VETSCHOOL

Transcription

VETSCHOOL

FACULTY OF HEALTH AND MEDICAL SCIENCE
UNIVERSITY OF COPENHAGEN
VETSCHOOL
SCHOOL OF VETERINARY MEDICINE AND ANIMAL SCIENCE
AVMA COE Accreditation
2015 Appendices
List of Content
1. ORGANIZATION .......................................................................................................................................1
2. FINANCES ..................................................................................................................................................8
3. PHYSICAL FACILITIES AND EQUIPMENT ..........................................................................................9
4. CLINICAL RESOURCES ........................................................................................................................ 14
6. STUDENTS .............................................................................................................................................. 18
8. FACULTY ................................................................................................................................................ 23
9. CURRICULUM ........................................................................................................................................ 30
10. RESEARCH PROGRAMS ..................................................................................................................... 40
11. OUTCOMES ASSESSMENT ................................................................................................................ 41
Report prepared for the AVMA site-visit April 26th-30th, 2015
1. ORGANIZATION
1-A: ACADEMIC UNITS AND SECTIONS AT THE VETERINARY DEPARTMENTS
INVOLVED IN THE VETERINARY STUDY PROGRAMME
Department of Veterinary Clinical and Animal Sciences
 Anatomy, Biochemistry and Systems Biology, Head of Section, Prof., DVM, PhD,
Dr.Vet.Sci. Preben Dybdahl Thomsen
 Physiology and Nutrition, Head of Section, Prof., MSc (Animal Science), PhD, Dr.Agro,
André Chwalibog
 Animal Genetics, Bioinformatics and Breeding, Head of Section, Prof., DVM, PhD,
Dr.Vet.Sci. Merete Fredholm
 Internal medicine, Oncology and Clinical pathology, Head of Section, Prof., DVM, PhD,
Annemarie T. Kristensen
 Surgery, Neurology and Cardiology, Head of Section, Prof., DVM, PhD, Mette Berendt
 Veterinary Imaging, Head of Section, Prof., DVM, PhD, Dr.Vet.Sci., Fintan McEvoy
 University Hospital for Companion Animals, DVM, Merete Holst Nissen
Department of Large Animal Sciences
 Medicine and Surgery, Head of Section, Prof., DVM, PhD, Rikke Buhl
 Production and Health, Head of Section, Prof., DVM, PhD, Jens Peter Nielsen
 Animal Welfare and Disease Control, Head of Section, Prof., DVM, PhD, Dr.Vet.Sci., Hans
Houe,
 Veterinary Reproduction and Obstetrics, Head of Section, Prof., DVM, PhD, Dr.Vet.Sci.,
Jørgen S. Agerholm
 Large Animal Teaching Hospital, Hospital Director, Assoc. Prof., DVM, PhD, Susanne N.
Olsen
Department of Veterinary Disease Biology
 Food Safety and Zoonoses, Head of Section, Prof. , MSc, PhD, Hanne Ingmer
 Clinical Microbiology, Head of Section, Prof., DVM, PhD, Anders Miki Bojesen
 Parasitology and Aquatic Diseases, Head of Section, Assoc. Prof., MSc, PhD, Annette Olsen
 Molecular Pathobiology, Head of Section, Prof., MD, PhD, Nils Brünner
 Experimental Animal Sciences, Head of Section, Prof., DVM, PhD, Dr.Vet.Sci., Axel
Kornerup Hansen
1
1-B: VETSCHOOL EDUCATIONAL COUNCIL – MAIN DUTIES AND DESCRIPTION OF
FUNCTIONS FOR THE SCHOOL DIRECTOR
Organisation
Line manager:
Reporting:
Appointment:
The dean
 refer to the dean on the strategic development of the study programmes
 chairs the educational council
 work with the study board and head of studies on the academic content and
level of programmes and courses
 work with heads of departments on the departments‟ overall course portfolio,
including programme and course budgets
 work with study boards and heads of departments regarding follow-up on
programme surveys
The dean appoints the School Directors amongst the permanent academic staff,
heads of departments or associate deans.
Duties and responsibilities for the chair of the educational council
The School Directors in HEALTH have the following duties and responsibilities:
Ensuring the coherence and development of the study programmes
In consultation with their council, the primary duties of the School Directors are to:
 draw up a multi-year development plan and an annual action plan for the council‟s programmes,
including financial considerations, for the dean
 discuss on-going development and perspectives for the future of the study programmes with employers
and other external partners, including business and industry, NGOs and official agencies
 advise the dean‟s office on establishing exchange and education agreements with national and
international partners
 advise the dean‟s office on interdisciplinary/inter-faculty/inter-institution co-operation
 advise the dean‟s office on the size (student numbers) of the study programmes and proposals for new
programmes
Recruitment
In consultation with the council, the primary duties of the School Directors are to:
 submit proposals to the dean‟s office on student recruitment – in Denmark and abroad
 submit proposals to the dean‟s office on study-start programmes
Budgets
In consultation with their council, the primary duties of School Directors are to:
 check the department‟s preliminary course budgets
 advise the dean‟s office on programme budgets
Meetings and other activities
 convening and attending educational council meetings
 attending meetings of the external employer panels (except for the chair of the Educational Council for
Human Health and Medicine)
 convening meetings of the employer panel, if the chair of the educational council is chair of the
employer panel
 attending management (FLT-U) meetings
 ensuring discussion in the educational council of education-policy questions
2
1-C: VETSCHOOL HEAD OF STUDIES AND STUDY BOARD; DESCRIPTION OF
FUNCTIONS FOR CHAIRS OF STUDY BOARDS
Organisation
Line manager:
Reporting:
Appointment:
The dean
 refer to the dean on curricula and changes to curricula
 refer to the associate dean for education on the programme‟s
organisation, implementation and development
 work with the head of studies on the organisation of courses and of
tests and other forms of assessment
Each study board elects its own chair from amongst the academic staff
on the board.
Duties and responsibilities of the chair of study board
The chairs of study boards at HEALTH have the following duties and responsibilities:
Constructive alignment and development of the study programme(s)
 In consultation with the study board, making strategic and developmental decisions regarding the
programme‟s content, educational theory and practice
 In consultation with the study board, making decisions regarding curricula, changes to curricula,
competence profiles and the Diploma Supplement
 In collaboration with the study board, submitting to the dean recommendations regarding curricula,
changes to curricula, competence profiles and the Diploma Supplement
 In collaboration with the study board, discussing and recommending to the dean‟s office interdisciplinary/inter-faculty/inter-institution co-operation on education with other partners
 In consultation with the study board, assessing the results of the follow-up to graduate surveys, analysis
of management information, programme reports and programme evaluations
 In consultation with the study board, making decisions concerning the results of the follow-up to
graduate surveys, analysis of management information, programme reports and programme evaluations
 Ensuring regular discussion by the study board (in dialogue with the educational council, the employer
panel and external partners) of perspectives for the future development of the study programme
 In co-operation with the study board, submitting recommendations to the dean regarding dimensioning
(student numbers) of the study programme
 Collaborating on the basis for decisions and implementation plans for the closure of study programmes
Academic content of study activities
 In consultation with the study board and head of studies, informing the decision-making about course
and exam descriptions
 In collaboration with the study board, course organiser and teaching committee, regularly discussing
and reaching decisions on the provision, alignment and progression of study activities.
 In consultation with the study board, discussing and deciding on the development of the content,
educational theory and practice of study activities
Planning and implementing study activities
 In consultation with the study board, making decisions regarding the organisation of courses, as well as
tests and other forms of assessment, including drawing up framework plans and exam plans
 In collaboration with the study board, ensuring discussion of inter-disciplinary/inter-faculty/interinstitution study activities with the partners
3
The chairs of study boards at HEALTH have the following duties and responsibilities:
Planning and follow-up on evaluation of study activities
 Making decisions on evaluation plans for study activities in consultation with the study board and in
collaboration with heads of studies, chairs of teaching committees and course organisers
 In consultation with the study board, making decisions on follow-up on evaluations of study activities
 In consultation with the study board, approving the annual evaluation report
 Ensuring that the heads of studies, chairs of teaching committees and course organisers implement the
changes to course descriptions and curricula contained in the approved follow-up plan
Exemptions
 In consultation with the study board, making decisions on applications for exemption from students, in
relation to the academic content of the study programme.
 In consultation with the study board, making decisions on applications for exemption from students
regarding deadlines for passing exams and the number of exam attempts
Credits
 In consultation with the study board, making decisions in cases regarding applications for pre-approval
and credit transfers
 In consultation with the study board, conducting academic assessments of the basis for admission
Recruitment and study-start programmes
 In collaboration with the head of studies, advising the educational council on student recruitment
 In collaboration with the head of studies, advising the educational council on study-start programmes
Meetings and other activities
 Convening and participating in study board meetings
 Attending meetings of the educational council
 Attending meetings of the programme management circle
 Attending meetings of the employer panel
 Convening meetings of the employer panel, if the chair of the study board is also the chair of the
employer panel
 Participating in UCPH‟s management training
 Informing the associate dean for education and the head of studies about all significant matters and
decisions concerning the organisation, implementation and development of the study programme
 In consultation with the study board, commenting on cases submitted by the dean and others
4
1-D: DETAILS ON MEMBERSHIP OF THE VETSCHOOL EDUCATIONAL COUNCIL
AND RELEVANT BOARDS AND COMMITTEES
The VETSCHOOL Educational Council
 Chairman and School Director, Birgit Nørrung, Associate Professor, DVM, PhD, Head of
Department of Veterinary Disease Biology
 Hans Henrik Dietz, Associate Professor, DVM, PhD, Head of Department of Large Animal
Sciences
 Asger Lundorff Jensen, Professor, DVM, PhD, Dr.Vet.Sci., Head of Department of Veterinary
Clinical and Animal Science
 Peter Holm, Associate Professor, DVM, PhD (Head of studies)
 Charlotte R. Bjørnvad, Professor, DVM. PhD
 Julie Fjeldborg, Associate Professor, DVM, PhD
 Preben Dybdahl Thomsen, Professor, DVM, PhD, Dr.Vet.Sci.
 Jens F. G. Agger, Associate Professor, DVM, PhD
 Claus Bøttcher Jørgensen, Professor MSO, MSc. PhD
 Louise Berntsen, Study and Students‟ Affairs, M.Law
 Axel Kornerup, Professor, DVM, PhD, Dr.Vet.Sci. (University Veterinarian, research animals)
 Line Elnif Thomsen, Associate Professor, MSc, PhD
 Mette Olaf Nielsen, Professor MSO; MSc Anim., PhD
 Christian Fink Hansen, Associate Professor; MSc Anim., PhD
 Annemarie Thuri Kristensen, Professor, DVM, PhD
 Bonnie E. Hoelstad, student representative
 Mia Berg, student representative and Head of VMF (the student association)
 Peter Rekve, Vetschool Secretary (and Secretary for the coordination group for the AVMA
accreditation process)
The Study Board for Veterinary Medicine – curriculum committee
 Chairman, Peter Holm, Assoc. Prof , DVM, PhD
 Vice Chairman, Student Representative, Bonnie, E. Hoelstad
 Secretary, Louise Berntsen, Study and Students‟ Affairs, M.Law
 IKVH (Dept. of Veterinary Clinical and Animal Sciences), Charlotte Bjørnvad, Professor, DVM,
PhD
 IVS (Dept. of Veterinary Disease Biology), Maria Vang Johansen, Professor, DVM, PhD
 IPH (Dept. of Large Animal Sciences), Rikke Buhl, Professor MSO, DVM, PhD
 Svend Erik Garbus - student
 Sofie Stistrup - student
 Johannes Fogh - student
Dean’s office – Faculty of Health and Medical Sciences
 Dean of the Faculty of Health and Medical Sciences, Ulla Wewer, Professor, MD, DMSc (Doctor
of Medical Science)
 Vice Dean, Sven Frøkjær, Professor, MSc pharm, PhD
 Vice Dean of Education, Hans Henrik Saxild, Docent, MSc, PhD
 Vice Dean of Research, Birthe Høgh, Professor, MD, DMSc
 Faculty Director, Arnold Boon: MSc (agriculture), PhD (business economics), MPG (Master in
public governance)
5
Faculty administration:
 Head of Educations, Bitta Nielsen, MSc (biology), Master in Public Administration (MPA)
Hospital Directors:
 Susanne N. Olsen, Assoc. Prof., DVM, PhD, Director, Large Animal Teaching Hospital (Taastrup)
 Merete Holst Nissen, DVM, Director, University Hospital for Companion Animals (Frederiksberg)
External VETSCHOOL Panel of Employer Representatives
 Chief Veterinary Officer Per Henriksen, DVM, the Danish Veterinary and Food Administration,
Ministry of Food, Agriculture and Fisheries
 President of the Danish Veterinary Association, Carsten Jensen, DVM
 Per Olsen, Head of Department, MSc agric., Danish Agriculture & Food Council, Food and
Veterinary Policy Dept.
 Anette Spohr, DVM, PhD, Faxe Animal Hospital
 Kristian Viekilde, DVM, Porcus Veterinarians
 Peter Busk, DVM, HS Hestepraksis
 Bengt Holst, Vice Director, MSc Zoolol., Copenhagen ZOO
 Niels Henrik Henriksen, DVM, Dansk Akvakultur
 Birgit Hendriksen, DVM, the Danish Veterinary and Food Administration, Ministry of Food,
Agriculture and Fisheries
 Palle Høy Jakobsen, Director, R&D Academic Relations Novo Nordisk A/S
 Johan Kjølhede Overgaard, Danish Veterinary and Food Administration, Director for Meat Control
 Torben Nielsen, CEO, Kopenhagen Fur
The Departmental Teaching Committees
a. The Department of Large Animal Sciences:
 Chair: Julie Fjeldborg, Medicine and Surgery
 Jens Frederik Agger, Animal Welfare and Disease Control
 Mette Helga Schmidt, Veterinary Obstetrics and Reproduction
 Stine Jacobsen, Medicine and Surgery
 Bjarne Bjerg, Production and Health
Veterinary students:
 Camilla Skovrup
 Marilene Stig Andersen
 Matilde Poulsen (substitute)
b. The Department of Veterinary Clinical and Animal Sciences
 Chair: Charlotte R. Bjørnvad, Internal medicine, Oncology and Clinical Pathology
 Vibeke S. Elbrønd, Anatomy, Biochemistry, and Systems Biology
 Camilla V. S. Bruun, Animal genetics, Bioinformatics, and Breeding
 Fintan McEvoy, Veterinary Imaging
 Lars Jørn Jensen, Physiology and Nutrition
Veterinary Students:
 Matilde Poulsen
 Sabine Sig Hansen
6
c. The Department of Veterinary Disease biology
 Chair: Line Elnif Thomsen,Veterinary Clinical Microbiology
 Páll Skuli Leifsson, Experimental Animal Models
 Anita Forslund, Food Safety and Zoonoses
 Birgitte Viuff, Molecular Disease Biology
 Maria Vang Johansen, Parasitology and Aquatic Diseases
Veterinary Students:
 Louise Cecilie Hven
 Emil Lund
7
2. FINANCES
University basic funding is allocated to the main objectives – education, research, and clinical services. The
basic funding also covers building costs and administration costs. Funding for education is based on a
“taximeter scheme”. Funding is allocated on the basis of the students‟ academic activity measured in terms
of exams passed. The taximeter scheme operates with three education rates, depending on the type of
education and the education costs. Veterinary sciences receive the highest education rate, while humanities
and social sciences receive the lowest education rate. However, each year 2% of the education funding is
allocated to a restructuring fund which is redistributed to the universities as a completion bonus, reflecting
the political objectives for increased study completion. The completion bonus is conditional upon the
duration of the study so that the universities are only paid the completion bonus upon the student
completing his/her study program with a specified period.
Funding for research is historically conditioned and fixed according to „incremental budgeting‟. However,
each year 2% of the funding is allocated to a restructuring fund which is redistributed to the universities
according to the so-called 45-20-25-10 model, where the universities are rewarded for their education
funding (45%), their ability to attract external research funding (20%), their research publishing or
bibliometrics (25%) and the number of students having completed their PhD thesis (10%).
8
3. PHYSICAL FACILITIES AND EQUIPMENT
3-A: AREA: BÜLOWSVEJ 17, FREDERIKSBERG
9
3-B: AREA: HØJBAKKEGÅRD ALLÉ 5 + AGROVEJ 8, TAASTRUP
10
3-C: AREA: SNUBBEKORSVEJ 3, TAASTRUP
11
3-D: Overview of lecture halls and teaching rooms at Frederiksberg and Taastrup
Address
Bülowsvej 17 - Frederiksberg
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Bülowsvej 17
Thorvaldsensvej 40 - Frederiksberg
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Thorvaldsensvej 40
Rolighedsvej 23
Rolighedsvej 23
Højbakkegård Allé 1 / Taastrup
Højbakkegård Allé 1 / Taastrup
Room no.
A 1-01.01
A 1-01.11
A 1-01.12
A 1-01.13
A 1-01.14
A 1-01.15
A 1-01.16
A 1-01.18
A 1-04.01
A 1-05.01
A 1-09.01
A 1-34.21
A 1-34.22
A 2-64.01
A 2-70.01
A 2-70.02
A 2-70.03
A 2-70.04
A 2-71.01
A 2-71.02
A 2-73.01
A 2-73.02
A 2-81.01
A 2-82.01
A 2-83.01
A 2-84.01
A 2-84.11
A 2-84.12
A 3-21.01
A 3-21.02
A 8-18.01
A 8-18.02
12
Area size
(m2)
187
80
94
107
111
108
63
103
106
138
66
55
58
78
164
164
202
204
53
53
92
37
276
212
141
180
121
120
38
38
54
84
3,591
No. of seats
145
32
60
60
60
60
32
24
102
126
30
28
28
30
96
96
144
144
30
30
48
16
293
208
136
143
70
70
24
24
24
48
2,461
Buildings - Frederiksberg
1-06
1-37
1-40
2-70
2-71
2-72
2-73
Total
Buildings Taastrup
8-18
Total
Area m2
1.941
424
95
1.125
312
296
333
No. of seats
331
278
22
204
81
126
57
4,526
Area m2
137
137
13
1,099
No. of seats
72
72
4. CLINICAL RESOURCES
4-A: TRENDS IN NO. OF PATIENTS AT LARGE ANIMAL TEACHING HOSPITAL
Mobile practice
2000
1800
1600
1400
1200
Bovine
1000
Small ruminants
800
Equine
600
400
200
0
2009
2010
2011
2012
2013
Hospitalized patients
1200
1000
800
Bovine
600
Small ruminants
Equine
400
200
0
2009
2010
2011
2012
2013
14
4-B: TRENDS IN NO. OF PATIENTS AT COMPANION ANIMAL TEACHING HOSPITAL
Patient visits
20000
18000
16000
14000
12000
Canine
10000
Feline
Caged Pet Birds
8000
Caged Pet Mammals
6000
4000
2000
0
2009
2010
2011
2012
2013
Hospitalized patients
2500
2000
Canine
1500
Feline
Caged Pet Birds
1000
Caged Pet Mammals
500
0
2009
2010
2011
2012
2013
4-C: AMBULATORY/FIELD SERVICE PROGAM
15
Dairy
Herd/flock health programs
provided through institution/stateowned animals
Please answer yes
# of sites
or no
No
Herd/flock health programs
provided through privately-owned
animals
Please answer
# of sites
yes or no
Yes
7
Beef
Feedlots
Cow-Calf
No
No
No
No
Small
Ruminants
No
No
Swine
No
Yes
5
Poultry
No
Yes
1
Fish
No
Yes
1
Equine
No
No
Other
No
Mink
Other
No
Mixed hobby
herd
1
4-D: OFF-CAMPUS FACILITIES (n/a: The purpose is “seeing” an average private Danish practice)
Hospital
Private
companion
animal
practice
Private
large
animal
practice
Private
companion
animal
practice
Private
equine
practice
Surgical
and
Medical
facilities
Necropsy
Imaging
Diag.
Support
services
Isolation
Intensive
or critical
care
Reference
materials
Medical
records
2 weeks
(Core)
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
1 week
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
3 weeks
tracking
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
2 weeks
tracking
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Learning
rotation
(Duration)
16
4-E: OVERVIEW
Off-campus
site: Number
& educational
experience
Private
companion
animal practice
Private large
animal practice
Private
companion
animal practice
Private equine
practice
Duration of
rotation
Number of
students per
year
Faculty
mentor
approved
Off-site
Evaluator
Written
educational
objective(s)
check
Educational
outcomes
assessed &
students
evaluations
revised
(check)
2 weeks
180
No
No
Yes
Yes *
4 days
180
No
No
No
Yes *
3 weeks
45
Yes
No
No
Yes *
2 weeks
25
No
No
No
Yes *
*In the final evaluation of the rotation.
17
6. STUDENTS
6-B: INTERNS, RESIDENTS AND GRADUATE STUDENTS (ENTER EACH PERSON IN ONLY
ONE CATEGORY) PER YEAR FOR LAST FIVE YEARS
Department # Interns
# Residents
# ResidentMS
# ResidentPhD
MS (total no.
PhD
of students
graduated)
(enrolled/
total no.)
IKHV
2014
2013
2012
2011
2010
0
0
0
0
0
1
0
0
1
1
0
0
0
0
0
1
1
0
1
1
9/55
3/58
14/58
17/47
22/44
IPH
2014
2013
2012
2011
2010
1
1
0
0
0
3
3
3
2
2
0
0
0
0
0
5
4
3
4
3
5 / 38
11 / 50
3 / 45
7 / 46
17 / 46
IVS
2014
2013
2012
2011
2010
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
25/137
26/143
23/138
22/131
34/111
Vetschool
Total
2014
2013
2012
2011
2010
1
1
0
0
0
4
3
3
3
3
0
0
0
0
0
6
5
3
5
4
18
183
151
151
127
142
39/230
40/251
40/241
46/224
73/201
6-D: OTHER EDUCATIONAL PROGRAMS
Year
2014
2013
2012
2011
2011
ACTIVITIES
Additional
Clinical Year
Students
Number enrolled
0
0
0
0
0
Veterinary
Technician
Program
Number enrolled
0
0
0
0
0
Undergraduate
Programs
Number enrolled
Other *
Number enrolled
0
0
0
0
0
50
49
28
9
44
*Represent students enrolled at the three Master Programs: i) Master of Veterinary Public Health; ii) Master of Companion Animal
Medicine; and iii) Master of Laboratory Animal Science. Include single subject and full course students. The detailed list can be
found below.
Academic Year
2014
TOTAL:
50 STUDENTS
2013
TOTAL:
49 STUDENTS
Activities – no. of students enrolled
Master of Veterinary Public
Health
Single
Full Master
Subject
Master of Companion Animal
Medicine
Single
Full Master
Subject
Principle and
Methods for
Qualitative and
Quantitative
Risk Analysis of
Animal Health
and Food Safety
8 students
Principle and
Methods for
Qualitative and
Quantitative
Risk Analysis
of Animal
Health and
Food Safety
1 student
Internal
Medicine and
Speciality cases
- Systematic
decision making
1 student
Veterinary
Epidemiology
4 students
Veterinary
Epidemiology
2 students
Disease control
and Dynamics
6 students
Disease control
and Dynamics
4 students
Master of Laboratory Animal
Science
Single Subject
Full Master
Internal Medicine
and Speciality
cases Systematic
decision making
17 students
Good Surgical
practice
16 students
Veterinary
Methodology
and paraclinical
skills
1 student
Cancer surgery
kursus
10 students
Orthopedic
surgery
11 students
Veterinary
Methodology and
paraclinical skills
17 students
2012
TOTAL:
28 STUDENTS
Principle and
Methods for
Qualitative and
Quantitative
Risk Analysis of
Animal Health
and Food Safety
5 students
Principle and
Methods for
Qualitative and
Quantitative
Risk Analysis
of Animal
Health and
Food Safety
4 students
Soft tissue
surgery
10 students
Ethics and legislation
1 student
Laboratory Animal
Anaesthesia and
Experimental
Surgery
3 students
19
Ethics and
legislation
3 students
Laboratory
Animal
Anaesthesia and
Experimental
Surgery
2 students
9 students
2011
TOTAL: 9
STUDENTS
2010
TOTAL: 44
STUDENTS
Disease
outbreak
management
0 students
11 student
Lab. Animal
Pathology and
Health
8 students
Animal health
economics
2 students
Master‟s thesis
1 student
Lab. Animal
maintenance
4 students
Lab. Animal
Anaesthesia
5 students
Toxicology
13 students
20
6-E: STUDENT REPRESENTATIVES IN BOARDS AND COMMITTEES OF HEALTH
 Academic Council of the Faculty – (faculty-Student ratio: 2:1, 2 veterinary faculty of 10 Faculty, 1
DVM student of 5 students)
 Board of School of Veterinary Medicine and Animal Science - VETSCHOOL (faculty-student ratio:
1:4; 2 vet-students and 2 animsci students)
 The Study Board for Veterinary Medicine (faculty-student ratio: 1:1, 4 veterinary students of 6)
 Veterinary Admission Committee (faculty-student ratio: 2:1, 2 veterinary students)
 Teaching Committees of the Veterinary Departments (approximately 50% students)
 The Department Council for each of the veterinary Departments (5:1 veterinary students)
 At meetings of Panel of Employer Representatives, the student vice-chair of the Veterinary Study
Board is present
 The Student Council of UCPH is an interest group open to all students at the University, the Faculty
having its own “HEALTH Council”
 The Faculty Study Forum has regular meetings for students and the HEALTH Faculty Management.
The Forum has student representation from all programs at the Faculty, the Associate Dean for
education chairing the forum. The Forum maintains dialogues on all issues related to the studies and
the learning environment, and has funds to support application for student activities. Twice a year the
Forum meets with the Dean and the Faculty Director.
Routine course evaluations and student surveys
 All courses and exams are evaluated anonymously by students at the end of course / after exams
through an online survey system.
 The results are collected by the Evaluation Unit, HEALTH and forwarded to the respective course
leader, Chairmen of the department teaching committees and the Head of Studies.
 Course leaders must analyse, reflect and act on the evaluation in collaboration with student
representatives in the teaching committees. In case of negative evaluations, course leaders must
forward an action plan to the departmental Teaching Committee, which approves and follows up on
the implementation of the plan twice a year.
 Course evaluations and subsequent course changes are approved once a year by the Veterinary Study
Board.
Student and curriculum surveys
 The University conducts an in-depth well-being study every three years (last time in 2013), which
include a (digital) survey of the study environment and student life. This study is supplemented by
annual assessments of all students and staff, consisting of a shorter version designed to provide
supplementary information in the intervening years
 Every 4th year, the faculty carries out a “well-being assessment” survey among graduates/alumni and
employers regarding the curriculum
21
6-F: LISTING OF STUDENT SERVICES AVAILABLE FOR VETSCHOOL STUDENTS
•
•
•
Section of Legal and Study Board Services is responsible for legal support to the study boards and
curriculum committees of the faculty. Students‟ complains and exemptions are administered by this
section. The section furthermore gives support to the development and administration of professional
masters, including enrolment and issuing of invoices.
Section of Education Quality and Management Information is responsible for the quality control
procedures in relation to students, curricula and the various educational boards, e.g. administration of
preclinical and clinical course and curriculum evaluations. The section communicates directly with
students in relation to students‟ anonymous on-line evaluation of courses and exams.
International Section supports HEALTH academic staff and leadership in the realization of a broad
variety of international activities. The Section is responsible for the student admission to the English
language MSc programs as well as the administration of a number of international student exchange
programs incl. bilateral contract negotiations and scholarship administration. The Section offers
counseling of in- and outgoing students and organizes a range of international activities, e.g. welcome
and orientation meetings for exchange students and a one-week long orientation program for full-degree
students. The Section provides an introduction to the Danish society and everyday life in Copenhagen,
assistance with official paperwork upon arrival (permits, local registrations), Danish language courses,
spare time activities and social networks. Through the Buddy (student-to-student) program, international
students are introduced to studying and living in Denmark. The office at Panum Campus is open to
personal enquiries Tuesday 3 – 5 PM and Thursday 10 AM – 1 PM (once a month to 3 PM).
Furthermore, students may phone the office within normal working hours or communicate via email.
• Student Service Center (help desk) at Panum Campus provides services for all students, on practical and
administrative questions about classes, registration and/or examinations. Four employees are dedicated
to administer and service the veterinary courses and exams. The Center is open to personal enquiries all
weekdays from 9 AM to 3 PM. Students may also contact the Center and staff directly by phone or
email.
• Student and Career Guidance is responsible for supporting student wellness and counseling and
mentoring (advising) of potential and present students on admission, study planning and technique,
stress, personal and psychological matters, including disabilities, and professional carrier options after
graduation. The section is organized in teams of an academic staff member and a number of student
advisors covering each educational college. The office is open for all students to personal enquiries all
week days from 9 AM to 3 PM. Furthermore, the office at Frederiksberg Campus is open for veterinary
and Animal Science students Monday, 9 AM to 4 PM and Thursday 1 – 6 PM. Students may also
contact the center and staff directly by phone or email. The veterinary students can use the Student and
Career Guidance at every HEALTH campus area – both drop in and personal conversations. The team
that provides guidance for specifically veterinary- and Animal Science students includes one full-time
trained student guidance counselor and four part-time student guidance counselors.
• Center for Online and Blended learning is responsible for development and production of blended and
strictly online courses, e.g. „Open Online Courses‟ (MOOCs). The center works to promote better
education including digital learning. The center is producing e-learning objects and developing specific
learning tools for teachers and instructors and educates and supports the use of the virtual tools. Finally
COBL is responsible for the learning management system, „Absalon‟, used by the student and teachers
(more about Absalon in 6.4).
• In cooperation with the Department of Science Education HEALTH is offering high quality teaching
qualification courses for teachers. The courses are „Introduction to University Pedagogy‟ and „Teaching
and Learning in Higher Education Program‟. HEALTH will be able to support teachers and educational
planners regarding teaching, training and educational tasks.
22
8. FACULTY
8-A: FACULTY RECRUITED AND FACULTY LOST, 2010 - 2014
Year
No. of Faculty Recruited
No. of Faculty Lost
2010
1 Experimental Animal Pathology
1 Virology
1 Microbial Food Safety
1 Clinical Pharmacology
1 Pig Production
1 Experimental Animal Science
2 Internal Medicine, Equine and Bovine
1 Immunology
2 Internal Medicine and Surgery
1 Toxicology
1 Anatomy
1 Human Parasitology
2 Microbiology
1 Epidemiology
3 Internal Medicine, Equine, Pigs and Cattle
1 Animal Science
1 Clinical Pathology
1 Veterinary Imaging
Total 2010
2011
8
15
1 Clinical Pharmacology and Toxicology
1 Veterinary Pathology
1 Immunology
1 Microbiology
1 Biomedicine and Molecular Biology
1 Parasitology
1 Surgery
1 Basic Pathology
1 Ethology
1 Quantitative and Systems Genetics,
Breeding,
3 Internal Medicine and Surgery, Equine, Pigs
and Cattle
1 Anatomy/Stem Cells
1 Reproduction
1 Physiology
1 Pig Production
1 Sheep and Poultry Production
1 Companion Animal Emergency Medicine
1 Cell Biology
1 Animal Nutrition
Total 2011
8
17
23
Year
No. of Faculty Lost
2012
1 Immunology
1 Veterinary Public Health
1 Biotechnology
1 Microbial Food Safety
1 Aquatic Pathobiology
1 Parasitology
1 Large Animal Surgery, Equine and Bovine
1 Molecular Biology
1 Internal Medicine, Equine Surgery
1 Repro Biotechnology
1 Veterinary Reproduction and Obstetrics
1 Reproduction
1 Production Management
1 Animal Genetics
1Anatomy/Stem Cells
1 Quantitative and Systems Genetics,
Breeding
Total 2012
2013
12
11
1 Antimicrobial Resistance
1 Experimental Animal Pathology
1 Tumour and Molecular Biology
1 Human Parasitology
1 Poultry Diseases
1 Parasitology
1 Basic Pathology
1 Veterinary Clinical Microbiology
1 Epidemiology
1 Immunology
3 Internal medicine and surgery
1 Surgery, Equine and Bovine
1 Animal nutrition
1 Internal Medicine, Equine
1 Bioinformatics
1 Companion Animal Internal Medicine
1 Animal Genetics
1 Sustainable Animal Nutrition
2 Animal Nutrition
2 Bioinformatics
1 Clinical Neurology
1 Companion Animal Surgery
1 Companion Animal Internal Medicine
Total 2013
21
12
24
Year
No. of Faculty Lost
2014
1 Basic Pathology
2 Aquatic Pathobiology
1 Experimental Animal Science
1 Bacteriology
1 Clinical Biomedicine, Equine and Bovine
1 Ethology
2 Epidemiology
3 Ethology
1 Animal Genetics
1 Animal Genetics
1 Animal Nutrition
1 Innovation, Entrepreneurship and
Outreach
1 Anatomy/Biochemistry
Total 2014
14
7
25
8-B: STAFF SUPPORT FOR TEACHING AND RESEARCH
Area IVS
FTE Clerical
FTE Technical
Clinical teaching
0
0
Non-clinical teaching
5
17.6
Research
8.6
22
TOTAL
13.6
39.6
Other
0
8
76.2
84.2
Area IPH
Clinical teaching
Research
TOTAL
FTE Clerical
8.7
3.2
5.6
17.5
FTE Technical
22
8
14
44
Other
0
2,2
34.1
36.3
Area IKVH
Clinical teaching
Research
TOTAL
FTE Clerical
10.42
2.01
2.46
14.89
FTE Technical
63.05
12.18
14.88
90.11
Other
2.09
1.09
12.73
15.91
Vetschool Total
Clinical teaching
Research
TOTAL
FTE Clerical
19.42
10.21
16.66
45.99
FTE Technical
83.05
37.78
50.88
173.61
Other
2.09
11.29
123.03
136.41
26
8-C.1: NON VETERINARIANS – IVS
Title
Administrator
Professor
Assoc. Professor
Assistant Professor
Instructor
Lecturer
Part-time Faculty
(less than 75%
time)
TOTAL
MS
PhD
0
10
20
2
0
0
0
Board
Certified
0
0
0
0
0
0
0
Board Certified &
MS
0
0
0
0
0
0
0
Board Certified &
PhD
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
32
0
0
0
Board Certified &
MS
0
0
0
0
Board Certified &
PhD
0
0
0
0
8-C.2: NON VETERINARIANS – IPH
Title
Administrator
Professor
Assoc. Professor
Assistant
Professor
Instructor
Lecturer
Part-time Faculty
(less than 75%
time)
TOTAL
MS
PhD
0
0
0
0
0
5
5
0
Board
Certified
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10
0
0
0
Board Certified &
MS
0
0
0
0
0
0
0
Board Certified &
PhD
0
0
0
0
0
0
0
0
0
8-C.3: NON VETERINARIANS – IKVH
Title
Administrator
Professor
Assoc. Professor
Assistant Professor
Instructor
Lecturer
Part-time Faculty
(less than 75%
time)
TOTAL
MS
PhD
1
0
0
0
0
0
0
7
12
4
0
0
0
Board
Certified
0
0
0
0
0
0
0
1
23
0
27
8-C.4: NON VETERINARIANS – VETSCHOOL TOTAL
Title
MS
PhD
1
0
0
0
0
0
0
1
Administrator
Professor
Assoc. Professor
Assistant Professor
Instructor
Lecturer
Part-time Faculty
(less than 75%
time)
TOTAL
0
22
37
6
0
0
0
Board
Certified
0
0
0
0
0
0
0
Board Certified &
MS
0
0
0
0
0
0
0
Board Certified &
PhD
0
0
0
0
0
0
0
65
0
0
0
8-D.1: VETERINARIANS – IVS
Title
Administrator
Professor
Assoc.
Professor
Assistant
Professor
Instructor
Lecturer
Part-time
Faculty (less
than 75% time)
TOTAL
DVM
MS
PhD
1
9
10
Board
Certified
0
0
0
Board Certified
& MS
0
0
0
Board Certified
& PhD
0
0
0
1
9
10
0
0
0
4
0
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
24
0
24
0
0
0
Board Certified
& MS
0
0
0
Board Certified
& PhD
1
5
7
8-D.2: VETERINARIANS – IPH
Title
Administrator
Professor
Assoc.
Professor
Assistant
Professor
Instructor
Lecturer
Part-time
Faculty (less
than 75% time)
TOTAL
DVM
MS
PhD
2
7
14
0
0
0
2
7
14
Board
Certified
1
5
7
8
0
8
1
0
1
9
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
40
0
32
14
0
14
28
8-D.3: VETERINARIANS – IKVH
Title
Administrator
Professor
Assoc.
Professor
Assistant
Professor
Instructor
Lecturer
Part-time
Faculty (less
than 75% time)
TOTAL
DVM
MS
PhD
0
5
5
Board
Certified
0
0
0
Board Certified
& MS
0
0
0
Board Certified
& PhD
1
4
0
2
9
5
1
0
0
7
0
6
0
0
1
1
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
24
1
17
0
0
6
Board Certified
& MS
0
0
0
Board Certified
& PhD
2
9
7
8-D.4: VETERINARIANS – VETSCHOOL TOTAL
Title
Administrator
Professor
Assoc.
Professor
Assistant
Professor
Instructor*
Lecturer*
Part-time
Faculty (less
than 75% time)*
TOTAL
DVM
MS
PhD
5
25
29
1
0
0
4
21
29
Board
Certified
1
5
7
19
0
18
1
0
2
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
88
1
73
14
0
20
29
9. CURRICULUM
9-A: 2009 CURRICULUM DIGEST – BSc DEGREE (DVM) COURSE LISTING
The following course digests and examples of course descriptions provide a number of “hyperlinks”. By
clicking on these, access is provided to the “course database”, where full descriptions of the courses can be
found. The majority of these are in Danish; however, a meaningful translation can be made by simply using
“Google Translate”.
Year
BSc
Year 1
Block
Courses
(Quarter)
(course numbers hyperlinks to course descriptions in UCPH course database)
1
Veterinary
Veterinary Zoology Veterinary chemistry and Biochemistry
(nplb13006u –
Ethics &
(SVEB13013U –7.5 ECTS)
3 ETCS)
Science
Theory
(SVEB13001U4.5 ECTS)
2
3
4
BSc
Year 2
1
2
3
4
BSc
Year 3
1
2
3
4
Cytology and general histology
(SVEB13000U – 7.5 ETCS)
Veterinary anatomy & physiology 1
(SVEB10386U - 15 ECTS)
Veterinary genetics
(SVEB11001U – 7.5 ECTS)
Veterinary anatomy and physiology 2 (SVEB10387U -15 ECTS)
Immunology, general pathology and pathophysiology (SVEB13002U-15 ECTS)
Infection microbiology (SVEB13016U- 15 ECTS)
Veterinary Pharmacology and
Basic statistics and epidemiology
Toxicology (SVEB13018U- 15
(SVEB13003U- 7.5 ECTS)
ECTS)
Microbial food safety
(SVEB13006U - 7.5 ECTS)
Special pathology and poultry
diseases (SVEB10403U - 15 ECTS)
Animal Nutrition
Animal Breeding
(SVEB13005U(SVEB13015U4.5 ECTS)
3 ECTS)
Basic clinical theory, small animals
((SVEB13009U) - 7.5 ECTS)
Herd health and public health
Basic clinical theory, large animals
(SVEB13001U - 7.5 ECTS)
(SVEB13010U) - 7.5 ECTS)
Applied
Veterinary jurisprudence &
BSc project
ethology
Lab. Anim. Sci. cat B - exam
(SVEBBSCH1E - 10 ECTS)
SVEB13007U (SVEB13011U - 2 ETCS)
- 3 ECTS)
All bachelor courses are taught in Danish. Courses in grey cells are elective courses (a total of 22.5 ECTS)
for the Veterinary Bachelor degree. Students must select these latter courses in order to be admitted to the
veterinary MSc program and obtain the DVM-degree. If a student wants to be admitted in into another
MSc- program, the student can use to 22.5 ECTS at other university courses appropriate for the particular
MSc program.
30
9-B: 2009 CURRICULUM DIGEST – MSc DEGREE (DVM) COURSE LISTING
MSc
Year 2
3
4
MSc
Year 3
1
2
Courses
(course numbers hyperlinks to course descriptions in UCph course database)
Small animal medicine, surgery &
reproduction (SVEK13005U-15 ECTS)
3
4
Practical herd health consultancy &
meat inspection (SVEK13006U - 7.5 ECTS)
Veterinary imaging
Large animal medicine, surgery &
reproduction (SVEK13004U-15 ECTS)
Veterinary paraclinics
(SVEK13001U - 7.5 ECTS)
1
Emergency, obstetrics, critical care, clinical
anaesthesiology (SVEK13002U - 7.5 ECTS)
General clinical practice, large animals (SVEK13008U - 15 ECTS)
2
General clinical practice, small animals (SVEK13007U - 15 ECTS)
(SVEK13003U - 7.5 ECTS)
Elective tracking module* (26.5 ECTS)
or
MSc thesis (SVEK13020E - 30 ECTS)
MSc thesis (SVEK13020E - 30 ECTS)
or
Elective tracking module* (26.5 ECTS)
Veterinary jurisprudence and
animal welfare
assessment
(SVEK13009U - 3.5 ECTS)
Courses within the arrows are clinical courses that are taught every in every block. Student Class is split into
4 teams that rotate through the courses in 4 different rotation schedules.
* The elective differentiation module comprise of one of the following:
 Equine clinic course (SVEK13012U)
 Advanced companion animal course (SVEK13013U)
 Herd health track comprising of following courses: Veterinary Heard and Public Health ccourse (5 ECTS
SVEK 13113U – 4 ECTS) and Heard Health (SVEK13111U - 21.5 ECTS)
 One health track comprising of following courses: Veterinary Heard and Public Health course (5 ECTS
SVEK 13113U – 4 ECTS) and One Health (SVEK13112U - 21.5 ECTS,)
 Biomedicine (SVEK13010U)
 Alternative track comprising of Clinical rotations and/or final year veterinary courses at EAEVE / AVMA
accredited veterinary colleges, with the possibility of including up to 15 ECTS extra-mural externship
Courses in bold are taught in English. The MSc thesis is written in either Danish or English.
31
Clinical Rotation courses
taught in all 4 blocks
MSc
Year 1
Block
(Quarter)
1
2
Clinical Rotation courses
taught in all 4 blocks
Year
9-C: EXAMPLE OF DVM CURRICULUM BSC-COURSE DESCRIPTION
(Below a screen dump from the Danish course description at the University course database, - see Google translation on next page)
32
(Google translation of the above mentioned course description)
SVEB13010U Basal Clinical Theory of Large Livestock
English title
Large Animal Clinical Basic Theory
Course Information
Year 2014/2015
Language
Point
Level
Duration
Location
Schedule Group
Schedule
Course Capacity
The Academic Board
Danish
7.5 ECTS
Bachelor
1 block
Block 3
F
Posted on Absalon later than 14 days before the course begins
No limit. Reserved for veterinary students.
Veterinary Study Board
Awarding institutions
Department of Animal Sciences
Department of Clinical Veterinary and Animal Science
Responsible: May Halling Thomsen (mht@sund.ku.dk) Filed on 02-05-2014
Education: Bachelor's degree in veterinary medicine - obligatory for admission to the Master in veterinary medicine
Content
The lectures in basic medicine and surgery include common disease manifestations, general illness concepts spread of
infection and prophylaxis. Also presented are the principles of basic medical and surgical diagnosis, therapy and
prophylaxis. Selected major diseases in large animals are reviewed. There is also given an introduction to clinical
examination and journal writing and client communications. Ethics and animal welfare issues will be discussed. As a
prelude to the exercises will include lectures in orthopaedic anatomy.
At the practical exercises, the students acquire insight in assembling, handling and fixation of horses and cattle. The
exercises also include basic orthopaedics (including orthopaedic anatomy in the form of dissektionsøvelser) and
principles of hoof and hoof care.
Goal descriptions
The course will give the student knowledge of basic research methodology, disease manifestations and principles for
the diagnosis of medical and surgical diseases of the large animals. In addition, students gain knowledge in the safe
handling and handling large livestock, orthopaedic anatomy and principles for practical diagnostic lameness in horses
and cattle. After completing the course the student is expected to:
Knowledge:
 Explain the principles of basic medical and surgical research methodology and diagnostics
 Identify basic orthopaedic problems
 Reflect on nursing importance in animals
Skills:
 Use clinical study to assess the animals' health
 Manage large livestock
 Communicate knowledge in a technical language in order to be able to discuss basic clinical conditions
Competencies:
 Evaluate selected clinical findings and - parameters
 Discuss on ethical aspects. diagnostic and therapeutic interventions in relation to animal welfare and consumer
protection
33
Teaching Materials
Auer, J.: Equine Surgery 4th edition.
Eriksen, L.: Clinical research methodology and journal writing. DSR, 1991. Smith, BP: Large Animal Internal
Medicine, 4th edition
Weaver et al.: Bovine surgery and lameness. 2nd edition 2005. Lumb and Jones: Veterinary Anaesthesia and
Analgesia. 4th Ed
Teaching methods
Lectures and practical exercises in Taastrup The course learning objectives will be made available in electronic form.
Sign up
Selvbetjeningen on KUnet
Exams
Point
7.5 ECTS
Examination Written test, 2 hours supervised.
The written test will be held at Peter Bangsvej. It consists of essay and multiple-choice questions.
Requirements for admission to examinations
At least 80% participation in the exercises to achieve approved Course Certificate. Students can take the exam
regardless course certification, but to pass the course REQUIRED BOTH APPROVED COURSE CERTIFICATE
AND PASS EXAMS.
Aids
Evaluation
Censorship
No Aid
7-point scale
External examiner
Criteria for Evaluating
Knowledge:
 Explain the principles of basic medical and surgical research methodology and diagnostics
 Identify basic orthopaedic problems
 Reflect on nursing importance in animals
Skills:
 Use clinical study to assess the animals' health
 Communicate knowledge in a technical language in order to Discuss basic clinical conditions
Competencies:
 Evaluate selected clinical findings and - parameters
 Discuss on ethical aspects. diagnostic and therapeutic interventions in relation to animal welfare and consumer
protection
Workload
Category
Lectures
Practical exercises
Preparation
Exams
Total
Hours
48
24.5
132
2
206.5
34
9-D: EXAMPLE OF DVM CURRICULUM CORE MSC-COURSE DESCRIPTION
Below a screen dump from the English course description at the University course database
35
36
9-E: EXAMPLES OF DVM CURRICULUM - ELECTIVE TRACKING COURSE
DESCRIPTION
Below a screen dump from the Danish course description at the University course database.
37
9-F: SELECTED CURRICULAR CONTENT
Course / Hours
CRITICAL PATIENT CARE
Basic Clinical Theory,
small animals/4h
Veterinary Pharmacology
and toxicology/12h
Course / Hours
Course / Hours
Emergency, obstetrics,
critical care & clinical
anaesthesiology/ 67h
General clinical practice,
small and large animals/
60h
Equine track /60 h
Advanced Companion
Animal Track /90h
small & Large animals/ 40h
anaesthesiology/ 30 h
Large animal medicine,
surgery and reproduction/
50h
small & large animals/ 50h
Veterinary jurisprudence
and assessment of animal
welfare/ 13h
Advanced Companion
Animal Track /90h
Equine track /20 h
CLINICAL REASONING AND PROBLEM SOLVING
Intensive Care and Emergency
Medicine
Pain Management
and toxicology/6h
small animals/4h
and toxicology/6h
Principles and hospital practice for
isolation of infectious disease
Medicine, Surgery and
Reproduction – Large
Animal 20 h
Clinical Pathology
small animals/4h
Diagnostic Veterinary Imaging - new
Veterinary imaging /
Veterinary paraclinics / 40h
Advanced Companion
Animals Track /45h
Equine track: 30 h
Advanced Companion
Animal Track /10h
small animals and Large
animals / 20h
Equine Clinics / 20h
INFORMATION MANAGEMENT AND THE MEDICAL RECORD
Herd Health
Special pathology and
poultry diseases / 8h
Individual Animals
small animals/16h
and Toxicology/6h
HUMAN ANIMAL BOND
Behaviour
Applied Ethology/ 40h
Animal Welfare
Veterinary Ethics and
Philosophy of Science/ 30 h
Euthanasia and Grief Counselling
Medicine, Surgery &
Reproduction, small &
Large animals/ 10 h
Practical herd health
consulting and meat
inspection/ 41h
welfare/ 13h
General Clinical Practice,
small & large animals/ 60h
welfare/13 h
Herd Health Consultancy
and Vet. Public Health track
/ 56h
Herd-health / 41h
small animals/ 8 h
welfare/ 40h
small animals 2h
small animals/ 10h
small and large animals/
20h
small and Large animals/
18h
Herd-health and public
health-1/ 10 h
consulting and meat
inspection/ 10h
consulting and meat
inspection/ 21h
Equine track: 40 h
EPIDEMIOLOGY AND ZOONOSES
Regulatory Principles
Epidemiology
Animals & the Environment
welfare/ 56 h
Biostatistics and
epidemiology/ 100h
health/ 16h
health-1/ 21h
38
and Veterinary Public
Health tarck/ 8h
consulting and meat
inspection/ 10h Veterinary
jurisprudence and
assessment of animal
welfare/ 13h
and Vet. Public Health
Track/ 8h
Zoonoses
Infection microbiology/ 50h
diseases/ 100 h
Health Track/ 8h
welfare/ 13h
Food Safety
Microbial food safety/ 140h
Herd Health Consultancy and
Veterinary Public Health/ 8h
Veterinary jurisprudence and
assessment of animal welfare/
13 h
Veterinary Genetics, 135h
Cytology & Basic Histology
/ 42 h
Infectious Microbiology /10 h
health-1/ 5h
Veterinary Jurisprudence / 5h
health-1/ 10h
consulting and meat
inspection/ 82h
Infection microbiology/ 8 h
Career knowledge/options
Philosophy of Science / 10h
Professional behaviour
Philosophy of Science /10h
Ethics
Philosophy of Science /10h
Communication
Basic clinical theory, small
animals 2h
Medicine, surgery &
reproduction, small
animals/ 8 h
General Clinical practice,
Companion Animals/4h
Medicine, surgery &
reproduction, companion
animals/ 8h
Medicine, surgery &
reproduction, small
animals/ 8h
Business and Practice Management
Medicine, surgery &
reproduction, small animals/
8h
Notifiable Diseases
Molecular and Cell Biology
Biosecurity
Special pathology and
poultry diseases/ 50 h
Veterinary chemistry and
Biochemistry/ 50 h
Medicine, Surgery &
Reproduction, small & large
animals/ 10h
Immunology, general
pathology and
pathophysiology/ 100 h
Large Animals and
Companion Animals/ 16h
PROFESSIONAL DEVELOPMENT
Medicine, surgery &
reproduction, small
animals/ 8h
Companion and Large
Animals/10h
Companion and Large
Animals/10h
Health Track/ 12h
CLINICAL TECHNIQUES AND SKILLS
History and physical exam
Hands-on clinical procedures
(catheter placement, nasogastric
intubation)
Necropsy
Small and Large animal
medicine, surgery and
reproduction/ 50h
Small and large animal
medicine, surgery and
reproduction/ 50h
Companion and large
animals/ 100h
Large and Companion
animals/ 100 h
diseases/ 200h
General Clinical Practice
Companion and Large
Animals/10 h
Health Track/ 4h
Please note: The number of hours - for each curricular content - is based on hours of teaching activities plus hours of
self-study. This is because the ECTS credit system used at the universities dictates that 1 credit equals 27.5 hours
including time for self-study. As a rule of thumb, teaching activities comprise approx. 50% of the total time. For some
courses, a detailed teaching plan has not yet been prepared and hence, the numbers reported represent a rough
estimate only.
39
10. RESEARCH PROGRAMS
Year 2013
IKVH
IPH
IVS
Other Unit
College total
Number of
faculty
Number of
faculty
involved in
research
Number of
research
faculty
involved in
delivering the
professional
curriculum
Total
research
FTE
Number of
original, peerreviewed
research
publications*
Number of
original
book
chapters
51
45
56
51
45
55
45
36
50
51
40
53
122
119
273
2
2
10
152
151
131
144
514
14
* Journal articles; total amount of peer reviewed publications is 648 in 2013
Extramurally-sponsored
federal grants
state Grants
private Contracts
Patents
Number
0
Value
0
Number
20
Value
17,000,000
DKK
Number
13
Value
4,000,000
Number
0
IPH
0
0
22
19,347,946
DKK
15
4,044,544
DKK
1
IVS
1
7,569,164
DKK
20
38,125,962
DKK
36
15,843,889
DKK
0
1
7,569,164
DKK
62
74,473,908
DKK
64
23,888,433
DKK
1
IKVH
Other Unit
College
total
Number of students
in funded &
unfunded research
projects*
Number of peer reviewed publications in
which DVM students
are authors/co-authors
Number of veterinary medical students in
a joint DVM/graduate academic program
PhD
Master‟s
(or equivalent)
(or equivalent)
Year 2013
141
0
0
0
Year 2012
Year 2011
134
105
0
0
0
0
0
0
* Number of master thesis approved at the three institutes
40
11. OUTCOMES ASSESSMENT
In appendix 11.A below, examples of competence matrices for the nine AVMA competences are listed
illustrating how the intended learning goals and assessments of MSc-courses feeds into the EAEVE and
AVMA competencies. The complete BSc- and MSc-course competence matrices in relation to the AVMAcompetences and EAEVE Day 1 competencies can be found on the VETSCHOOL website.
1. Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory
testing, and record management
Problem solving skills in relation to the veterinary profession is part of the learning outcomes in almost all
courses throughout the programs. However, patient diagnosis is mainly a specific focus on the last year of
the bachelor program (e.g. Special Pathology and Poultry diseases and Companion Animal and Large
Animal Basic clinical theory courses), and continues throughout the MSc program, e.g. with practical
clinical training in Problem Orientated Medical Recording at the first semester courses Medicine, Surgery
and Reproduction, Companion and Large Animals, followed by hands-on clinical case work in the core
clinical rotations at the 2nd and 3rd semester: “Veterinary Paraclinics” (clinical pathology), “Veterinary
Imaging”, “Veterinary Emergency, obstetrics, critical care & clinical anesthesiology”, “Practical Herd
Health Consultancy” and “General Clinical Practice, companion animals and large animals”. Finally, the
final year elective clinical courses in Companion Animals, Equine Clinic, Herd Health, Biomedicine and
One-Health further enhance students‟ competences within patient diagnosis and problem solving.
2. Comprehensive treatment planning including patient referral when indicated.
“Treatment planning” as skill is trained and assessed mainly at first semester clinical MSc-courses
“Medicine, Surgery and Reproduction (MSR), Small Animal” and ”MSR, Large Animal” and the core
clinical rotation courses “Emergency, obstetrics, critical care, clinical anesthesiology” and “General clinical
practice, Large animals and companion animals”. However, also the MSc- course “Veterinary
jurisprudence and animal welfare assessment” contributes to these competences through case-based
assignments and practical exercises regarding veterinary handling of notifiable contagious diseases and
animal welfare hazards. Furthermore, the skill is a key element not only in the elective clinical courses
“Companion Animals, Equine Clinic”, but also in the elective course on “Herd Health” where the skill is
trained on the herd / population level rather than single animal level. Finally, the BSc-courses “Basic
clinical theory, small animals and large animals”, both teach and assess the basic theoretical aspects of the
skill.
3. Anesthesia and pain management, patient welfare.
The competences regarding anesthesia, pain management and patient welfare are an integral part of many
of the clinical MSc-courses. Students practice basic surgical skills and anesthesia on (anesthetized) research
pigs on “Medicine, Surgery and Reproduction, Large Animals”, and further enhance these skills at the core
clinical rotation courses “Emergency, obstetrics, critical care, clinical anesthesiology”, “General clinical
practice, large animals and companion animals” and the elective courses “Companion Animals”, “Equine
Clinic” and “Biomedicine”. Patient welfare as “Animal welfare assessment and supervision” is a key
outcome of the MSc-course on “Veterinary jurisprudence and animal welfare assessment”. At the BSCcourse “Veterinary Pharmacology and Toxicology” students obtain comprehensive theoretical knowledge
about the use of anesthetics and pain killers in domestic animals as well as basic practical skills in relation
to anesthesia and pain management of laboratory animals. Subsequently, after passing the “Basic clinical
Theory, small and large animal” BSc-courses, students will be able to discuss the need for and ethical
aspects of anesthesia and analgesia in animals, and explain how to monitor anesthetized animals.
4. Basic surgery skills, experience, and case management
Surgical skills are trained and assessed within the MSc-program. Firstly, students get basic surgical skills
training at the Skills Lab and subsequent on anesthetized research pigs at the “Medical, Surgery and
Reproduction, Small Animal and Large Animal” courses. Subsequent, students improve surgical skills
(minor surgery, castrations, neutralizations, explorative laparotomies) and get surgical case experiences on
large and companion animals as part of their clinical core rotations “Emergency, obstetrics, critical care,
clinical anesthesiology” and “General clinical practice, Large Animals and Companion Animals”. Students
41
attending the elective tracking courses “Equine Clinic, Advanced Companion Animals and Biomedicine”
will further develop these skills on more advanced surgery of the respective professional areas.
Naturally, students‟ outcomes from the basic veterinary science BSc-courses, e.g. Basic Clinical Theory,
Companion Animal and Large Animal, Anatomy & Physiology 1 and 2 and Veterinary Pharmacology and
Toxicology contributes with fundamental knowledge to these the surgery skills.
5. Basic medicine skills, experience, and case management.
Students are introduced to basic theoretical medicine skills during the final year of the BSc-program at the
“Basic clinical Theory, small and large animal”-courses. The practical clinical skills are directly gathered
during the clinical core rotations “Emergency, obstetrics, critical care, clinical anesthesiology”, “General
clinical practice, Large Animals and companion animals”, “Veterinary Imaging” and “Veterinary
Paraclinics” (i.e. clinical pathology). Students‟ outcomes from the basic veterinary science BSc-courses e.g. Anatomy & Physiology 1 and 2, Immunology, General Pathology and Pathophysiology, Veterinary
Pharmacology and Toxicology and Special Pathology and Poultry Diseases - contribute with fundamental
knowledge to the medicine skills. Students enrolled on the elective tracking courses “Advanced
Companion Animals”, “Equine Clinic”, “Biomedicine” and “Herd Health” will further develop these skills
in relation to the animal species in focus at the course.
6. Emergency and intensive care case management.
These aspects of the medicine, surgery and obstetric skills are explicitly trained and assessed during the
clinical core rotation course “Emergency, obstetrics, critical care, clinical anesthesiology” and supported by
the clinical skills that are assessed in the other core MSc-courses: “General clinical practice, large animals
and companion animals”, “Veterinary Imaging” and “Veterinary Paraclinics”. Students enrolled on the
elective courses Companion Animals, Equine Clinic, Biomedicine will further develop these skills on the
particular animal species in focus at the course.
7. Health promotion, disease prevention/biosecurity, zoonosis, and food safety.
These skills are comprehensively trained and assessed within courses on the second and third year of the
BSc program. Courses as “Infections Microbiology”, “Microbial Food Safety”, “Herd Health” and “Public
Health” and “Special Pathology and Poultry Diseases” explicitly address skills directed towards
professional disciplines, both in theory and through practical exercises. Furthermore, disease risk analysis
is trained in Basic statistics and Epidemiology and herd health and health hazards related to inbreeding or
specific breeding programs are part of the learning outcomes of “Veterinary Genetics and Animal
Breeding”. Biosecurity and disease prevention learning goals are integrated in the clinical BSc-courses
“Basic Clinical Theory, small and large animals”, as well as the clinical core rotations courses “General
Clinical Practice, Companion Animals and Large Animals”. At the MSc-program, the practical aspects of
the present competences are in focus at the core rotation course “Practical Herd Health Consultancy &
Meat inspection”. Finally, students enrolled at the elective tracking modules “Herd Health Consultancy and
Veterinary Public Health and One Health” or “Herd Health Consultancy and Veterinary Public Health and
Herd Health” will be further trained and assessed in the present skills either in relation to One Health or
Herd Health.
8. Client communications and ethical conduct.
In the BSc program, professional communication skills are part of the learning outcomes of several
courses, e.g. Anatomy & Physiology, Microbial Food Safety in relation to cognition and use of veterinary
terminology in intercollegial communication as well as in client communication. Client communication
skills in a clinical context are specifically introduced and a part of learning outcomes of the final year BSccourse Basic Clinical Theory, Companion animals.
At the MSc-program, these skills are further developed. At the first semester core courses Medicine,
Surgery and Reproduction, Companion Animals two days of exercises are devoted to client communication
and professional conduct and during the course in both Companion and Large Animals, students are trained
in obtaining and recording clinical history and disseminating clinical information to both colleagues and
42
clients. Subsequently, students‟ communicative skills are trained and assessed in a real clinical context in
the ambulatory clinic of the Companion Animal Hospital during the core rotation course General Clinical
Practice, Companion Animals. In addition, communication (and practice management) is a primary focus
of in the students‟ assignments (portfolio and reflective essay) during the extra-mural internships at the
former rotation and at the core rotation in General Clinical Practice, Large Animals.
Students are introduced to professional ethical conduct in a societal context at the very first course of the
BSc-program, Veterinary Ethics and Science Theory, where it is assessed as a part of the written
assignments and oral examination. Later at the final BSc-year, ethical conduct is discussed in clinical
contexts as an important part of the learning outcomes of both Basic Clinical Theory courses. At the MScprogram, ethical conduct as client communication is an integral part of the clinical core rotation courses
and all elective courses (see above). Client communication and ethical conduct are also part of the learning
outcomes of all elective clinical as well as public health courses of the last year of MSc-program.
9. Critical analysis of new information and research findings relevant to veterinary medicine.
Students are introduced to these skills in Veterinary Ethics and Science Theory including the possibilities
and limitations of various scientific methods and how to evaluate the quality of different sources. Being
able to identify scientific methods and good scientific practice is a part of students learning outcomes that
is assessed at the summative course exam. Later on the last year of the BSc- program, evidence based
medicine is discussed as a part of the Large Animal Basic Clinical Theory Course. Subsequently, evidence
based medicine is an integral part of the Medicine, Surgery and reproduction Companion and Large Animal
courses and the clinical core rotations General Clinical Practice, Large Animals and Companion Animals
as well as all elective courses where students are expected to include and discuss new information and
research findings in relation to their clinical cases and various project works.
Two program activities are explicitly designed to promote and assess student outcomes in relation to this
competency, namely the BSc-project (10 ECTS) and the MSc thesis (30 ECTS). The former comprises
writing of a scientific literature review (in journal format) based on a self-chosen research question within a
veterinary scientific topic and a subsequent oral presentation and examination of the work. The MSc-thesis
represents a minor independent research project within the area of veterinary medicine, including a
literature review, experimental work and/or novel analysis of raw scientific data, discussion and
conclusion. The thesis work must be written in a scientific article form and subsequently presented and
defended orally. All thesis work is published electronically by the University Library.
43
11-A: AVMA CORE COMPETENCE 1: COMPREHENSIVE PATIENT DIAGNOSIS
(PROBLEM SOLVING SKILLS), APPROPRIATE USE OF CLINICAL
LABORATORY TESTING, AND RECORD MANAGEMENT
For each course, included in the curriculum, we have made a matrix showing how learning outcomes and
evaluation of courses meet the different AVMA course competencies. We have here included the matrix for
core competency 1 and how it relates to the BSc courses. Matrices for each of the nine AVMA core
competences, for both BSc and MSc courses, can be found here.
Excerpts from the overall program outcomes of the BSc-program








Summarize the basic laws, theories, methods, principles, structures and/or mechanisms within the disciplines of
the education.
Describe and understand domestic animals normal anatomical structure and physiological functions at both the
cellular level as well as the animal as a whole.
Explain and classify general clinical and pathological findings, lesions and parameters, including describing the
overall etiology, pathogenesis and pathology of the most common medical conditions in domestic mammals,
poultry and fish in Denmark.
Conduct microscopy and dissection and perform basic (bio)chemical, molecular biological, microbiological and
parasitological analyses.
Manage small and large animals in accordance with relevant safety regulations and in accordance with current
legislation, as well as assess their general health status
Explain and reflect on the principles of systematic, problem-oriented medical approach to clinical manifestations
of disease.
Perform basic diagnostic tests on specimens collected from animals and animal source foods, and analyze and
evaluate the results.
Perform basic elements of a clinical examination.
BSc-courses supporting
competence 1
Intended course outcomes
Formative
assessment and
final approval
(e.g. course
certificate)
Active
course
participation
SVEB13386/SVEB13387 Anatomy &
Physiology 1/2
SVEK13005 Animal Nutrition
SVEB13003 Basic Statistics and
Epidemiology
Summative
exam
Course
assignments
Apply practical knowledge about gross
anatomy and special histology, including
practical training in dissection and
microscopy, and the function of organs as a
basis for acquiring additional necessary
information for surgical and medical
interventions as well as pathological findings
Knowledge about practical physiological
measurements as taught in student exercises
Describe basic principles regarding
determination of nutrient requirements for
healthy and sick animals
x
Utilize nutritional and feeding principles,
terminology and methods for the assessment
of standard diet plans, diets and correlation
between nutrition and disease
Assess feeds usefulness for livestock
x
Ability to perform calculations regarding the
validity of diagnostic tests
x
44
x
x
competence 1
SVEB10403 Special Pathology and
Poultry Diseases
SVEB13007 Applied Ethology
SVEB13009 Basic Clinical Theory,
Companion Animals
Active
course
participation
Course
assignments
x
x
Discuss specimens and perform appropriate
diagnostic methods in clinical practice, as well
as suggest relevant further studies.
Explain the causes of pathological changes
Explain the individual organ systems response
patterns to injury
Explain pathological reaction methods
morphological expression, macroscopically as
well as histologically, in relation to the
pathophysiological mechanisms
Assess and explain pathological changes in cells,
tissues, organs and organ systems on a
macroscopic and microscopic level, for
commonly occurring diseases in domestic
mammals in Denmark
Perform section on and prepare organs from
domestic animals for necropsy in order to
evaluate lesions and reactions in the organs
Assess lesions and reactions in cells, tissues,
organs and organ systems of domestic animals
on a macroscopic and microscopic level, in order
to investigate etiology/cause, pathogenesis,
complications, differential diagnosis and
pathological diagnosis
To be able to apply methods, principles and
concepts within the discipline of poultry
diseases for the evaluation of clinical
manifestations and post mortem findings. Based
on the evaluation, and additional laboratory
tests and epidemiological data, to be able to
carry out diagnosing and advisory activities
including the suggestion of relevant measures to
solve specific problems
Perform pathoanatomical diagnostics in
domestic animals and poultry. Evaluate the total
necropsy findings and from these and related
data make disease diagnosis. Explain basic
conditions regarding lesions and reactions in
each organ’s cells and tissues in mammals and
poultry
Apply knowledge of animal behaviour to solve
problems, including problems relating to the
keeping and use of animals
Describe normal behaviour and possible
behavioural problems in different animal
species
Demonstrate comprehensive overview in the
principles of basic medical and surgical
examination methods and diagnostics in
companion animals
Explain the four recurring phases of action in
the approach to patients in small animal practice
using the method approach of POMR
45
Summative
exam
x
x
x
x
x
x
x
x
x
x
x
x
x
x
competence 1
SVEB13010 Basic Clinical Theory,
Large Animals
Demonstrate comprehensive overview in the
principles of basic medical and surgical
examination methods and diagnostics in large
animals
Acquire skills in the safe handling of and
dealings with large domestic animals,
orthopaedic anatomy as well as principles for
practical lameness diagnosis in horses and cattle
Explain the principles of basic medical and
surgical examination methodology and
diagnostics
Utilize clinical examination to assess animals’
health
SVEB10408U Herd Health and Public
Health
Evaluate selected clinical findings and –
parameters
Identify the main enzootic and exotic diseases in
pigs and fish
Apply simple quantitative and qualitative
methods to analysis herds’ production and
health
Interpret simple analyses of herd data
Evaluate problems regarding disease ethology,
pathogenesis, diagnosis, therapy and
prophylaxis in pigs and fish
46
Active
course
participation
Course
assignments
Summative
exam
x
x
x
x
x
x
x
x
x
11-B: Actions taken based on recommendations from AVMA Consultative Site Visit,
June 14-18, 2009
AVMA 2009
Recommendations
1. Organization
Actions taken
Responsible
Time limit
Fulfilled
Prior to seeking a site visit
the veterinary faculty must
provide evidence that the
Dean or chief executive
officer is a veterinarian and
that the veterinary program
has the same recognition,
status, and autonomy as other
professional colleges in the
institution
Establishment of Schools or Colleges
within the Faculty of Health and
Medical Sciences (HEALTH),
including School of Veterinary
Medicine and Animal Science headed
by a veterinarian and comprising 3
veterinary departments headed by
veterinarians, a study board
(curriculum board) and admission
committee, all headed by veterinarians
Dean
A solution
became
possible
with the
fusion of the
veterinary
departments
at Faculty of
LIFEsciences
into
HEALTH in
2012
Yes
A plan must be developed to
ensure existing bovine,
equine, and small animal
isolation facilities are used in
accordance with generally
accepted isolation methods
and appropriate protocols
must be posted
Immediate establishment of new
isolation protocols and procedures to
ensure proper isolation of patients
within present facilities.
Hospital
Director
Prior to next
AVMA visit
Yes
Location of the isolation
facility in the new small
animal hospital should be reevaluated
A plan for building of new isolation
facility at the Small Animal Hospital
has been established
Head of
Department and
Hospital
Director
Prior to next
AVMA visit
Yes
Appropriate exit signage
must be placed in the large
histology laboratories on the
fourth floor of the anatomy
building
Placing appropriate signs according to
Danish work environment legislation at
location
Head of
Department
Safety
Committee
June 2009
Yes
Policies and procedures must
be developed to ensure
personnel safety through
restricted access to addictive
and dangerous drugs
Re-inspection of all facilities and
protocols related to additive and
dangerous drugs (narcotics and
benzodiazepines). Establishment of
separate locked facilities/cupboards for
stocks and containers in use with
restricted access and a logging system
Hospitals
Director
Prior to next
AVMA visit
Yes
3. Physical Facilities and
Equipment
47
Suggestion to improve the Action taken
curriculum
4. Clinical Resources
Responsible
Time
limit
Fulfilled
The program should develop
methods to increase the
amount of student
involvement in health
care management of large
animals (official patient
records, client interaction) to
enhance student learning
A) Establishment of electronic medical
recording system allowing students to
write in the patient records
B) Implementation of compulsory
externship in private practice with focus
on communication and practice
management
A) Head of
Department
Prior to
next
AVMA
visit
Yes
Putting up a “mail box” outside Students
Service Center at Frederiksberg Campus
Student
Service Center
Spring,
2010
Yes
Initiation of investigation of the effect
Quota 1 (pure academic) and Quota 2 (test
+ interview) admission procedures on
students‟ study performance and carrier
choice after graduation to make evidence
based adjustments of admission
procedures
Establishment of an Admission
Committee
Head of
Studies
2016
In
progress
Study Board
2012
Yes
The program must implement
plans to collect and analyse
assessments of educational
preparedness and employment
satisfaction of new graduates
and alumni
Regular outcomes survey among newly
graduates
2010
Yes
The college must develop and
implement a method to
determine employer
satisfaction with graduates
Regular outcomes survey among
employers
Evaluation
unit, Dept of
Studies and
Students in
collaboration
with Head of
Studies
Evaluation
unit, Dept. of
Studies and
Students in
collaboration
with Head of
Studies
2014
Yes
B) Study
Board
6. Students
A system for anonymous
student comment regarding
compliance with the COE
standards of accreditation
must be developed
As no one have used the “mail box” for
anonymous comments, VETSCHOOL has
also established an on-line anonymous
mail-box on educational website in
November 2014
7. Admission
Other factors in addition to
academic achievement should
be used for selection of all
incoming students
A distinct committee
responsible for admission
policies and procedures,
which includes a
majority of faculty members,
should be designated
11. Outcomes assessment
48
VETSCHOOL
SCHOOL OF VETERINARY MEDICINE AND ANIMAL SCIENCE
AVMA COE Accreditation
2015 Appendices

VETSCHOOL

Transcription

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