in communicating complex concepts to a lay audience. This piece may take the form of a poster or pamphlet (indicative size: 1 page poster).

    Experimental Design (10%)
    Experimental design is a vital part of veterinary technology. Completing this assessment will develop the student’s skills in defining
    research questions, formalising hypotheses and scientific writing. Each student will develop their own research question on a topic of interest to them, and design an appropriate experiment to answer the research question (maximum 1500 words).

    Scientific Paper (25%)
    Students will analyse data from one of six clinical scenarios using a one-way ANOVA and a chi-squared test of association. Students will interpret the data (using 1-way ANOVA and chi-square test of association) and write the results in a scientific paper format. Throughout this assessment they will develop skills in research, referencing, critical thinking, and scientific writing (maximum 2500 words).

    Implementation Discussion (10%)
    Students will continue to work with the same scenario used for the evidence summary and dissemination piece with a focus on understanding the barriers and facilitators to success implementation of a practice change.  In this assessment, students will work in groups with each student role-playing a stakeholder involved in evidence implementation, for example a client or business manager. This assignment will take the form of a video or voice recording where students present the considerations relevant to their role in driving the proposed practice change, for example cost implications for the business manager. A group mark will be assigned with an included peer review component (max 10 minute recording).
    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.

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