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3 - may be learning nutrition relating to diseases before they have learned about the diseases

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3 - may be learning nutrition relating to diseases before they have learned about the diseases

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1. Risk of dispensing wrong medication, legalities (as per ABVMA)

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Potential for zoonosis, needle injuries to students and animals, radiation exposure, injury to animals from handling, injuries to staff/students from bite wounds/scratches, chemical exposure risks

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1. Are they allowed to. Likely do this supervised with 2 sets of initials.

(Currently they don't do this ... )

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We don't have an inventory control system

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Using induction chambers and masking down

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Using induction chambers and masking down

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1. This poses health risks to both students and staff.

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2. If we had these pieces of equipment we could use on models

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1 - all exotics in one term with one class would be a lot of work - would we have exotics on campus all the time?

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1 - all exotics in one term with one class would be a lot of work - would we have exotics on campus all the time?

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3 - would be learned exotic anesthesia before they have learned anesthesia. 

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3 - would be learned exotic anesthesia before they have learned anesthesia. 

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1. Not currently done in small animal (is done in exotics). Do we just do it if not needed?

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2. This is done on models in Sem 2, we should add this to the Sem 4 list

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Should there be a dentistry course here? Field study course?

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1 - maybe parasitology, restraint, exotics, and reception would make up a term

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1 - maybe parasitology, restraint, exotics, and reception would make up a term

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1. Really heavy in Sem 4 to get it all in

Could we do the handling portion in Sem 2, then more medical tasks in Sem 4?

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2. No large animal tasks on the Sem 4 list

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Preparation for the next semester (practice and learn for skills that will be done in the next semester).

More hands with live animals.

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2. Can we incorporate it into all subjects to better prepare them for the VTNE

(ie. breeds and behavior taught in 1040, exotic GI taught in 1230)

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Dependent if online or in-person!

Many group, client communication tasks, how do we succeed in this virtually?

No introduction to animals if Term 1 is online

Wellness may be hard online (esp. physiology portion)

Is the post-mortem beneficial if not?

No animal risks seen (none used)

Ab/N responses to medications not valuable if not taught, or if they don't know what N characteristics of animals are

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-Anatomy (+/- Physiology)

-Intro to ABH (characteristics, species, breeds, N values) observing animals but less hands on

-Vet Team connections/Intro to Vet Med/CALM style skills

-Nutrition and basic math skills (foundation to pharmacology or anesthesia)

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Because students will have knowledge of anatomy at this point (I think?) we could do diseases in this term maybe? Then pharmacy could potentially be in term 3? My only concern with having pharmacy completely in term 1 is that students have no base knowledge of diseases and trying to learn about drugs to treat these diseases is hard for them to grasp at times.

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What about doing an intro to surgery and dentistry this term and then doing surgery and dentistry 2 in term 4 where they cover the rest of the required tasks?