Download - Princple objectives - University of Glasgow

CONTENTS Overview

i-iv

Organisation

Section 1 1-4

Finances

Section 2 5-8

Physical Facilities and Equipment

Section 3 9-13

Clinical Resources

Section 4 14-18

Library and Information Resources

Section 5 19-22

Students

Section 6 23-27

Admissions

Section 7 28-30

Faculty

Section 8 31-35

Curriculum

Section 9 36-39

Research Programmes

Section 10 40-44

Outcomes Assessment

Section 11 45-50

Tables Section 12 51-76

Appendices

Section 13 77-115

AVMA Self Study Document - Contents

OVERVIEW Mission statement The mission of the Faculty of Veterinary Medicine is: to deliver excellence in research and teaching, to advance knowledge and to promote excellence in the practice of veterinary medicine. University context The Faculty’s strategic and operational planning is conducted within the framework of the University’s corporate planning processes. The Faculty’s strategic aims, which reflect the corporate level aims, are translated into operational objectives for each of the three functional areas of activity in the Faculty: learning and teaching, clinical services, and research. As part of the annual process of budget setting, these operational objectives are reviewed in the context of sectoral and institutional developments, and the funding environment in particular. A commentary on the Faculty’s achievement of its strategic aims over the period under review is provided below and, throughout the Self Study Report, consideration is given to the associated operational activities in detail. Strategic aims The Faculty’s strategic aims for the period under review were as follows: • To provide the academic and physical environment to foster science at the highest

international level, and thus to be pivotal players in the knowledge driven economy, through targeted research in comparative medicine.

• To create an educational environment that is proactive and innovative in curricula design and teaching methods to ensure that our veterinary graduates are fit to meet changing demands of society in the advancement of veterinary science.

• To provide a veterinary clinical centre of excellence for our communities. • To foster partnerships with industry in the development of new biotechnology based

products and modern molecular technologies and therapeutics. Achievement of strategic aims Achievements under each of the strategic aims are summarised below. • To provide the academic and physical environment to foster science at the highest

international level, and thus to be pivotal players in the knowledge driven economy, through targeted research in comparative medicine.

ACHIEVED: Investment in new research facility (£7M) Restructuring of research support on institute basis Proactive management of research Increased research mentoring Consolidation of research staff on short term contracts (>4 years)

AVMA Self Study Report – Overview

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• To create an educational environment that is proactive and innovative in curricula design

and teaching methods to ensure that our veterinary graduates are fit to meet changing demands of society in the advancement of veterinary science.

ACHIEVED: Curriculum re-design initiated Virtual Learning Environment established Move towards wireless, electronic learning infrastructure Introduction of taught Masters in Veterinary Public Health Clinical skills laboratory and OSCE assessments established Communications skills training

• To provide a veterinary clinical centre of excellence for our communities. ACHIEVED: Valued institute in the local community Significant philanthropic donations Increasing case load and income Widening participation programme community based New small animal hospital underway Excellent equine clinical facilities

• To foster partnerships with industry in the development of new biotechnology based

products and modern molecular technologies and therapeutics. ACHIEVED: Actively spinning out companies from Faculty research base Incubator site within Faculty Co-located with West of Scotland Science Park; joint branding underway Sponsored research and studentships established Commercial “Proof of Concept” grants won Excellent working relationships with Local Enterprise Companies

Methods used to measure outputs of the programme A wide range of complementary mechanisms is used to measure outputs as summarised below (see also section 11). Learning and Teaching:

• Exam results* • External Examiner reports • Graduation Rates* • Employment Rates* • National league tables (The Times, The Guardian)* • Survey of Final Year, Year 1 and Year 5 post qualification surveys • Employer surveys • Feed back from students on all courses • RCVS and EAEVE visitations • Trans-National European Evaluation Project • Teaching Quality Assessment • NAVLE pass rates* • Competitive teaching awards • BVA-AVS surveys* • Departmental Programmes of Teaching, Learning and Assessment (DPLTA)

*Quantitative assessments


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Clinical Services:

• Case numbers • New case numbers • Revisit rate • Clinical income • Clinical costs

Research:

• Ratings in the Research Assessment Exercise • Total number and quality of publications • Total research awards • Total research income • Total research indirects • Total research salary recoups • Total commercial grants • Number of PhD students • Proportion of PhD students submitting within 4 years • Measures of Faculty esteem including Fellowships, Higher Degrees, Public Honours,

invited presentations as key note speakers and editorships Major strengths and weaknesses The Faculty recognises that significant strength can be drawn from an outstanding heritage and track record. However, the current facilities, staff and students readily demonstrate existing and continued excellence:

• Single site campus with significant surrounding infrastructure • Part of an ancient and forward looking University with major strength in the

biomedical area • Financial stability even in difficult institutional times • Largest revenue winner from research charities and government funding councils of

all UK veterinary schools • Modern matrix structure with professional development pathways for all categories of

staff • Supportive and committed University Higher Officers • New research facility • New small animal hospital underway • New food animal facility • Dedicated access to farm • Committed and well qualified academic and support staff • Culturally diverse, excellent and committed student body • Forward looking e learning environment • A successful University-wide diversity and widening participation programme

The weaknesses Faculty identifies are not unique to Glasgow but they include:

• A limited number of qualified applicants for clinical Faculty positions • Sparse administrative and technical support in some areas • The need to recruit in some academic disciplines • Aging infrastructure, especially in the small animal hospital and food animal areas • The international (and historic) perception of Glasgow as place of abode and work • The inevitable tensions between income generation and teaching mission in all areas

of clinical teaching


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Recommendations 1. The Faculty should continue to pursue its mission of excellence in research, teaching and

clinical services, as part of a Faculty incorporated in a major civic University. 2. The Faculty should complete its building and refurbishing programme. 3. The Faculty should pursue financial stability and a positive contribution to the University,

notwithstanding current resourcing models. This should involve an integrated approach to the role of the Small Animal Hospital.

4. The Faculty should, as part of good corporate governance, continue to assess risks and opportunities and strategies to mitigate the former and exploit the latter.

Stuart W.J. Reid Dean, Faculty of Veterinary Medicine


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Section 1

Organisation

AVMA Self Study Document 1

1. ORGANISATION The Faculty of Veterinary Medicine is one of nine faculties of the University of Glasgow. As an autonomous faculty, it is responsible for all decisions relating to activity and staffing, subject to an annually agreed budget. The Faculty is grouped with the two other Biomedical Faculties (Medicine and Biomedical & Life Sciences) under the strategic co-ordination of the Territorial Vice-Principal and there is considerable sharing and cross referencing of activities, resources and strategic initiatives. However, Faculty strategic plans, operational plans, finances and accountability are independent. Recently, the Faculty initiated a significant restructuring designed to enable delivery of the Faculty’s strategic aims and provide a more responsive and arguably more professional management structure. 1.2 Mission statements The Faculty’s mission is: “to deliver excellence in research and teaching, to advance knowledge and to promote excellence in the practice of veterinary medicine”. The mission of the professional teaching programme is to provide an evolving quality educational programme in a research rich environment that will prepare students for future careers as veterinarians. 1.3 Accreditation status The University of Glasgow and its constituent faculties are recognised by all appropriate Government departments at both UK level and Scottish level. The funding of the University is distributed through the newly reconstituted Scottish Funding Council, formerly the Scottish Higher Education Funding Council. The Faculty carries all necessary and appropriate accreditations. The Royal College of Veterinary Surgeons provides the authority that allows graduates of the Faculty to style themselves Members of the Royal College of Veterinary Surgeons (MRCVS), the essential qualification that all practising veterinarians in the UK must carry. The Faculty was last inspected by the RCVS in 2002 and was found to meet all standards required by the law. Similarly, the European Association of Establishments of Veterinary Education, which conducts conjoint visitation with the RCVS, found the Faculty to meet European-wide standards with not a single identified category 1 deficiency. The most recent Teaching Quality Assessment, a national audit on the quality of teaching, awarded the Faculty the highest possible rating of “Excellent”. This report can be provided upon request. 1.4 Management organisation University of Glasgow As one of nine faculties of the University of Glasgow and one of three that fall within the Territory of Biomedical, Life Sciences, Medicine and Veterinary Medicine, the senior officers directly relevant to the Faculty are:

• Principal Sir Muir Russell • Vice-Principal (Medicine, Veterinary Medicine and Life Sciences) Professor John Coggins

In addition, there are three additional Vice-Principals responsible for strategic direction of the University. They are:

• Vice-Principal (Strategy and Advancement) Professor Anton Muscatelli • Vice-Principal (Learning and Teaching) Professor Andrea Nolan (the immediate past Dean of

the Faculty of Veterinary Medicine) • Vice-Principal (Research) Professor Steve Beaumont


The Dean sits on the Senior Management Group of the University with the other Deans, the Vice-Principals, the Clerk of Senate and the Principal, supported by senior administrative officers (the Secretary of Court, Director of Finance and Director of Human Resources). An organogram showing the academic management structure of the University, and the Faculty’s position within it, is included as Appendix 1a. Appendix 1b provides full details of the senior officers. 1.5 Faculty organisation The management decision-making body of Faculty is the Faculty Management Group (FMG), which, since January 2006, meets every second week and consists of the following: Dean: Professor Stuart Reid BVMS PhD DVM DipECVPH FRSA FRSE MRCVS Deputy Dean: Professor Ewan Cameron BVMS PhD MRCVS Associate Deans - Learning & Teaching: Professor Martin Sullivan BVMS PhD DVR DipECVDI MRCVS Clinical Services: Professor Jacky Reid BVMS PhD DVA DipECVA MRCVS R

esearch: Dr Iain Morgan BSc PhD

Director, C

orporate Development: Professor Stuart Carmichael BVMS MVM DSAO MRCVS

Faculty Secretary: Ms Sarah Chiodetto BSc PGCE MBA MCMI Heads of Division (6) Strategic recommendations are brought to FMG by the Faculty Strategy Group (FSG), which is comprised of the named individuals above, viz, the Dean, his deputy, the Associate Deans and the Director of Corporate Development, together with the Faculty Secretary. This group meets every month or as necessary. The reorganised Faculty has six academic divisions, mapping to research strengths. These divisions define line management and do not carry significant budgetary allocations. They are:

• Cell Sciences • Pathological Sciences • Infection and Immunity • Companion Animal Sciences • Animal Production and Public Health • Wellcome Centre for Molecular Parasitology

The matrix is completed by four Units that define functional identity:

• Learning and Teaching • Clinical Services • Research • Operations

The Associate Deans lead strategic developments in the functional areas above, supported by a senior administrator/administrators and staff in the units. In the case of Operations, the lead is provided by the Faculty Secretary who ultimately reports to the Secretary of Court. All significant budgets are administered through the units. This structure is significantly different from that at the time of the 1999 Site Visit. The Learning and Teaching Unit provides all support for the delivery of the curriculum. Governance is provided through the relevant Faculty committee (Learning and Teaching Committee – see below). The Clinical Services Unit has responsibility for the commercial functions associated with the Small Animal Hospital (SAH), the Weipers Centre for Equine Welfare, Animal Production and Public


Health (APPH) and Veterinary Diagnostic Services. Each of these clinical services has a clinical director. The activities are co-ordinated through the Clinical Services Committee, which reports to FMG. The Research Unit provides all support for the administration of research within the Faculty, embedded within the Institute of Comparative Medicine (ICM). Governance is provided by the Faculty Research Committee. The Operations Unit has responsibility for all administrative support structures as well as Faculty funded IT support. Other IT support and library provision are managed through University wide structures. The other key areas of teaching and clinical activity are described elsewhere but include: Cochno Farm: The farm is managed by a Director whose academic line management lies with APPH. However, the farm operates as a commercial agricultural entity with direct reporting to the Dean for financial matters. Clyde Veterinary Group (CVG): The CVG is one of the largest food animal veterinary practices in Scotland and has a contract with the Faculty to provide clinical training in food animal medicine. It is an independent organisation. PDSA: This is a first opinion humane society that provides means-tested clinical veterinary care for the financially disadvantaged. The Faculty employs a part-time University Teacher to oversee clinical training of final year students on rotation at this off-campus site. The teacher operates under the governance of the University’s employment contract. 1.6 Faculty governance Whilst management decisions are taken by FMG, the Faculty’s academic governance is overseen by Faculty, a forum open to all academic members of staff and other staff groups by representation. Faculty has several academic committees that report on a trimesterly basis; the relationships are defined in Appendix 1c. There is student (and/or graduate student) representation on all of the committees. There are analogous higher level University committees that reflect the role of the Faculty committees. The most senior decision-making body of the University is Court which has overall fiscal responsibility and approves strategy. The Senate is responsible for academic governance. The committees of Court and Senate are itemised at Appendix 1d. 1.7 Summary The organisation of the Faculty has recently been restructured to allow more efficient support of the academic and clinical mission. The new structure separates line management responsibility from major fiscal responsibility in a matrix structure which is more suited to modern teaching practices. Whilst administrative support is adequate it is acknowledged that additional investment in secretarial level appointments would ease burdens at times of major change and/or activity. A major advantage of the restructuring is the evolution of administration away from academic staff and the provision of an identified line management and career development pathway for administrative professionals within the Faculty. The organisation and composition of the Faculty reflects the higher level structures of the University and allows all required legal, academic and fiscal governance metrics to be addressed adequately.


Section 2

Finances


2. FINANCES Expenditure and revenue data are included in Tables 2A and 2B respectively. At the time of writing, the exchange rate was £1 = $1.74. 2.1 Background The University receives an annual block grant for teaching and research from the Scottish Funding Council (SFC). The SFC is a single body providing a strategic overview of tertiary level education in Scotland and was formed in 2005 on the merger of the Scottish Higher Education Funding Council and the Scottish Further Education Funding Council. The teaching element of the grant is based on student numbers (which are controlled by the SFC) and the research element on the Faculty’s rating in the last UK-wide Research Assessment Exercise (RAE). Both elements are supplemented by tuition fee income for under- and postgraduate students, respectively. State-funded undergraduate students no longer pay tuition fees up front and a “graduate endowment” is now payable by the student after graduation, subject to certain conditions (including a threshold level of salary), in recognition of the higher education benefits they have received. Tuition fees for eligible students are payable by the Student Awards Agency for Scotland (SAAS), rather than by the individual student. While variable fees will be introduced in England from September 2006, a flat fee will apply in Scotland which will be paid by the SAAS for eligible Scottish domiciled and EU students, except those domiciled in England, Wales or Northern Ireland who will be expected to pay their own fees, or have them paid by a sponsor. The Faculty may, at its discretion, admit additional undergraduate home/EU students, i.e., second first degree students, and overseas students, charging a fee set by the Faculty. The arrangements for the payment of postgraduate tuition fees have not changed since the last visitation and these fees continue to be met by the students’ sponsors, primarily research councils, industry or government bodies. Information on tuition fees for the professional programme (Bachelor of Veterinary Medicine and Surgery) over the period is included in Appendix 2a. 2.2 Resource allocation The University refines its resource allocation methodology on an ongoing basis. Two significant changes to the methodology were implemented during the period under review, first in 2002/03, and then in 2005/06. The former addressed the weakness identified by the Faculty in the first visitation in 1999, namely the uniform top-slice applied at institutional level for centrally provided corporate services (such as human resources, finance, maintenance of buildings and grounds, and utilities). The top-slice was replaced by a system of “cost drivers” reflecting the expected level of usage of each service, thereby more appropriately identifying the likely costs to the Faculty. The latter was initiated following an institution-wide strategic project called the “Future Shape Exercise” which sought to ensure the University’s academic excellence and financial sustainability in the long term. During this process the University’s commitment to the Faculty of Veterinary Medicine, and the biomedical territorial area more broadly (i.e. encompassing the Faculty of Veterinary Medicine, the Faculty of Medicine and Faculty of Biomedical and Life Sciences), was reaffirmed. To enable ongoing strategic investment in appropriately targeted areas, the University implemented a voluntary severance scheme to release resources as well as improve financial sustainability. The new resource allocation method allows a fully integrated approach to budget setting and monitoring of all revenue sources and expenditures.


2.3 Trends, strengths and weaknesses in revenues (see Appendix 2b) State appropriations increased by 31% over the period from 2001/02 to 2005/06, primarily attributable to increases in the research grant element, reflecting the Faculty’s performance in the 2001 RAE when a rating of 5 was awarded. Tuition fee revenues rose by 43%, reflecting the increased demand for the Faculty’s professional programme from overseas students. The increase in the state research grant referred to above partially offset a decrease in sponsored research revenues over the period. There has been an upturn in research awards in the current financial year and this trend is expected to continue with revenues scheduled to increase from session 2006/07. Revenues from veterinary referral services increased by 74% over the past five years, attributable to a combination of improved pricing for small animal clinical services and increased demand for veterinary diagnostic services. Revenues from other sources under the sales and services heading have fluctuated over the period reflecting the diverse nature of activities and income sources (e.g., consultancy and other services, continuing professional development, Cochno Farm and Research Centre and royalty income). 2.4 Trends in expenditures (see Appendix 2c) Expenditures have risen in line with revenues over the period reflecting ongoing investment in the three core activities of learning & teaching, clinical services and research. The Faculty receives a subsidy from the University (c.£885k in 2005/06) but the requirement for this is expected to decrease in future. University corporate services charges are under close scrutiny at institutional level and the Faculty will continue to press for ongoing refinement of the charging method and value for money from internal service providers. 2.5 Professional teaching programme Developments in infrastructure and equipment, clinical resources, student support, staffing, and teaching methods over the last five years are described in subsequent sections of this document. Ongoing investment in these areas has enabled the BVMS programme to evolve as the requirements of the veterinary profession have changed. With the creation of the Learning and Teaching Unit, there is now a central focus which permits an integrated approach to the management of the programme under the strategic direction of the Associate Dean (Learning and Teaching). A centrally managed non-pay budget for teaching ensures that best value is achieved across the key functions supporting delivery of the teaching programme. 2.6 Hospital income and operational costs (see Appendix 2d) Hospital operational costs compared favourably with hospital income over the period. The margin is increasing as a consequence of careful management of costs and more appropriate pricing and this looks sent to continue as case loads increase following the appointment of new staff (see sections 4 and 8). Notwithstanding the primary role of case load as a teaching resource, the addition of key positions in the Small Animal Hospital (SAH) strengthens a currently buoyant position and the recent recruitment of a senior equine surgeon will allow development of the equine operation. 2.7 Capital projects Over the last five years, the Faculty’s major capital project was the construction of The Henry Wellcome Building for Comparative Medical Sciences. This new state-of-the-art research facility opened in 2004 and the total project cost was £7M. Other significant works over the period included major refurbishment of the Diagnostics Laboratories in 2001 (c.£150k) and major refurbishment of the Histopathology (Teaching) Laboratory in 2004 (c.£130k).


The creation of a new SAH (scheduled to open in 2008) is currently the Faculty’s primary capital project. Of the total cost of £10M, 30% will funded by the University with the remainder met from charitable donations, development grants, and other sources. Refurbishment of food animal teaching facilities will commence in late 2006. This £1M project will be part funded by a learning and teaching infrastructure grant (a Scottish Funding Council initiative) supplemented by a significant philantropic donation to the Faculty. 2.8 Anticipated trends in future revenues and expenditures Scottish universities will benefit from a favourable funding settlement in the next two years with percentage uplifts of 12.3% in 2006/07 and 7.3% in 2007/08. Over half of the funding has been earmarked by the SFC for use in capital and modernisation (pay and conditions) programmes. State funded student numbers have been maintained at 346.5 FTE over the period from 2001/02 to 2005/06, and this policy is expected to continue. Consequently, revenues from this source are expected to rise only in line with inflation. Following the introduction of variable fees in England (up to £3,000 in 2006/07), the state funded tuition fee in Scotland will rise by 45% to £1,700. In seeking to become one of the top 50 institutions in the world, the University intends to double its overseas student numbers. With a significant number of non-EU students, the Faculty is already a strong performer in this regard and will be seeking to maintain and enhance its strong competitive position. Consequently the Faculty will broaden its recruitment activity to new markets beyond its strong base in North America, with Africa and the Far East targeted in the first instance, thereby diversifying its student population and sources of income. The Faculty has actively sought to diversify its revenue sources and a new income stream of £100k per annum is forecast for a new taught postgraduate programme, the Master of Veterinary Public Health (launched March 2006). In line with the University’s strategic objective to increase postgraduate student numbers, the Faculty intends to develop a range of postgraduate programmes, drawing on its research strengths and, in collaboration with colleagues in other faculties, exploiting inter-disciplinarity, for example in molecular oncology and molecular parasitology. The UK government has introduced Full Economic Costing (FEC) of research to address historical under-funding of this activity and ensure that research is managed in a sustainable manner in future. In the first instance, Research Councils will fund 70-80% of the FEC and the government's 10-year investment framework for science has the aim of increasing this proportion to close to 100% by 2010. The business plan for the new SAH is predicated on increased case loads following appointment of additional clinical staff in this area. Further strategic appointments are in hand. Similarly, the recent appointment of an additional professor will facilitate increased case loads the Equine Hospital. The new cases will provide diverse teaching opportunities for students. New income streams and more appropriate pricing will enhance margins in Veterinary Diagnostic Services. Activities under the “other services” heading are being aligned more directly to the Faculty’s strategic objectives and this will enable the potential of the wide range of activities to be exploited fully. 2.9 Summary The University’s new internal funding method and the Faculty’s new functionally based structure are providing more robust financial information for decision making. The outlook for the Faculty’s revenues is positive and the emphasis on sustainability will ensure that expenditure continues to be managed to enable appropriate strategic investment in academic staff, physical infrastructure and support services in line with Faculty objectives. In summary, the Faculty’s financial position is such that it has sustained and developed its mission and educational programme over the period and will be able to continue to do so. The hospitals and diagnostic services are managed such that the instructional integrity of these facilities is maintained and enhanced on an ongoing basis.


Section 3

Physical Facilities and Equipment


3. PHYSICAL FACILITIES AND EQUIPMENT 3.1 Physical environment and facilities Garscube campus is home to the University of Glasgow Faculty of Veterinary Medicine, the Beatson Institute for Cancer Research and the West of Scotland Science Park. It hosts excellence in research, education and biotechnology business. The parkland setting of the three major organisations is rooted in the affluent community interface of the north western suburbs of Glasgow and is a site of international excellence. Recent investments of over £40M by the individual partners provides the base for a campus that is regarded competitive, not just on the national or European level, but on the

lobal stage. g Key infrastructural elements of the local environment

• c.1400 jobs currently on site, c.20% doctoral level • Leading centre for cancer research in humans and animals • Institute (Beatson RI) and HEI (Faculty of Veterinary Medicine) sectors co-located • Science park with 38 companies • Private and public investment • Attractive environment • Quality housing

In addition, the main sports complex of the University and Wolfson Hall of Residency are located

ithin the estate. w The majority of teaching, research and clinical activities are delivered on the Veterinary campus at Garscube. Elements of the courses in Biomolecular Sciences and Physiology are delivered in lecture theatres and laboratories on the main University campus at Gilmorehill, 5 miles from Garscube. One of the Faculty’s divisions, the Wellcome Centre for Molecular Parasitology, is based in the new Glasgow Biomedical Research Centre, which is a purpose built research facility sited at the Gilmorehill campus. Extensive use is also made of the University owned Cochno Farm which is located 6 miles from Garscube. Supplementary clinical instruction in food animals is delivered at Clyde Veterinary Group (CVG) and for small animals at the PDSA Glasgow and Scottish Society for the Prevention of Cruelty to Animals Clinic (SSPCA) respectively. Additional clinical experience is

rovided at the Equine Veterinary and Dermatology Referrals. p The Garscube Veterinary campus comprises the following facilities which are divided into 4 main

eographical areas. g The ICM Complex comprises 5 linked buildings which house both teaching and research functions

• The Jarrett Building houses 1 lecture theatre; 2 teaching laboratories; diagnostic support laboratory; 1 animal dissection room; reptile teaching accommodation; microscopy facility; research laboratories; 7T MRI Facility and faculty and staff offices.

• The Henry Wellcome Building for Comparative Medical Sciences was opened in 2004 and contains research laboratories; 1 seminar room/meeting room; staff resource centre with cafeteria; insectory facility; faculty and staff offices.

• The Urquhart Building for Parasitology houses research laboratories; 1 seminar room and staff offices.

• The Botham and MacRobert Buildings both house research laboratories and staff offices. The McCall Building is the main administrative unit for the Faculty.

• The McCall Building has 3 stories and is linked with the clinical units. It houses 3 lecture theatres; 4 seminar rooms; 3 laboratories; the clinical skills laboratory; the post mortem unit; the student computer room; 2 residential flats; and administration, faculty and staff offices. The main part of the SAH resides in this building as does the SA Isolation Unit. The Food Animal teaching area; 2 seminar rooms and animal accommodation also form part of the building.


• The McCall Building Integrated Annex also houses part of the Small Animal Clinic; student locker rooms; 2 residential flats; student showering facilities; the James Herriot library; 1 seminar/meeting room and staff offices.

The Campbell and Stewart Buildings cater for social, clinical and teaching demands.

• The Campbell Building is a 2 storey building housing the staff refectory, cafeteria and social area on floor 1 and the main clinical instruction laboratory and multi-faith prayer room on the bottom floor.

• The GUVMA Common room is the undergraduate student social area • The Food Animal Surgery Suite comprises 1 large open operating theatre; preparation area

and an instrument store. The suite is currently de-commissioned during the recession in the agricultural economy.

• The Stewart Building houses the communication skills suite and clinical staff and faculty offices.

• The Large Animal Isolation Unit provides secure isolation facilities for both Food and Equine species.

The Weipers Centre and the Animal Health & Technology Complex (AHTC) contains the main equine clinical and teaching unit.

• The Weipers Centre for Equine Welfare houses the Equine hospital, completed in 2003; 1 conference hall; 3 technology transfer/business incubator units and staff offices.

• The Indoor Riding Arena and 3 loose boxes and work area (teaching animals only). • James Armour Stable block with 10 hospital boxes (stalls), staff room, and in-house

laboratory. There are also residential houses, North and South Lodge (4 persons), Home Farm (4 persons) and Home Farm Cottages (3 persons), within the Estate which provide additional accommodation for duty interns and residents. Off-site Facilities Cochno Farm and Research Centre (20mins journey)

• Cochno Farm – This is a 850 acre grassland enterprise carrying commercial animal production facilities including 90 head of Holstein-Friesians; Hereford x beef suckler herd; breeding flock of 550 mule ewes and purebred Texel and Dorset Down flocks for breeding and research purposes. There is a high grade handling and restraint facility for 20-30 cows used in teaching exercises and 3 lambing halls which are also used for student teaching.

• Cochno Research Centre (Home Office Licensed) – Large Animal Surgery and prep room; 12 animal accommodation units; 2 cattle courts; sheep barn and pens; laboratory.

• Cochno House – teaching facilities over 3 floors with 5 seminar rooms; changing and lunching rooms; small meeting rooms and 4 residential rooms.

Supplementary Clinical Teaching Premises (including distances from Garscube campus)

• Clyde Veterinary Group (CVG) is a large rural practice which has recently moved into custom built new premises from where it services 560 farm businesses (30 miles – 45mins).

• PDSA Shamrock Street is a very busy small animal clinic run by a national humane society (6 miles – 15 mins).

• SSPCA Clinics are busy animal shelters for abandoned dogs and cats for re-homing (6 miles – 15 mins).

• Dermatology Referrals is a specialist small animal clinic which is privately owned (10 miles – 25 mins).

• The Equine Veterinary Clinic is a busy ambulatory specialist practice (10 miles – 25 mins).


3.2 Area map of principal facilities An area map is shown in Appendix 3a and net area of building complexes in Appendix 3b. 3.3 Health and safety provisions In accordance with the provisions of the Health and Safety at Work Act 1974 and its associated legislation, the University of Glasgow complies with current UK Health and Safety legislation ensuring the health, safety and welfare at work of its employees, students and others who may be affected by its undertakings. The Veterinary Faculty Safety Committee (VFSC) is responsible for ensuring the Faculty complies with Health and Safety regulations laid down by the University Safety and Environmental Protection Services (SEPS) and Health & Safety governing bodies. The committee has 6 area safety groups reporting to it and their respective conveners are members of the Faculty Safety Committee (Appendix 3c). The committee is responsible for ensuring that the safety policies for both facilities and equipment are maintained and adhered to and that standard operating procedures (SOPs) are in place and adhered to. The committee makes recommendations to Faculty on Health and Safety matters and is responsible for carrying out equipment inspection processes e.g. Portable Appliance Testing (PAT), and reporting and responding to issues. 3.4 Isolation facilities Provision for large animal isolation is in a dedicated facility at a location separate from both Food and Equine accommodation. The isolation unit comprises functionally separate units for food and equine animals. Small animal patients can be isolated in a facility separate from the current Small Animal Hospital (SAH). For each isolation facility there are defined operational procedures in order to ensure the best clinical practice in terms of biosecurity, and also to maximise the quality of training/education in animal isolation nursing/management. 3.5 Plans for improvement

• A new SAH building constructed on a new site within the estate will be opened in mid-2008 • Food Animal Teaching area will be subject to a major refurbishment in late 2006. • A second stable unit accommodating 10 horses and an in-patient treatment area will be

constructed in 2007 3.6 Comment on facilities and equipment Hospital provisions and a list of major equipment items acquired recently are attached at Appendices 3d and 3e. The facilities and equipment adequately meet the current requirements of the veterinary curriculum but it is recognised that particular areas of some facilities are reaching the stage where major refurbishment or complete replacement may be necessary in the near future. There are 4 major lecture theatres but increased student numbers mean that the Jarrett Lecture Theatre can no longer accommodate a full class. The remaining three lecture theatres still provide an adequate provision of facility but the Ilay Lecture Theatre will require a major refurbishment to improve teaching possibilities and student comfort. The Food Animal Teaching area is also beginning to hinder teaching development as a result of its dated design and fabric. A major refurbishment has been approved and plans for the design of this area agreed. Funding is now in place (£1M) to ensure that a new modern teaching and clinical unit is constructed in 2007.


There is no provision for detailed standing surgery or recumbent surgery in ruminants at present. This element of teaching and training is part of the teaching provision met at the Clyde Veterinary Group. Emergency surgery can be carried out in existing facilities. The SAH has seen an expansion in clinical activity reflecting national trends which has placed extra demands on the current facility. This demand has been met by re-designation of certain rooms and the provision of an additional surgical theatre in the existing building. To meet these demands fully a new SAH building has been commissioned providing an additional 12,000ft of customised clinical teaching space. This is currently in pre-construction and will open mid-2008. This will include a dedicated oncology unit with radiotherapy provision; facilities for minimally invasive investigation including integrated MRI and fluoroscopy and a new Pain and Rehabilitation Unit, reflecting the changing needs in small animal clinical service provision. Students have benefited greatly from the new Weipers Centre for Equine Welfare but its continued development requires the construction of a new stable block to increase the hospitalised case provision for patients requiring hospital treatment. Plans for this are currently subject to planning consent with funding in place and construction will commence as soon as consent is granted. All equipment is maintained to a high standard by appropriately trained personnel and major items are serviced under maintenance contracts. Animals used for research on the Garscube campus are housed in facilities managed by a service provided at University level to the biomedical territorial area. These facilities are operated and maintained in accordance with UK legislation for animals used in scientific procedures. 3.7 Summary The physical facilities and equipment of the Faculty meet with the teaching, research and clinical needs of the Faculty. Of particular note is the co-location of the Faculty on a single site at the Garscube Campus, together with other research, business and recreational facilities. The investments in clinical facilities for equine clinical care and in the creation of an institute culture around a new research building are enriching the academic environment for staff and professional students. Where necessary and appropriate, external sites are an integral part of the physical facilities. However, Faculty acknowledges that significant investment is required and now planned for regeneration of facilities at, or close to the end of, their useful life in the teaching curriculum. Specifically, the SAH, whilst still adequate for training needs, and the food animal teaching accommodation, now dated, will be completely replaced during the next two years. Funds have been secured to allow these developments to take place. Similarly, funds are now dedicated for lecture hall refurbishments.


Section 4

Clinical Resources


4. CLINICAL RESOURCES 4.1 Case Load Trends Case load figures are presented in Tables 4A, 4B and 4C. The number of food animals admitted to the teaching hospital remains fairly constant as these are purchased specifically for student teaching. In contrast, the number of cases treated at the Clyde Veterinary Group (CVG), have increased markedly and continue to do so. The equine case load at the teaching hospital has fluctuated over the five year period, reaching the lowest number in 2002/03. However, 2004/05 numbers show a 25% increase on those recorded in the previous year and this trend is expected to continue. The Small Animal Hospital (SAH) has suffered staff recruitment difficulties which have impacted on both canine and feline case loads, but with these now resolved there is evidence of a gradual increase in canine cases, with feline numbers expected to follow. The numbers of caged pet birds and small mammals treated at an ambulatory clinic, the PDSA, is large and increasing. 4.2 Adequacy of case material used for the BVMS teaching programme The number of cases being referred to the SAH, combined with the first opinion case load attending the PDSA clinic, are more than adequate for the teaching of small animal medicine and surgery. In addition, students attend the Scottish Society for the Prevention of Cruelty to Animals (SSPCA) clinics where they carry out neutering procedures under supervision. The numbers of caged pet birds and small mammals attending the teaching hospital are limited; however, students see many such cases at the PDSA. Students in Years 1 and 2 undertake scheduled classes for practical handling and examination of small mammals and reptiles which are maintained as an important teaching resource. Food Animal teaching makes maximum use of a small hospitalised case load of diseased animals, purchased by the faculty for teaching purposes. A more than adequate number of food animal first opinion cases are seen when the students attend the CVG. Throughout the programme the students have access to healthy animals housed at Cochno Farm and specific scheduled practical classes cover issues such as condition scoring, lambing and cattle pregnancy diagnosis. Referred equine cases (in-patient and outpatient) are received on site at the Equine Hospital and these are supplemented with first opinion ambulatory case load of The Equine Clinic, Houston. A clinical service is provided for the Glasgow District Council, Glasgow Riding for the Disabled and for the Strathclyde Mounted Police and this involves visits off-campus, as well as referrals. Students are also exposed to clinical cases of all species when on Extra Mural study (see section 9.5) with veterinary surgeons in general practice. 4.3 Unique clinical educational resources or programmes Clinicopathological Case Conferences: Clinicopathological case conferences, held twice weekly for fourth and final year students by staff from the Divisions of Companion Animal Sciences, Pathological Sciences and Animal Production & Public Health as well as staff from involved disciplines, constitute a valuable team teaching resource for cross discipline problem based learning, in a ‘real life’ context. Clinical Skills: These are taught using a variety of resources as follows:

• An introductory module on clinical examination of domestic animals takes place in third year. • A dedicated clinical skills laboratory provides students with the opportunity to become

proficient in a wide range of skills. A unique resource within the laboratory includes computer based (haptic technology) simulation of bovine rectal palpation.

• Supervised exposure to first opinion clinical skills is provided through collaboration with animal charities, first opinion practices and other educational establishments.


• Cadaver surgery on selected topics from the surgical diseases course is undertaken in fourth year.

• Neutering of companion animals under supervision is carried out at the SSPCA clinics, through collaboration with this charity.

Communication skills: Formal communication skills training, using actors to role-play clients, began in 2000-01. This form of experiential learning is now embedded within the 1st, 4th and 5th years of the programme. Electronic Patient Record (EPR): The EPR facilitates the retrieval of clinical data for student use on a day to day basis or for clinical research purposes (see section 4.7). 4.4 Planning and supervision of off-campus instruction Additional information is presented in Table 4D. Off-campus instruction takes place at one large general practice, the Clyde Veterinary Group, two specialist practices, (The Equine Veterinary Clinic and Dermatology Referrals) and two charity clinics, (the PDSA and the SSPCA). With the exception of the PDSA, the learning objectives, learning outcomes and feedback for off campus clinical instruction are set by a member of academic staff (rotation organiser) and BVMS V (final year) Large Animal Clinical Studies (LACS) and Small Animal Clinical Studies (SACS) Course Leaders. On site organisation, supervision, monitoring and assessment are carried out by clinical staff although responsibility for these lies with the Practice Principal/Senior Partner or the Head Veterinarian (SSPCA). Students are monitored and assessed informally and feedback is given. If an individual’s performance gives cause for concern, this is reported to the relevant Course Leader. PDSA: Planning for the rotation involves a Faculty internal medicine specialist, a Senior Veterinarian at the PDSA and a University Teacher who also supervises the rotation. Learning objectives, learning outcomes and feedback are set by the University Teacher and the BVMS V SACS Course Leader. Informal formative assessment takes place between the supervisor and individual students. In addition, each student completes a practice OSCE (objective structured clinical examination) at the end of their rotation. This is generally based on clinical examination, and is an opportunity for students to receive further feedback on his/her performance. Monitoring of the rotation itself is done through anonymous feedback questionnaires from each student and reflective discussion by the rotation planners to ensure that the rotation continues to provide an excellent learning opportunity for the students. 4.5 Involvement and responsibilities of professional students Students undertake basic nursing of in-patients during the weekends of their first year. In the summer vacation of their fourth year students participate in a two week, 24 hour hospital rotation during which they are involved, under supervision, in all aspects of monitoring and treatment, including physiotherapy, both in the general wards and intensive care unit (ICU). In final year students are assigned their own cases for which they have significant involvement and responsibility; working closely with the specialist clinician, helping to formulate and deliver a management plan. Student rounds (daily in the case of equine and small animal, weekly for food animal) provide a forum for students to report their cases and develop their communication skills as well as facilitating effective knowledge transfer and stimulating discussion between students and clinicians. Grand Rounds held weekly for small animal cases provide a forum for final year students to present selected cases to their peers and fourth year in the presence of clinical staff. Rotations, during which students participate in out of hours care for in-patients, increases their exposure to clinical cases and develops their practical treatment and nursing skills.


During their small animal and equine clinical rotations, final year students have considerable responsibility in all aspects of case investigation, management, treatment, care of patients and interaction with clients, including:

• initial consultation with clinician present – history taking, physical examination. • diagnostic tests – sampling for clinical pathology, performing radiology, assisting with

ultrasound, CT, MRI. • in-patient care including daily clinical examinations and records. Night duties when on the

‘Hospital Care’ rotation includes caring for patients in the intensive care unit (ICU). • participation in daily clinical rounds. • client communication at initial consultation, updating clients on the patient’s progress,

communicating discharge instructions. • assisting with anaesthesia and surgery. • participating in triage decision-making to develop competency in planning and management

of emergency cases. At PDSA first opinion clinics, the students have delegated responsibility for consultations, formulation of problem lists and therapeutic plans, with supervision from the University Teacher in attendance. 4.6 Integration of subject-matter experts and clinical resources into clinical instruction Clinical specialities provide the basis for the referral service of the Small Animal and Equine Hospitals and also for the final year undergraduate and postgraduate teaching programmes. Most of these specialities have one or two senior members of Faculty who are specialists in their field, supported by one or more specialist trainees, the senior clinical scholars (residents). A small number of clinical disciplines are taught by outside specialists who have been appointed to the Faculty as Honorary Lecturers/Teachers. Hospital teaching is centred round clinical cases to provide experience in referral centre approaches to diagnosis and management of disease, while training in first opinion veterinary work takes place off campus in general and specialist practices and charity clinics. In years 1 and 2, clinical specialists contribute to Anatomy, Physiology, Animal Husbandry and Biomolecular Sciences courses, adding a clinical perspective to these subjects. In year 3 there is integrated teaching with Pathological Sciences to correlate clinical aspects of pathological processes and biochemical changes in disease. In year 4 medical, surgical and reproductive diseases, anaesthesia and diagnostic imaging are taught within integrated courses of lectures and practical classes by staff from Companion Animal Sciences, Animal Production & Public Health and Pathological Science, together with visiting experts. Similarly staff from Animal Production and Public Health, together with visiting experts, cover public health and meat inspection. 4.7 Medical record systems A newly introduced Clinical Management System, CMS (Exelicare) is used to store clinical data from cases attending the SAH. Case details are entered into a Patient Admission System, PAS (AT-Systems) in the hospital reception. This functions to record the cases and to allow financial transactions and client billing. It is linked to the CMS with data being transferred to the clinical records. Clinical data is entered directly onto the CMS using and Electronic Patient Record (EPR). The system is linked to the imaging and clinical pathology databases to ensure that the complete case details can be viewed on any desk-top computer. This increases the access to clinical data for all clinician and student users. All critical data are coded within the records using the Snomed system. This improves data retrieval and enables compatibility with other clinical databases. These features allow much improved data retrieval from the clinical datasets and enables clinical surveillance, research possibilities and clinical trial work over one or more centres. Images can be displayed within


the records improving the quality of data storage. All data entry is subject to clinical audit as required by good clinical governance. Information held includes:

• Appointments, admissions, case details and invoicing are accomplished using the PAS • All clinical procedures and medications are held in the EPR. • The EPR can be used to retrieve clinical data for teaching, research or management purposes. • The PAS is used to retrieve and monitor data for strategic management and commercial

purposes. • All digital images including MRI; CT are archived electronically at present. These will be

available with radiographic images and digital photos through the EPR in the forthcoming year.

4.8 Response to increasing/decreasing clinical resources Investing in clinical staff and hospital infrastructure is a priority for the Faculty. To this end there have been a number of recent appointments including: a Professor of Equine Surgery; a Senior Lecturer in Neurology; a Senior Lecturer in Feline Medicine; and a Lecturer in Oncology. Funds have been secured for an additional four clinicians and already posts have been released in small animal orthopaedics, soft tissue surgery and small animal cardiology. Fundraising for a new Small Animal Hospital (SAH), due to open in 2008, is well advanced. In addition to playing a lead role in the SAH project, the recently appointed Director of Corporate Development will actively market the small animal, equine and veterinary diagnostic laboratory services. The Faculty is also collaborating with the Dogs Trust to undertake the veterinary work in a new centre to be opened in Glasgow. Student involvement will increase their exposure to health checks, vaccination and neutering. 4.9 Maximising the teaching value of clinical cases All clinical cases admitted to the hospital are available for undergraduate and postgraduate teaching. Although final year clinical teaching represents the greatest use of cases, both equine and food animal patients are used for clinical demonstrations, case based tutorials and to teach physical examination to students in years 2-4. Cases bought in for food animal teaching are used ante and post mortem for public health instruction to fourth and final years. Following slaughter, these animals feature in Clinicopathological Case Conferences. 4.10 Summary The Faculty is fortunate to have access to extensive clinical resources available for instructional purposes. The learning opportunities provided within the school’s referral-only teaching hospitals are strongly augmented by arrangements with five local practices/clinics with substantial first opinion case loads of small animals, food animals and horses. Although there have been some difficulties in recruitment and retention of clinical staff, alterations in terms of employment by creating a structured clinical career track have contributed to improved staffing levels of teaching clinicians. The extensive medical record system has historically been paper based with individuals within various clinical specialty services maintaining separate databases for purposes of case record retrieval. The recently implemented Electronic Patient Record will markedly improve the scope of support of teaching, clinical research and clinical service.


Section 5

Library and Information Resources


5. LIBRARY AND INFORMATION RESOURCES 5.1 Information retrieval and learning resources The Library The Faculty has a dedicated branch library (the James Herriot Library - JHL) situated within the Garscube campus. Occupying some 450m2 of floor space, the JHL offers seating for ~100 students and access to 6200 books, 5110 bound journal volumes, 306 videos and DVDs and 176 CD-ROMs. Funding for library materials is devolved to the Faculty, enabling informed decisions to be made regarding the purchase of new materials in support of learning, teaching and research. Request for new additions are considered by the Veterinary Information Services Committee (VISC), a committee comprising representatives of undergraduate and postgraduate students, academic staff, the JHL and IT support staff. The budget for 2004-2005 was £87,976 (see Appendix 5a). Within the library there are four computer terminals allowing ready-access to electronic information retrieval resources and the library catalogue. An additional 50 PCs are located in the adjacent Computer Centre. Electronic information retrieval resources are hosted by the Library and provide students with access to ~1100 e-journals, including 61 specialist veterinary and allied journals (Appendix 5b). Access to the University network has been enhanced recently (2005) with the installation of a wireless access point in the JHL, enabling connection to the network for students possessing wireless-enabled notebook computers and PDAs. A new network printer has also been installed to support these students.

The computer centre The Computer Centre comprises 50 Dell Optiplex GX270 desktop PCs, each with 3.0 GHz Pentium 4 CPU, 512Mb RAM and combination DVD-ROM/CD-RW drive, running the latest version of the Common Student Computing Environment (CSCE 5.3 R1). The CSCE is based on Windows 2000 and encompasses Microsoft Office 2000, Internet Explorer, Adobe Reader 7.0 and access to a raft of in-house CAL packages (Appendix 5c). The PCs are linked via Fast Ethernet to the University network. Each student is given 600 free print credits with the option of purchasing top-ups through the JHL (or main University Library) at 5 pence per page, which equates to 2.5p per side with duplex printing. The Computer Centre also offers facilities for small-group teaching with CAL packages using a mobile LCD projector. The virtual learning environment (Moodle) The University of Glasgow has adopted Moodle as its platform for a virtual learning environment (VLE). The Faculty of Veterinary Medicine is at the forefront of the implementation of Moodle for the distribution of presentations, lecture notes and handouts to students, and as a vehicle for fostering the student-teacher interaction. The combination of high specification PCs, high-volume printers and fast networking in the Computer Centre ensures that students are able to make full use of the VLE. Students may also access the VLE off-campus through a standard web interface. To facilitate faster download speeds off-campus, all presentations and images are compressed prior to uploading to the VLE. http://info.vet.gla.ac.uk/teaching/e-learning/moodle IT infrastructure The Faculty has invested heavily in its IT infrastructure over recent years. All buildings on campus are now interconnected via a Gigabit Ethernet network backbone, part of the University’s Wide Area Network. Internal to each building, every desktop computer is attached to the Local Area Network via Fast Ethernet, except in the Faculty’s newest building, the Henry Wellcome Institute for Comparative Medical Sciences, where Gigabit Ethernet networking is pervasive.


http://info.vet.gla.ac.uk/teaching/e-learning/moodle

Audio-Visual Services All lecture theatres/teaching rooms are equipped with PCs running a custom-built desktop designed specifically for use in lecture theatres/teaching rooms within the Faculty. This “presentation desktop” allows the presenter to access a series of drop-folders on the shared filestore. All academic staff members have access to the shared filestore from their desktop PCs and thus can place PowerPoint presentations into the drop-folders up to two weeks in advance of the scheduled lecture. Standard audio-visual facilities for each lecture theatre/teaching room include a computer with CD/DVD playback capabilities, LCD projector, video player, audio amplifier, dual slide projection and overhead projection (Appendix 5d). Additional facilities include a teaching microscope and visualiser (Histopathology Teaching Laboratory); and a bespoke video conferencing system, dual LCD projection and visualiser (Animal Health Technology Centre). The JHL is furnished with a 6 seat dedicated audio-visual room with equipment for TV/VCR/CD and DVD playback, and a 14 seat conference room with additional TV/VCR/CD and DVD playback. An Audience Response System (InterWrite PRS) has been installed in the Assembly Hall lecture theatre. This system permits testing, polling and surveying a group of students and forms a valuable and novel teaching aid. The Faculty server offers file store for radiological imaging including both internal CT scanner images and images for the external MRI scanner. Radiological images are currently logged using a dBASETM database although this will be superseded in 2005-2006 by the Electronic Patient Record (EPR). Images generated from the CT scanner are fed through to a Silicon Graphics workstation in the radiology reporting rooms. The images are then transferred to a PC where they are manipulated using eFilm WorkstationTM. MRI data are delivered on CD from which they are uploaded to the Faculty server. The images may then be accessed using eFilm WorkstationTM or DicomWorks.

“Communication skills” are taught in Years 1, 4 and 5 and to facilitate the teaching a Communication Suite has been established. Comprising adjoining Consulting and Seminar rooms; the suite enables an audience of students to observe/participate in a mock practitioner-client interaction. The Consulting room is equipped with two wall-mounted cameras and a ceiling-mounted microphone. The adjoining Seminar room is equipped with the Camera control panel, LCD projector, audio amplifier, and DVD/video playback and recording facilities. Full details of the physical facilities can be found in section 3.1. 5.2 Support staff for library and information resources The JHL has two permanent members of staff, a Chief Library Assistant and a Library Assistant. A Subject Librarian, who has a postgraduate qualification in Librarianship, is based in the main University Library. With expertise in biomedical information, the subject librarian is available to meet with staff and students on a group or individual basis, to help with literature searching, provide information skills training and assist with other information requirements in the support of learning, teaching and research.

The Information Services Unit (ISU) within the Faculty comprises an IT Manager, two IT Support Technicians (1.5 FTEs) and a Courseware Designer (1 FTE). One of the technician appointments is shared (0.5 FTE) with the University’s Computing Service, ensuring that the Faculty benefits directly from central advances in the provision of IT support. (Appendix 5e) The Information Services Unit provides local support for digital image manipulation and printing. A full photographic service is accessible where required through the University Photographic Unit (a division of Media Services), offering film processing and development, lamination and mounting, digital image manipulation, 35mmm slide/PowerPoint inter-conversions, photographic quality printing, image scanning, poster printing (up to 1m wide) and location and studio photography.


Staff training in IT The University Staff Development Service and Computing Service offer a diverse range of training courses in all aspects of information management and basic IT skills. For example, the European Computer Driving Licence (ECDL) provides basic/intermediate skills in Microsoft Office (Word, Excel, Access, PowerPoint, Outlook and Internet Explorer). Student training in IT Students receive a timetabled Library induction class, which includes on-line information resources, during their first year course. In this students are taught to access the library catalogue, e-journals and internet searches. Additional formal training in database searching is scheduled in the third year curriculum.

5.3 Availability of learning resources support The JHL is accessible from 08:00 to 24:00 hrs every day of the week and is staffed from 09:00 to 17:00 hrs Monday to Friday by two permanent members of staff (see 5.2). The main Library (Gilmorehill) is staffed from 08:00 hrs to 21:00 hrs Monday to Friday; 10:30 to 18:25 hrs Saturday and 11:30 to 19:25 hrs Sunday. The main University Library offers a document delivery service for items not in-stock within Glasgow University, a special needs service for students with disabilities, and a range of information skills training courses from undergraduate to post-graduate level.

The implementation of the Faculty VLE ensures that all teaching materials (lecture notes, presentations and guidance notes) are available at all times. On campus, the VLE is accessible from the Computer Centre while off-campus students with access to the internet can access the VLE through a standard web browser. The installation of wireless networking in the JHL enables students to access the VLE using wireless-enabled mobile computers/PDAs while studying. 5.4 Plans for improvement Following the successful implementation of wireless network access in the James Herriot Library, additional access points will be rolled-out across the campus during the session 2005-2006. Expanding wireless access across the Faculty will enable the adoption of novel teaching methods involving the use of mobile computers/PDAs, freeing computer-assisted learning from the confines of the Computer Centre. The University Library is currently investigating the creation of on-line training materials that could be used to support student information retrieval skills, and to assist with locating and using information resources as effectively as possible and which could be incorporated into the Faculty VLE. 5.5 Summary The Faculty has invested heavily in the migration to an e-learning environment, still underpinned with traditional library service at both Garscube and Gilmorehill campuses. Besides infrastructural modernisation, the refurbishment of computing facilities, development of the VLE, Moodle, commissioning of the EPR and the move towards greater electronic provision of all learning materials points to Faculty’s commitment to a modern learning environment. However, Faculty recognises the need for continual refinement and upgrade, training and persuasion in relation to student acceptance of these moves and, as a consequence, the Faculty’s IT strategy will include expansion of campus-wide wireless access, will consider provision of a note-books for students scheme and in particular will match this provision to the current policy of cluster access for undergraduates.


Section 6

Students


6. STUDENTS 6.1 Students numbers and trends Veterinary Medical Programme Currently we aim to recruit between 110-120 students into the first year of the programme; of these 72 students are state funded with the balance being full cost graduate students. In recent years there has been a gradual increase in student numbers due to our ability to recruit additional full cost students. With current facilities and staff we believe that 120 is the maximum sustainable first year intake. We have the opportunity to admit graduates with an appropriate degree into the second year of the course. However, the number is dependent upon the number of students admitted the previous year. Student numbers and trends are shown in Table 6A. Interns and Residents The number of interns and residents has remained relatively stable over the past five years. Slight variations over and above core funded posts are dependent on the vagaries of securing external funding, where we have been regularly successful in obtaining funds from the Royal College of Veterinary Surgeons (RCVS), British Small Animal Veterinary Association (BSAVA) and Horserace Betting Levy Board (HBLB). Figures are provided in Table 6B. Postgraduate Research Students The number of postgraduate students has remained stable over the last five years. At present all of our postgraduate students are classified as research students. Laboratory and study facilities are of a high standard and more than adequate for current numbers. The volume of research at the Faculty would allow for a modest expansion of postgraduate research student numbers. A small increase in postgraduate students will also result from the establishment of our new taught Master of Science course in Veterinary Public Health. Postgraduate student numbers are shown in Table 6C. Other educational programmes The Clinical Proficiency Examination is run twice yearly with a maximum number of 6 candidates at each sitting. We have not been an examination centre long enough to establish trends. Data are presented in Table 6D. 6.2 Student services Student service and web based contact sites are listed in Table 6E. The Faculty student support office is located adjacent to the Teaching Unit and this arrangement facilitates student/staff interaction (Appendix 6a shows flow chart of services). The primary electronic route for all services is through Moodle, the Faculty’s virtual learning environment. Other routes are also provided via the University web site including registration, testing, mentoring and counselling. Matriculation is a central service and is now an on-line activity. Faculty level Faculty Student Support Services provide pastoral care through the Year Student Adviser & Student Support Office. In addition to the student support staff, the Faculty has a Student Advisor allocated to each year and a Chief Student Advisor for the five-year programme. Where possible support staff endeavour to provide solutions from within the Faculty, but, where this is not appropriate, students are referred to University Support Services, which cover counselling, health, chaplaincy, financial support, accommodation or other areas. Under certain circumstances of severe financial difficulties, crisis loans or awards may be made by the Student Hardship Fund.


Course level At the start of the academic session each Course Leader indicates their mechanisms of support for that course, not withstanding other formal mechanisms. Students who do not perform well in class examinations or other forms assessment are normally interviewed by the course coordinator who will advise on steps to improve performance and what Faculty or University support is available. These students will also be flagged to the Year Student Adviser who will consult with other co-ordinators to see if there is a general problem or whether it is course specific. Students are encouraged to discuss any academic problems with the relevant lecturer, the Course Leader/Year Adviser, who will seek to provide individual solutions. The central Student Learning Service can be freely accessed by students and is designed to offer professional advice of study technique and a range of learning issues. Regency Scheme The scheme pairs students with a specific member of staff who is there to provide non-judgmental support to their group of students. There are two meetings per year, where group issues may be identified, but students may make an individual appointment at any time. The goal of the Regency Scheme is to reinforce the support mechanisms elsewhere in the Faculty and University. University level A variety of student support services are maintained at the University level including but not limited to: Student Counselling & Advisory Service; Student Disability Service; and the International Office. Student interests within the University are represented at all levels including Senate and Court through the auspices of the Students Representative Council that represents and supports individual students. Clubs & organisations There are a wide variety of student clubs and organisations across the University including the Glasgow University Veterinary Medical Association (GUVMA). GUVMA represents the interests of veterinary students on various Faculty committees, organises a range of social events each year and raises money for good causes. GUVMA is part of the Association of Veterinary Students (UK) and the International Association of Veterinary Students. Postgraduate Students All the services mentioned above are available to postgraduates. Every postgraduate student has two supervisors and an assessor who form the supervisory team. Regular meetings permit discussion beyond those specifically related to academic progress. Overall students are provided with a variety of routes to support. Although these routes may be considered independent, formal support is recorded and held in a confidential matter by the Support Office. Confidential disclosure of relevant information may be made to Boards of Examiners or Appeals Committees. 6.3 Supporting graduate placement We support placement of graduates by assistance with CV writing, formulation of application letters and references. Through the EMS scheme students build relationships with practices and other employers. Prior to the start of final year students are encouraged to attend a Society of Practicising Veterinary Surgeons Conference dedicated to students nearing graduation. We provide links or presentation facilities to large employer organisations such as the Association of Veterinary Teaching & Research Work (AVTRW), British Veterinary Association (BVA), USDA Food Safety & Inspection Service, Academy of Rural Veterinarians and Banfields Hospitals. Employment opportunities, posted to us, are transmitted to the students via notice boards and e-mail. The University does have a Careers Service, but due to the vocational nature of the degree, students tend to seek advice from senior members of faculty staff.


6.4 Grading for Assessments The gradings of individual course assessments and overall performance on the BVMS programme are reported in accordance with the grading scheme detailed in Table 6F and 6G. There are three categories of final award for the BVMS programme: honours, commendation and pass. A candidate who is not placed in one of the three categories shall have failed the programme. 6.5 Student Orientation First year students receive paper orientation packs that facilitate matriculation, accommodation, suggested book and equipment purchases and preliminary timetables before arriving in Glasgow. These are also available electronically through the web site. In addition, there is an induction week where students are addressed by a variety of staff members, by GUVMA and given an orientation tour of the facilities (Appendices 6b and 6c). The Faculty’s Fitness to Practice Policy is outlined in Appendix 6d. 6.6 Student Feedback Various complementary mechanisms used as detailed below. Students can provide feedback relating to the AVMA standards for accreditation by means of anonymous email.

• Each year has a class representative. These representatives, the GUVMA President, Vice-President and Student Representative Council representative, the Associate Dean for Learning & Teaching, and all course co-ordinators sit on the Staff/Student Liaison Committee, which is convened by the Student Services Co-ordinator and meets three times per year. Staff are expected to respond to matters raised at these meetings. The minutes from this committee go directly to Faculty committee.

• The Course Leaders, Dean and Associate Deans operate an open-door policy. • The Quality Assurance (QA) process monitors feedback from students (see Section 9.3). In

relation to courses, issues arising must be discussed by the course teaching team. Any changes made as a result of this process are highlighted in the course documentation.

6.7 Plans for improvement We have been very pleased with the establishment and population of a Virtual Learning Environment (VLE) over summer 2005, including the re-engineering of Computer-aided Learning In Veterinary Education (CLIVE) material as Shareable Courseware Object Reference Module (SCORM) objects. We intend to exploit further the facilities offered by Moodle to introduce more activities that will support the learning experience for students, and act as a platform for our external CPD courses. The current manifestation of the Regency Scheme was created to improve compliance. A review is to be held in May 2006 to establish how well the goals are being met in the light of two years’ experience. The issue of ethnicity has been highlighted by requests for information by AVMA and by UK Government. However, some 38% of veterinary students decline to declare their ethnicity. The Faculty recognises that it recruits fewer students of Asian (Indian subcontinent) ethnicity than other Faculties in the University. However, this is more to do with cultural imperatives than a failure of Faculty recruitment policy or initiatives, but there are on-going efforts to address this matter amongst which is a collaboration with the AVTRW. Culturally, medicine is an extremely highly prized parental goal, but veterinary medicine is not. From a UK Government perspective, recruitment from areas of society with poor uptake of Higher Education is considered more important. The issue of balanced intake is being addressed through the SFC (Scottish Funding Council) Greater Opportunity of Access and Learning with Schools (GOALS), Widening Access to Medicine, Veterinary Medicine and the Health Professions (WHAP) and Vets-2-Be projects. Together with the English veterinary shools, Glasgow is participating in a UK government Gateway project specifically designed to address diversity and participation in the profession.


More information on widening access can be found at the University web page, http://www.gla.ac.uk/wideningparticipation/goals/goals.html) We have been disappointed that few people from minority groups have applied to Glasgow as undergraduate veterinary students. However, we keep abreast of developments being pioneered by AAVMC, and will implement them in our environment. Ethnicity/race is not an issue in the postgraduate area as the postgraduate programme is international. 6.8 Summary Faculty is content that the current number of professional students is consistent with the resources and mission of the Faculty, falling within prescribed ratios defined by other accrediting bodies. The postgraduate programmes in both clinical and research careers are considered to be a strength and complement the undergraduate programme and, in many instances, are delivered and supported by Faculty heavily involved in the undergraduate curriculum. Both academic and pastoral support are made available at Faculty and University level and complement the support services championed by the student body. Awareness of this support is an area upon which the Faculty is working. Students are made aware of all academic regulations through both electronic and printed versions of the University Calendar and information relevant to prospective and current students are provided by the Faculty and University web sites. Faculty is also content, through the reassurance of external academic audit, that grading systems are uniform and fair. Finally, whilst continually reviewed, there are numerous feedback mechanisms, including anonymous routes that appear acceptable to the students and fit for purpose.


http://www.gla.ac.uk/wideningparticipation/goals/goals.html

Section 7

Admissions


7 . ADMISSIONS

Student admission and enrolment are closely linked with Student Support Services, under the collective title of Student Services. Collectively, the objective of the Student Services Group is to ensure the admission of well qualified, highly motivated students to the course, and thereafter to offer them comprehensive support so that they can achieve their academic goals, while making the most of the many other opportunities that university life has to offer. 7

.1 Minimum academic entrance requirements for admission

The minimum requirements for admission to the Faculty are detailed in the University Prospectus that is published annually (http://www.ucas.com/), and also in the Universities and Colleges Admissions

ervices Handbook. S Scottish Certificate of Education (SCE) Normally five SCE Highers, three at band ‘A’, one of which should be in Chemistry, and two at band ‘B’. Subjects must include Chemistry, Biology and either Mathematics or Physics, and all five Highers must be passed at one sitting of the examination. Candidates are then expected to complete a sixth year at school and generally offers will be made conditional upon them achieving high grade

asses in their sixth year subjects at Higher, Advanced Higher, or ‘A’ level as appropriate. p General Certificate of Education (GCE) Normally three ‘A’ level passes in Chemistry, Biology and either Physics or Mathematics, grades

AB. Chemistry must be at grade A. A Graduate Entry Graduate entrants are expected to have an Upper Second Class or First Class Honours Degree in an ppropriate subject area such as Animal Science, Zoology, Biochemistry or Physiology. a

Overseas Students Candidates from North America will normally be considered for admission after they have satisfactorily completed three years of a college course, which includes Inorganic Chemistry, Organic Chemistry, Biology, Physics or Mathematics. An analogous standard is sought from other nationalities. 7

.2 Selection process

The Faculty has an Admissions Committee composed of 24 members of academic staff, and 20 veterinary practitioners. The Dean acts as an ex officio member of the Committee. The Admissions Committee is convened by the Student Services Co-ordinator, who is a senior member of administrative staff within the Learning & Teaching Unit. The Admissions Convenor is responsible to he Associate Dean for Learning and Teaching. t

All UK and overseas applications, with the exception of those from North America, are made through the University and Colleges Admission Service (UCAS). On receipt of the UK application forms, courses of study and qualifications are verified. Applicants with unsatisfactory subject combinations, poor examination results and/or poor predictions in pending examinations are excluded. Remaining applications are scrutinised by members of the Admissions Committee and approximately 250 are called for interview. Since 2002, all North American applications are made through Veterinary Medical Colleges Admissions Service (VMCAS). North American applications are scrutinised by the Admissions Convenor and the Associate Dean for Learning & Teaching and approximately 120 are called for interview in the United States in February. A presentation is held each morning to which applicants and parents/friends are invited that includes a question and answer session. Telephone interviews for other overseas applicants are conducted at the discretion of the committee. Overseas pplicants frequently take the opportunity to visit the Faculty before finalising their decision. a


The UK interview panel consists of the Convenor or the Associate Dean, one other member of the Admissions Committee and a practising veterinary surgeon. In the course of the interview, which takes approximately thirty minutes, the panel looks for evidence of motivation, assesses the candidate’s communication skills and seeks his/her opinion on ethical and/or controversial veterinary matters. A tour of the Faculty is organised by our students where the applicants have the opportunity to gain a student perspective on the course and other aspects of studying in Glasgow. Results of their application are communicated to candidates by letter within two weeks of interview. The interview panel in the USA consists of the Associate Dean and Admissions Convenor, or the Associate Dean

d the Student Support Officer. an The Faculty is actively involved in the Universities Greater Opportunities for Access to Learning for Schools (GOALS) initiative and continues to encourage applicants from areas of socio-economic deprivation. In addition the Associate Dean and the Admissions Convenor attend workshops and committee meetings in the United States in order to keep up to date with the AAVMC initiatives to create greater awareness of education and employment opportunities, specifically among minority and disadvantaged persons. 7

.3 Non-academic entrance requirements

Applicants are required to demonstrate that they have acquired a certain level of practical experience that not only ensures their knowledge of the veterinary profession, but also provides the selection committee with evidence of the candidate’s motivation. Practical experience should be as varied as possible and in addition to at least two weeks’ work experience with a veterinarian, it should include a selection of the following: specialist veterinary practice (small animal, food animal, equine), farming experience (beef, sheep, pigs, poultry); lambing experience; stables; kennels/cattery; veterinary investigation laboratory etc. However, the volume of experience is judged against opportunity to ncourage minority or disadvantaged groups. e

In addition to the foregoing the Admissions Committee take due cognisance of a variety of achievements, interests and skills not directly related to the applicant’s vocational aspirations. In this way we seek to recruit to the profession talented and creative individuals who excel in a wide variety of endeavours. Specific examples would include those who undertake charity work, Duke of Edinburgh Awards, or who are highly accomplished in sport and/or music. 7

.4 Admissions data

See Table 7A. 7

.5 Review of selection process

The Admissions Committee reviews the selection process on an annual basis. In addition, student performance is monitored at the end of professional examinations, and drop-out rates are monitored closely. Students electing to leave the course have an exit interview with a senior member of staff. We feel these measures are satisfactory. 7.5 Summary It is our view that we have a well-defined admissions policy that is publicly available through a variety of well recognised routes, e.g., University Prospectus and UCAS. Faculty staff make up the majority of members on the Admissions Committee and the committee reviews policy and procedure on an annual basis. We believe a particular strength of the Admissions Committee, and the interview panels, is the strong representation from veterinary practitioners. The use of the interview is felt to be an important part of the admissions process as it allows evidence of motivation to be explored in depth and facilitates the assessment of non-academic criteria.


Section 8

Faculty


8. FACULTY 8.1 Assessment of strength of the staff in fulfilling the college mission The Faculty aims to deliver excellence in teaching and research and to advance knowledge and promote excellence in the practice of veterinary medicine. To achieve these aims in a financially sustainable manner, the Faculty undertook a management restructure in the academic year 2004-2005. This was carried out in order to create a structure that was aligned to, and capable of delivering, our academic objectives. To this end, the four discipline-specific departments were merged into one department with three operational units: namely, Learning and Teaching; Research and Clinical Services. The reorganisation has resulted in a number of advantages; the effective deployment of academic staff against the aims of the Faculty; the implementation of the Faculty’s research strategy, which is to concentrate resources on areas of excellence; the creation of administrative hubs with focused remits to maximise use of support staff and disseminate best practice across the Faculty; and a recruitment strategy that is matched with the Faculty’s pursuit of excellence in research, veterinary teaching and practice. The period under review has seen a modest but sustained increase in academic staff numbers and a significant shift in the experience and seniority of staff. For example, the proportion of academic staff at professorial grade has risen from 20% to 24% whilst that at senior lectureship level has risen from 13% to 22%. This is partly due to a trend to appoint at a more senior level, especially in the clinical area (see Table 8A), together with the advancement of established staff. This reflects the strength of the academic staff cohort rather than its seniority as the average age of Faculty staff is only 45 years. Currently there has been a reduction in support staff due to a University-wide voluntary severance package. The Faculty management are currently reinvesting a proportion of the released resource in replacing key support staff (see Table 8B) and boosting academic staff numbers. 8.2 Academic staff qualifications See Tables 8C, 8D and 8E. 8.3 Challenges associated with maintaining Faculty numbers and quality The major challenge is to maintain and enhance our current high standards in education, clinical service and research, which is in turn dependent upon retaining and continuing to attract staff of the highest quality. The retention of qualified clinical staff is a specific concern because of expansion in the University sector (within the UK) and increased competition from private referral practice. However, the Faculty is tackling this by introducing a clinical career structure (Clinical Tracking, see Appendix 8b) designed to ensure appropriate remuneration and advancement for clinical staff. Moreover the introduction of pay modernisation in August 2006 provides for the payment of market supplements to staff that have skills in short supply. This increased flexibility to career structure and reward within an academic culture is an attempt to create the optimal working environment for the nation’s leading clinicians. The increasingly competitive international market in Veterinary Education is an additional challenge. In recent years, we have enjoyed a surplus supply of high quality graduate entrants, both from home and overseas, but it is essential that this is maintained. The Faculty intends to meet this challenge by continuing to provide a stimulating and challenging educational experience combined with an active recruitment programme outside the UK.


The key to maintaining and enhancing both Faculty numbers and quality is income generation and the Faculty does and plans to do this in a number of ways. Recent years have seen sustained growth in clinical income; all indicators suggest this upward trend will continue and fund further investment in clinical teaching and clinical service. Core and externally funded research income is dependent on both the quality and volume of our research output, in an increasingly competitive environment the Faculty’s strategy is to concentrate on quality and expand our internationally competitive cohort of researchers. To this end, it is the Faculty’s aim to identify and invest in the academic leaders of the future. This process is ongoing and we have already used targeted recruitment together with generous start-up packages to attract international leaders in both the clinical and research areas. 8.4 Academic staff turnover See Table 8A. 8.5 Promotion and tenure policy Tenure: Tenure as such no longer exists within the British University system and staff are either employed on open-ended or fixed-term contracts. The majority of academic appointments are open ended and underpinned by stable core funding. New academic staff have to undergo a three year probationary period, which includes induction training and annual assessment of progress. Faculty staff enjoy a high-level of job security and this is an acknowledged advantage of the public sector. Ultimately, the security of employment is determined by the stability of funding, which for the majority of academic staff is SFC (Scottish Funding Council, i.e., Scottish Executive) funding. The core grant settlement from SFC for the period 05/06 to 07/08 is relatively generous, with planned income ahead of inflation. Historically, contract research staff have been employed on fixed term contracts as funding is derived from external grants, usually of three-five years duration. However, recent EU/UK legislation has led to a more restricted use of the fixed term contract, which can only be applied if the employee is in training or if the activity has a defined end point (e.g., development work). This together with the introduction of full economic costing to support research activity may provide greater stability for senior research staff. The funding for some members of staff is supported by clinical income. This income stream has grown in recent years and it is expected that future growth will continue to be strong. It is part of the University’s mission to be regarded as an employer of choice, an important aspect being job security. Salary increases: All Lecturers and Senior Lecturers receive an annual increment up to a certain ceiling; salary increases for Professors are not incremental but are reviewed annually by a University Committee of Review comprising the Principal and Vice-Principals of the University. Promotion procedures: Promotion procedures for academic or research staff are administered by the University through committees of review. There are two rounds of promotion each year and the system is based on self-application. Promotion to Reader/Professorial level is a two-stage procedure with the case being considered by a Faculty Promotions Committee before going forward to the University Board of Review.


Procedures for Lecturers & Teachers: A completed application form together with a confidential assessment by the Head of Department is considered by the Promotions Committee. This applies to academic staff applying for promotion to a senior lectureship or for salary advancement (accelerated increment) or, if the applicant is at the top of the lecturers scale, a discretionary increment. Promotion to senior lectureship is based on merit and performance with research, teaching and service contributions forming the basis of the assessment. Procedures for Research/Administrative/Library and Computer staff: The procedure is similar to that described for Lecturers and Teachers. Again, a completed application form and a confidential assessment by the Head of Department are required. Procedures for Readership & Personal Professorship: This procedure is also based on self-application and requires a letter of application, a full curriculum vitae and the names of four referees. If a prima facie case is made at the Faculty Promotions Committee, the application is forwarded to the University Board of Review for consideration. The use of external referees is an integral part of the promotion process for those aspiring to Reader, Professor or Research and Analogous grade 3 and 4. 8.6 Relationship of research, teaching and service to promotion Lecturer to Senior Lecturer: The University lays great store in three general areas of academic activity: teaching, research and service. The latter embraces external service that relates to professional recognition and standing as well as management responsibilities and contributions within the Faculty or University. Normally, excellence in two of these activities is required for promotion from Lecturer to Senior Lecturer. Detailed promotion criteria are contained within Appendix 8a. Teacher to Senior Teacher: For some time, the University has recognised that the contribution of some members of staff is biased towards teaching, both in terms of innovation and volume of activity. To ensure equality of opportunity for members of staff engaged in more focused activity, the University Teacher/Senior Teacher/Teaching Professor category of staff was introduced. Promotion is based on merit in teaching and service, together with evidence of scholarship in support of teaching. Detailed promotion criteria are contained within Appendix 8a. Veterinary Clinician to Senior Veterinary Clinician: The Faculty has recently established a new career structure to support the needs and aspirations of clinical staff. For those staff whose major activity is clinical work the Faculty has introduced clinical tracking, this is to ensure that due recognition can be given to merit and performance in this sphere of endeavour. Moreover, this career track is designed to help retain those working at the forefront of the profession within the academic sector. Detailed promotion criteria are contained within Appendix 8b. Promotion to Professor: This is defined as exceptional and internationally recognised achievement in research and/or teaching and/or clinical service. The conferment of the title and status of Professor is a singular distinction and requires that an applicant demonstrate that his/her reputation in the field of interest is one of academic leadership. Promotion to Professor can be achieved through the Lectureship, University Teacher, Research Fellow or the Clinical route. More detailed information is available within Appendix 8a and 8b.


8.7 Faculty professional development opportunities available in the university The Staff Development Service of the University offers an extensive range of courses and skills training, free to members of staff. The coverage is diverse and includes courses on such issues as personal effectiveness, performance management, information management, computer skills and research skills. A total of 92 different courses were on offer in the year 05/06, testament to the University’s commitment to enhancing the generic and managerial skill base of staff. In addition to the foregoing, the Faculty has set aside a budget for tailor-made training programmes and conference attendance when alternative funds cannot be secured. The Faculty is committed to postgraduate professional training and pursues this through its extensive clinical scholar and residents programme. 8.8 Impact of Faculty retirements, recruitment and retention on current plans The strategic aims of the Faculty are to continue to invest in a) highly qualified clinical staff to expand the diversity and depth of clinical teaching and service, and b) the research leaders of the future. Retirements can be anticipated and Faculty plans for these events; however, these goals will be dependent upon our ability to recruit and retain high calibre staff. Our current plans incorporate forward views on the impact of retirements and succession planning and recruitment priorities address this issue. Indeed several proleptic Fellowship appointments are already in place. 8.9 Summary It is our view that the Faculty has a sufficient number of appropriately qualified staff, across a range of disciplines, to deliver an educational programme of the highest standard. Central to the mission of the University is to be a research-led organisation and the Faculty is proud of its acknowledged research standing and scholarly activity. Research activity, both quality and volume, together with other measures of scholarly esteem are externally assessed every 5-7 years through the national Research Assessment Exercise, and more frequently through a series of similar internal reviews. Thus, the Faculty is confident it has a well defined and comprehensive programme for assessing such activity and for monitoring trends. Core government support offers secure employment for Faculty staff thus ensuring stability and continuity, which is demonstrated by an annual staff turnover rate of less than 7% (2000-2005 inclusive).


Section 9

Curriculum


9. CURRICULUM 9.1 Overall objectives The mission of the five-year curriculum is to provide an evolving quality educational programme in a research rich environment that will prepare students for future careers as veterinarians. The programme is designed to imbue the knowledge, philosophy, professional and technical skills such that the graduate feels confident to practice the art and science of veterinary medicine and surgery, and which prepares students for the profession that expects life-long learning and continuing professional development. In achieving these objectives, the students are enabled to meet the requirements of accreditation bodies; AVMA, EAEVE, Quality Assurance Agency for Higher Education (QAA) and RCVS where the latter has identified day 1 core competencies expected of students (Appendix 9a). The headline objectives are integrated into the curriculum by course teaching teams establishing defined intended learning outcomes. 9.2 Major curricular changes Final Year: Small Animal Clinical Studies. The method of assessment has been changed from clinical cases to Objective Structured Clinical Examinations (OSCEs). This was done in response to staff concerns that the extended use of clinical cases had welfare implications for the animals used in the examination, an increasing reluctance by clients to make their animals available, a lack of objectivity, repeated testing of the same skills, and an inability to demonstrate that core competencies were being evaluated. OSCEs were introduced in 2003 (Appendices 9b and 9c). Fourth Year: Companion Animal Sciences. A merger of three courses (Combined Integrated Course, Surgery/Reproduction I and II), which dealt with Medicine/Surgery/Reproduction of Companion Animals, took place in 2003. There was a reduction in the number of lectures, an increase in the number of practical classes and a broadening of the methods of assessment. The lecture focus was changed from a diseased organ basis to a problem-orientated or decision making basis. A Collaborative Learning Assignment (CLA) was introduced to engender team working, allow a group of students to explore a clinical topic in depth through research, and where possible, the analysis of clinical material. OSCEs were also introduced to evaluate the learning achieved from the practicals. The CLA and OSCEs comprise continuous assessments representing 50 percent of the course grade. A written assessment is held at the end of the academic year consisting of a discursive essay that crosses subject boundaries, Multiple Choice Questions (MCQ) and short answer questions (Appendix 9d). Communications skills: A pilot project has been expanded to incorporate identifiable communication skills training in years 1, 4 & 5 of the course. The ultimate goal is to extend this to all 5 years of the course. Professional role-players are used to enact scenarios as simulated clients in order to allow students to learn communication skills in a protected environment. Through the use of a Communication Skills Suite, scenarios can be viewed by an audience in a separate room and can be recorded for replay and debate. The Curriculum as a whole: A weakness identified in the overall curriculum was in the area of ethics and animal welfare, where it was difficult to establish where and what was being delivered to students. A newly appointed lecturer in Ethics and Welfare was charged with collating and expanding what was being currently taught, and producing a vertically streamed module on ethics and welfare that had identifiable elements taught in each of the 5 years of the course.


9.3 Process of curricular review The course content and delivery is monitored throughout the year through a Quality Assurance (QA) process. This includes in-course student questionnaires and focus groups. The results of the student feedback are considered in conjunction with a teaching team review of the course, and any changes resulting from this review are implemented in the following academic year and flagged to the students in the course documentation. Each course co-ordinator is required to write an Annual Course Monitoring Report (ACMR), which is submitted to the Board of Studies for review. The Board of Studies makes recommendations to the Learning & Teaching committee and Faculty on the basis of these reports. The Convenor of the Board of Studies is charged with assimilating the ACMRs to produce a Faculty ACMR, which is forwarded after discussion at Faculty committee to the University QA Officers. 9.4 Curricular strengths and weaknesses The strengths of the curriculum are the mixed mode of delivery, with significant practical components, and that material is delivered in a research enriched environment. The significant weaknesses are the number of courses (which make it difficult to implement rapid change), the didactic load, the proportion of student-centred learning, and limited emphasis on clinical skills in the earlier years of the course. These issues are currently being addressed with a re-shaping exercise which will see the number of courses reduced to four from sixteen, including a clinical sciences course starting in first year and the introduction of a portfolio as a method of personal development and planning for Extra Mural Studies (EMS) in academic year 2006-07. In addition, it is our view that students benefit greatly from participating in EMS. See section 9.5. 9.5 Off-campus learning The UK system does not make use of preceptor and externship programs. Extramural study (EMS) and elements of the clinical course delivered off-campus are the equivalent. We do have a small exchange program with Iowa State University. Typically two students from Iowa visit in February for placement in the small animal clinical rotations and the PDSA rotation is always requested by these students. Up to four students from Glasgow choose to visit Iowa during the summer vacation. We are currently in the early stages of discussion for establishing an exchange programme with The Norwegian Veterinary School in Oslo. Extra Mural Studies (EMS) The Faculty EMS programme, in common with all UK veterinary schools, requires students to undertake a minimum of 12 weeks preclinical EMS prior to year 3, and 26 weeks clinical EMS in years 3-5 (Table 9A). The preclinical EMS experience is fundamental to the students' understanding of the basic management of the species concerned. It supplements the lecture course on Veterinary Animal Husbandry and provides a foundation upon which clinical experience can be built. Individual students determine their own EMS programme, within the guidelines provided by the Faculty and the RCVS, and are thus able to explore particular areas of interest while also gaining valuable entry level clinical and professional skills. The Faculty has recently updated its clinical EMS requirements in light of the amended guidelines produced by the RCVS towards the end of 2005. Students in years 3-5 undertake a minimum of 26 weeks clinical EMS, in veterinary practice, research and diagnostic laboratories, government veterinary services, abattoirs, food processing plants and other relevant clinical placements. At least 5 days of this time must be dedicated to public health related EMS, the majority of which will be undertaken in abattoirs.


Extramural studies are currently assessed using written case reports. However, the Faculty will introduce EMS/Professional Development Portfolios for session 2006-07 to enhance further both the students' reflection on their learning and the assessment method. Prior to commencing each section of the EMS programme students are given instruction on health and safety, insurance through membership of the British Veterinary Association, learning objectives, quality assurance feedback requirements and assessment. The Faculty adheres strictly to the nationally agreed feedback system involving four feedback forms for each clinical placement; EMS 1 - sets specific learning objectives prior to the placement and reviews them at the end of the placement, EMS 2 - allows the EMS provider to feedback to the Faculty on the student's performance, EMS 3 - allows students to feedback information on the placement provider and EMS 4 is a certificate of attendance. This system supports the setting and reflection on specific learning objectives by the student and also provides quality assurance. Students are advised on all aspects of EMS by the EMS Co-ordinator supported by a dedicated EMS secretary, and have access to both internal and external databases to aid in the selection of placements. 9.6 Curriculum Digest See Table 9A. 9.7 Audit of Selected Curricular Content See Table 9B. 9.8 Curricular revision Current proposals are to reduce the number of courses to four. In doing so, didactic lecture load will be reduced, material streamlined and more emphasis placed on student-centred learning to prepare graduates for a working environment that will demand life-long learning and re-accreditation. A new Clinical Sciences course incorporating existing Veterinary Animal Husbandry and Management, will start in first year and run for 4 years. Courses in Pathology, Microbiology and Parasitology will merge to form a Pathological Sciences course that will run from years 1-3, rather than the current location in third year. Biomolecular Sciences, Anatomy, Physiology and Pharmacology will merge to form a Biomedical Sciences course which will again run over years 1-3. Therapeutics will separate from Pharmacology and become a major component of the Clinical Sciences course. The methods of assessment will be broadened, with particular emphasis on the inclusions of a collaborative learning assignment (CLA) to each year of the course. To reflect the interest in and popularity of summer vacation research projects, we would like to see the introduction of an intercalated Research Masters degree. We intend to explore the possibility of introducing elective Special Study Modules in disciplines such as wildlife, aquatic mammals, zoo medicine, medical/veterinary collaboration/understanding. 9.9 Summary The Faculty has successfully maintained a curriculum with a strong science base as a platform for courses in paraclinical and clinical subjects designed to produce knowledgeable and competent graduates. The curriculum continues to evolve in accordance with changes in the demands of the veterinary profession and through both internal and external periodic reviews. The process of major curricular revision is well advanced and is, essentially, a reshaping in order to maximise the strengths of the existing programme through increased diversity in delivery and assessment methods in line with contemporary educational practice.


Section 10

Research Programmes


10. RESEARCH PROGRAMMES

10.1 Examples of programmes of research emphasis and excellence Virology and oncology The Faculty’s strong research focus on viruses and cancer stems from pioneering work that identified viral agents of feline leukaemia and bovine alimentary cancer, paving the way for the development of novel diagnostics and vaccines against the causative agents. There are currently several internationally renowned research groups focusing on viruses and cancer. Early work within the Faculty on the mechanisms of retrovirus-induced leukaemia in the cat revealed conserved target genes of wide relevance to cancer and this has been developed by the Molecular Oncology Group into a large comparative research programme employing novel transgenic models with direct collaborative links to human medicine. Similarly, the school’s pioneering work on virus discovery has led to the establishment of a Leukaemia Research Fund Centre which is focused on viral agents of human leukaemia, but has generated powerful tools for identification of novel pathogens which are being applied across the Faculty to a range of veterinary infectious diseases. The Papillomavirus Group has investigated both bovine and human papillomaviruses resulting in leading insights into the mechanisms by which these viruses establish and maintain infection. The Jaagsiekte Sheep Retrovirus Group is a world leader in providing major new insights into the roles of endogenous viruses in resistance to disease and in normal development. As well as studying viruses related to cancer, early work on Feline Leukaemia Virus led to the establishment of a The Retrovirus Research Laboratory, a laboratory focusing on lentiviral vaccine development and retroviral pathogenesis. Parasitology Parasitology research is a major strength of the University of Glasgow, particularly within the Veterinary Faculty. There are two major groupings of parasitologists within the Faculty, one located in the Division of Veterinary Infection and Immunity (I&I) and the other at the Wellcome Centre for Molecular Parasitology (WCMP) that is currently relocating to purpose built laboratories in the Glasgow Biomedical Research Centre on the main campus. There are two main research strengths within I&I. First, the use of Caenorhabditis elegans as a comparative tool to investigate the biology of parasitic nematodes. Second, the apicomplexan parasite, Theileria annulata is under investigation as a model system to investigate how intracellular parasites alter the behaviour of the infected cell. Faculty parasitologists are involved in a number of projects to elucidate the genome sequences of the parasites and as such are well placed to continue post-genomic research with specific emphasis on vaccines, drugs and novel diagnostic tests.

The WCMP mission is to gain an understanding of basic processes in parasites, and exploit them to develop new approaches to control of disease. For African trypanosomes, which cause wasting and death in humans and livestock, studies have concentrated on antigenic variation leading to the identification of a new DNA recombination pathway. In addition this work has identified many of the specialized components of cell cycle control and cell division and defined field population structures. Continuous programme grant support, together with the relocation of the French government funded INSERM group, is evidence of the international reputation of WCMP. Reproductive Biology Problems associated with reproductive fitness are increasing in both veterinary species and in the human. Development and maintenance of fertility in both sexes is dependent upon interaction between the hypothalamus, the pituitary and the gonad. The three areas of research interest in the Reproductive Biology Group are gonadal development, ovarian function and regulation of hypothalamic gonadotrophin-releasing hormone (GnRH) secretion.


Studies into gonadal development are focused on the somatic cells of the testis. In recent years it has become clear that many aspects of male reproductive dysfunction are associated with abnormalities in the development of these cells. The current focus is to understand the role played by specific hormones and receptors in cellular development and function. In the female, interaction between the ovary and the hypothalamic-pituitary axis is essential for normal reproductive cyclicity. Current studies aim to determine the regulation of somatic cell differentiation underlying normal (and abnormal) follicular development and corpus luteum formation using cattle, sheep and mouse models. The third area of research is regulation of hypothalamic-pituitary function. This research is aimed at understanding how gonadal steroids programme the development of the hypothalamus in the fetus and regulate the actions of the hypothalamus in the adult. Animal Production and Veterinary Public Health This research team applies both biotechnology and advanced statistical methods to understanding and controlling major disease and production problems in livestock. The research team is divided into two groups although there is considerable interaction between them. The Comparative Epidemiology and Informatics Group focuses on the development and application of epidemiological tools and has a special interest in zoonotic diseases and their impact on public health. The Veterinary Genes and Proteins Group has three major research interests: understanding and controlling nematode infections of sheep, acute phase proteins as markers of subclinical disease and the genetic and molecular mechanisms that underlie muscle growth and development. All projects use advanced techniques in genomics, proteomics and bioinformatics.

Clinical and Translational Studies Veterinary clinical research is typically initiated by observation on naturally-occurring disease and the Veterinary Faculty at Glasgow realises the importance of excellent clinician led research. There are several areas of productive clinician led research within the Faculty which can be conveniently divided into Food Animal, Small Animal and Equine.

The main areas in Food Animal include the aetiopathogenesis of lameness in dairy cattle and investigating chicken egg quality both in the UK and mainland Europe. The development of new disease markers to help in the laboratory diagnosis of food animal disease is ongoing with current plans for a company spin out in this area. The Comparative Molecular Medicine and Therapeutics Group study the molecular basis of several diseases affecting small animals. The most productive area is in the field of arthritis where the focus is on understanding cellular aging, identifying novel therapeutic targets and the application of gene therapy to control inflammation and cartilage degradation. One of the major areas in equine research involves the study of gastrointestinal disorders, including novel approaches to diagnosis using the assessment of exhaled breath. Another area of equine research is the investigation of the equine sarcoid and the identification of the causative agent of this disease as bovine papillomavirus 1. 10.2 Two areas of evolving research Generation of a Transgenic Food Animal Resistant to a Viral Infection Ovine pulmonary adenocarcinoma OPA is a major viral disease of sheep in the UK and the causative agent of OPA is a retrovirus known as Jaagsiekte sheep retrovirus (JSRV). Research in this lab has provided a unique insight into mechanisms that restrict viral replication and cell exit. Current research is focused on exploiting these discoveries to create transgenic sheep resistant to virus infection and subsequent cancer. We propose to use this model as an intellectual background for the generation of food animals resistant to various viral infections.


Myocardial Cell Biology The University has a history of research excellence in cardiovascular studies. The University’s international standing and strength of cross-faculty collaboration was recently recognised by the British Heart Foundation who have granted £18m for a purpose built cardiovascular Research Centre at the Gilmorehill campus. The Faculty has recently decided to invest in this area in a way that complements and broadens interdisciplinary research in cardiovascular science. To this end we have appointed a new lecturer who has strong collaborative links in other Faculties and whose primary remit is to build research capacity in chronic heart failure and myocardial cell biology.

10.3 Breadth and quality of Faculty research programme See Table 10A Faculty members have been invited as plenary and keynote speakers, as well as chairs, to a host of International meetings ranging from veterinary medicine to more basic scientific meetings. Our Faculty members also serve as Editors on a large number of both specialist veterinary and basic science journals, and are also heavily involved in Government advisory panels as well as grant awarding bodies ranging from the Medical Research Council (MRC) to more veterinary funding agencies, such as the Petplan Charitable Trust. As well as programme grants from government and charity sources detailed in Table 10A there are other notable examples of recognition of our research excellence. Dr Tony Page is an MRC Senior Fellow, one of only two in the whole of Scotland clearly recognising the excellence of the research carried out by Dr Page. Similarly, Professor Massimo Palmarini was awarded a Royal Society Research Merit Award in clear recognition of his outstanding potential and contribution to his field. The Faculty also has four Fellows of the Royal Society of Edinburgh (FRSE). This prestigious honour is given to those with a recognised sustained excellence in research of international quality and for our Faculty to have four such fellows is again a clear demonstration of the recognition of the research carried out within the Faculty. 10.4 Impact of the research programme on the professional programme As a research led University, Faculty members most often come from a research background and are encouraged and supported in their endeavours to maintain and develop active research projects. Therefore staff are motivated and expert in their given areas resulting in up to date information incorporating recent research findings being taught to our students. Such an approach ensures that the course is constantly updated and modified in response to changing times, resulting in a gradual evolution of the subject matter that is taught. Throughout the course there are several modules and events that require research active staff to contribute towards the education of our students. 1. In first year the students undertake a Self Directed Learning Assignment requiring them to form into groups, meet up with a research active member of staff, literature search on a given area, consult with the staff member, write an essay on this area and also to present their findings in a group setting. This assignment develops their ability to search for the correct literature, appreciate the complexity of research, develop presentations, and is often the students’ first exposure to a research topic. This exercise is 5% of final mark in the Biomolecular Sciences part of the course.


2. In third year, the students perform two learning assignments led by research active staff that encourages the students to consider the nature of research and the significance of findings related to veterinary subjects. Firstly, in the Parasitology course the students carry out an Open Essay Assignment in which they are given two or three research papers by a member of staff and asked to read the papers and reflect on them. This assists in helping the students to understand and critically assess scientific information and to form views and opinions in a coherent and scientific manner. Secondly, in the Pharmacology course the students carry out a Library Project where the students have to learn how to differentiate between good and bad scientific sources over the internet and the exercise also promotes the ability of the students to write scientific reports. Assignments contribute 5% towards the final marks for these courses. 3. In fourth year, the students carry out a Collaborative Learning Assignment. This is carried out as part of the Companion Animal Course and contributes 20% of the marks for this course and is a much more clinically directed project. Clinical researchers suggest topics for the students who form teams and appreciate the value (and difficulties) of group working. Students investigate scientific literature and combine this with application to a clinical problem, often using patient records from our hospital as a source of information. This assignment clearly assists in developing the students for practice where they will face fresh problems every day and must think how best to investigate those that they are unfamiliar with. 4. Following their third year (and occasionally following other years), the students are encouraged to participate in summer research projects within the Faculty. This involves them spending from between 6 and 10 weeks in the lab and/or clinic of a Faculty member carrying out research projects. Some of the students also carry out research projects overseas. Most of these projects are funded from external sources competitively won although the Faculty funds from 6 to 8 per annum. In 2003 22 students carried out a summer project, in 2004 18 students and in 2005 26 students. Therefore by the time of graduation over 20% of our students have undertaken summer research projects allowing them direct experience of a research environment and one of the goals of this scheme is to encourage the students to consider an academic/research career in the future. The Faculty also recruits veterinary graduates to undertake PhD projects and it is also a requirement that our residents undertake a research project resulting in publication. These activities ensure the Faculty is contributing to the training of the veterinary academics of tomorrow. 10.5 Summary Our research output, the quality of our research facilities, and the sustained level of external grant funding demonstrate that the Faculty performs at an international level in biomedical and veterinary research. The high proportion of research active staff engaged in teaching means that the students are exposed to a research ethos and a critical questioning approach to knowledge acquisition.


Section 11

Outcomes Assessment


11. OUTCOMES ASSESSMENT 11.1 Student outcomes North American Veterinary Licensing Examination See Table 11A NAVLE (NBE and CCT) Student attrition rates See Table 11B Attrition Graduate employment Of the most recent cohort (2004), 100% had found employment within 1 year of graduation. This figure is historically typical. In a survey of this cohort, the average time to find a position from actively seeking employment was 1.9 months (1.6 if a single outlier of 12 months is removed). The latter will almost certainly have been seeking a very specific job in a very specific geographical location. Graduate surveys A survey of all graduates 1 year post-qualification (2004 cohort) was carried out. Aspects were rated on a scale 1-5. Employment satisfaction rating was 3.91. Course satisfaction was 3.77. Questions related to courses, styles of teaching and types of examination. Biomolecular science, pharmacology and e-learning did not score as highly as other aspects. The latter may be of concern for addressing the issue of life-long learning, but may be due to familiarity and immediacy of other more traditional forms of delivery. The same questions were posed to graduates 3-5 years post-qualification (cohorts 2000-2002). Employment satisfaction rating was 3.83. Course satisfaction was 3.88. Great importance was attached by these graduates to anatomy, clinical courses, clinical skills, practical classes, practical and clinical examinations, and, very specifically, Extra Mural Studies (EMS) - both preclinical and clinical. Biomolecular science which underpins much of veterinary science did not score highly, nor did pharmacology. Interestingly, e-learning scored much higher with this group, which is perhaps recognition that in the workplace the classroom is no longer a viable educational device. Neither group were exposed to Moodle as a VLE. The results indicate that the graduates were satisfied with the course. Employer satisfaction The majority of graduate employers in the UK, and a selection from North America were surveyed. In addition, a focus group was held with senior veterinarians in Northern Ireland. The survey posed 25 questions related to veterinary matters, dealing with clients and working with the practice team with responses sought on a scale from 1 to 5. The employers appear satisfied with the Glasgow graduates. The three attributes in which our graduates scored highest were knowledge, knowing when to seek advice and communication with clients. A weakness that we recognise and was reinforced by the focus group was an understanding of the business, although even here a respectable mean score of 3.23 was recorded. These surveys (graduate & employer) are considered by the Learning & Teaching Committee when reflecting on curricular modification.


Assessment of Faculty Assessment of clinical resources, facilities and equipment, library and information resources are reviewed frequently at least four times per year through the committee structure. They are also incorporated into the Annual Course Monitoring reports referred to earlier. The results of these assessments are highlighted in relevant parts of this document. The preparedness of students entering phases of education are reviewed by the admissions committee for applicants. For current students the examination system is the method of assessment and the results are discussed at Board of Examiners’ meetings following each professional examination where an External Examiner is always present. The External Examiner always reviews the examination papers before they are printed. He/she always reviews the scripts and participates in practical or oral examinations. The External Examiner submits a report independently to the Principal of the University. The reports are read by the Dean, Board of Studies and course teaching teams. The latter are expected to act on recommendations made by the External Examiner or Board of Studies to the satisfaction of the Senate acting for the Principal. External Examiners are largely complimentary of our students; minor criticisms of course content or emphasis and examination are always addressed. Major criticisms are rare. Additional assessments The Faculty education provision is reviewed internally by the University. We are scheduled for a Departmental Programmes of Teaching, Learning and Assessment (DPLTA) exercise in 2007. This is a 6 yearly quality review (see also 11.2). Details of the assessment process can be found at http://senate.gla.ac.uk/qa/review/gdpractice.html. The Faculty also participated in a pilot Trans-National European Evaluation Project (http://www.enqa.net/files/TEEPVET.pdf). 11.2 Institutional outcomes Evaluating progress The quality and depth of the educational programme provided by the Faculty is assessed via two main routes. First, the TQA process that benchmarked all UK veterinary schools led to Glasgow being rated as excellent. Second, a compulsory septennial RCVS (Royal College of Veterinary Surgeons) visitation, which is combined with a voluntary EAEVE (European Association of Establishment for Veterinary Education) assessment. Glasgow was found to have no category 1 deficiencies that would have compromised our European recognition. Inspection comprises two main elements. Schools initially produce a comprehensive self evaluation document which is submitted to the team of visitors at least 2 months prior to receiving a visit. This is followed by a 5-day site visit by a panel comprising Senior Academics from other UK Veterinary Schools and from European Veterinary Schools, one or more Veterinary Practitioners and an observer from the Australasian Veterinary Boards Council. Following the visit, a detailed evaluation report is prepared by the visitation group which includes a recommendation as to whether the programme meets the requirement of the RCVS and EAEVE, along with any recommendations for changes to courses and facilities, some of which may be prescriptive. Accreditation by EAEVE ensures that the Veterinary School is registered on the EAEVE accredited list of veterinary schools, although it does not have any legal implications at this time. The RCVS and EAEVE inspections ensure that the University of Glasgow veterinary undergraduate programme is satisfactory and comparable with other Veterinary Schools in the UK and mainland Europe. The inclusion of an Australasian veterinary academic on the visitation panel of the RCVS also ensures compatibility with the Australasian veterinary schools.


http://senate.gla.ac.uk/qa/review/gdpractice.html

There is no national curriculum for veterinary programmes in the UK, so they retain some diversity of character and content. However, there is a Benchmark statement document for veterinary Science which was produced under the auspices of the Quality Assurance Agency (QAA). This document was produced by a committee with representatives from each of the six UK vet schools, together with an observer from the RCVS. Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject. They also represent general expectations about the standards for awards of qualifications at a given level and articulate the attributes and capabilities that those possessing such qualification should be able to demonstrate. The benchmark statement for Veterinary Science is used by all veterinary schools in the UK as a basis for their degree programmes. This again leads to a degree of comparability between the UK schools in their veterinary undergraduate programmes. Details can be found at http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/vet_sci.asp Adequacy of resource and organisational structure For the current methods of educational delivery the resources are adequate. Improving quality in one area tends to lead to comparisons; e.g., comfort in some lecture theatres has become an issue and is being addressed by Scottish Funding Council Learning and Teaching Infrastructure Funding (LTIF) over the next two academic sessions. Strong efforts have been made to ensure that all major teaching rooms under Faculty control have dedicated AV facilities. Recent changes in education delivery are reflected in re-tasking and refurbishment of teaching space; e.g., small group teaching in Public Health – IAMS seminar rooms, communication skills training - communication skills suite, focus on clinical skills training in preparation for OSCEs - Clinical Skills Laboratories, or changes in Health & Safety legislation – Histopathology Teaching Laboratory. One of the goals of the restructuring was to bring the organisation of teaching under the one umbrella from a strategic and functional perspective. Efficiency gains have been achieved and the new structure should facilitate development of the planned new curriculum. Overall assessment The Faculty of Veterinary Medicine is also subject to both internal and external reviews relating to its teaching and research. For example, the Scottish Higher Education Funding Council (SHEFC) inspected the Faculty in 1996 to assess the teaching and quality assurance provision. The Faculty was reviewed against 13 essential criteria and was awarded an excellent rating, the highest possible. In the research assessment exercise of 2001 the Faculty was given a score of 5, along with all of the other veterinary schools in UK. Internal reviews carried out by the University are in the form of departmental teaching and learning assessments and occur on a regular basis. Changes to course content must go through a formal approval process at University level for approval by Senate. All these additional assessments are to maintain the standards of teaching, learning, assessment and research within the Faculty. Colleagues have been successful in winning funding for teaching initiatives from the central Learning and Teaching Development Fund and also Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine. Examples can be found at: http://www.medev.ac.uk/resources/funded_projects/show_project?reference_number=356http://www.medev.ac.uk/resources/funded_projects/show_project?reference_number=363


http://www.medev.ac.uk/resources/funded_projects/show_project?reference_number=356

http://www.medev.ac.uk/resources/funded_projects/show_project?reference_number=363

11.3 Clinical competencies outcome In Appendix 9a the Royal College of Veterinary Surgeons (RCVS) core competencies are detailed and these comprise the framework of the intended clinical competency outcomes of the curriculum. Appendix 11a gives further information on clinical competencies outcomes. Demonstration of a competency is underpinned by knowledge, application and communication of knowledge in a professional manner. Development of competency is assessed as students progress through the course and AVMA Competencies 1 to 8 undergo rigorous assessment during the final professional examination. In Year 5 students are assessed in a formative fashion at the end of each rotation, typically by OSCEs or “spot” tests. Those who are deemed to be unsatisfactory are required to repeat the rotation. Importantly, the EMS structure has feedback reporting from placement supervisors. This feedback to the EMS co-ordinator is used primarily for development advice to individual student, but it also provides a valuable means of identifying any intramural training weaknesses which are then modified. The final BVMS professional examination has two separate components, namely, Large Animal Clinical Studies (LACS) and Small Animal Clinical Studies (SACS). Students must pass both components; there is no cross-compensation. In addition, in order to document both clinical experience and knowledge/understanding, students complete an EMS casebook. From 2006, the EMS casebook will be replaced by an EMS portfolio which will require reflective discussion of case investigation, clinical planning, case management and wider issues of disease prevention/control and any associated public health issues. The specific purpose of the portfolio concept is to assist students in developing clinical competency through reflective analysis. The EMS portfolio will be graded and this will be incorporated as an integral component of the Finals Examination. The LACS Examination is based on an oral/clinical case format, with specific stations on Public Health, Population Medicine, Epidemiology & Preventive Medicine as well as equine and food animal cases. The SACS Examination exclusively utilises OSCEs . The final examinations are scrutinised by several External Examiners in the form of specialist clinicians from other veterinary schools/ practices and who have experience in assessment of clinical competency. AVMA Competency 9 is summatively assessed in the fourth year Collaborative Learning Assignment and formatively in the final year Food Animal project as well as first and third year research projects. Feedback from employers of new graduates from Glasgow is strongly indicative that the graduates have attained entry level clinical competency. One specific clinical skill which has been the subject of some negative comment is the entry level ability in bovine fertility assessments. In response to these comments, the Faculty has collaborated extensively with computing scientists to develop and validate hapticy technology as an innovative modality for training tactile skills in 3Dimensions. The “haptic cow” is now a highly effective means for initial training of bovine reproductive palpation and is timetabled for all students during their fourth year of study. Deficiencies in Competency 8 have been identified by the Veterinary Defence Society as increasing the risk of litigation against new graduates (from all UK schools). As a result, since 2001, a structured communication skills module has been included in the undergraduate programme and this is an examinable topic in Final Year OSCEs.


An important source of feedback to all veterinary schools was the “lessons learned” analyses of the UK Foot and Mouth outbreak during 2001. The need for a veterinary workforce with high levels of competency in all aspects of investigation and control of animal disease epidemics was highlighted. In response to this, the Glasgow curriculum has been modified to strengthen training in public health, epidemiology and population medicine. The most tangible manifestation of this is within the Final Year Course in Large Animal Clinical Studies in which these identified topics have been allocated increased timetabled hours during both the ‘core’ element (undertaken by all students) and also in the food animal ‘track’ element (typically undertaken by 60 per cent of students). Importantly, public health, population medicine and epidemiology now constitute 40 per cent of the final professional examination in Large Animal Clinical Studies. To ensure progress in attainment of competency in these topics, the current External Examiners in the Final Year Large Animal Clinical Studies Course are clinicians with specific expertise in epidemiology and State Veterinary Medicine. 11.4 Summary The Faculty is of the view that improvements in the programme are made in response to analyses of outcomes data. Although the students have a strong appreciation of the role for research in furthering the practice of veterinary medicine, it is appropriate to increase emphasis on student-centred critical review of clinical research during final year rotations. The Faculty is committed to participating in a range of veterinary graduate surveys including the National Student Survey, The British Veterinary Association & Association of Veterinary Students, the Veterinary Defence Society Year 1 Survey and the RCVS Professional Development Scheme. The Faculty interacts actively with these various groups with the intention of improving the rigour of the survey process and so improve the quality of evidence on clinical competency of Glasgow graduates. In this way we can implement the appropriate modifications to the programme to assure graduate success in the profession.


Section 12

Tables

Section 2

Table 2a TOTAL EXPENDITURES FOR IMMEDIATE PAST 5 FISCAL YEARS

Direct and Indirect Expenses (all figures are £’000s)

A B C D E F G H I J K Services of Educational Activity

Other Year Instruction Academic

Support Student Services Teaching

Hospital Diagnostic

Lab Amount Type

Unsponsored Student Aid

Sponsored Research

Other Sponsored

Activity

Ext & Public Service

Total Direct

Expenses

2001/02 5,887 3,564 98 1,434 342 672 0 241 6,369 177 0 18,785

2002/03 6,347 3,963 124 1,502 378 653 0 456 6,011 200 0 19,634

2003/04 6,301 4,005 126 1,836 521 484 0 382 5,081 245 0 18,982

2004/05 6,503 4,362 360 2,077 499 719 0 416 5,388 289 0 20,612

2005/06* 6,866 4,771 210 2,099 732 780 0 371 4,935 224 0 20,989 % change 17% 34% 115% 46% 114% 16% 0% 54% -23% 26% 0% 12%

* forecast out-turn Legend A direct and indirect expenditure relating to activities which form part of the school's instruction programme B direct and indirect expenditure relating primarily to provide support services for instruction, research, and public service C direct and indirect expenditure of the admissions and registration offices and expenditure related to welfare of student's emotional and physical well being D expenditures relating to the operation of the Small Animal and Equine Hospitals and all other expenditure from related departments not in any other category E expenditures relating to the operation of Veterinary Diagnostic Services F Cochno Farm and Research Centre, consultancy and other services, continuing professional development and royalty income G as above H expenditure relating to scholarships and fellowships for students financed by non-state funds I expenditure relating to government and corporate funded research grants and contracts J expenditure relating to all other sponsored activity not already detailed including earmarked funds and endowments K N/A

Table 2b COLLEGE REVENUE (SOURCES OF FUNDS)

FROM ALL SOURCES FOR IMMEDIATE PAST 5 FISCAL YEARS (all figures are £’000s)

A B C D E F G H I J K SALES and SERVICES Year State

Appropriations Tuition & Fees

Is Tuition Estimated Amount?

Endowment Income

(current yr)

Gifts for Current

Use

Sponsored Program

Income/Cost Recovery

Other

Teaching Hospital

Diagnostic Lab

Other Sources

from Sales & Services

Reserves and

Transfers

TOTAL REVENUE

2001/02 6,018 1,960 Y 95 13 7,446 67 1,424 436 580 70 18,109

2002/03 7,011 2,173 N 61 7 6,565 224 1,808 475 664 55 19,043

2003/04 7,164 2,487 N 53 65 5,646 102 1,935 517 577 240 18,786

2004/05 7,609 2,672 Y 75 38 5,507 84 2,143 492 649 0 19,269

2005/06* 7,869 2,796 Y 124 14 5,552 63 2,536 692 614 106 20,366 % change 31% 43% 31% 8% -25% -6% 78% 59% 6% 51% 12%

* forecast out-turn Legend A income from the Scottish Funding Council teaching and research grants B student Tuition and Fees (including bench fees) C N/A D income from endowments E donations made to faculty from private external sources F research income from research councils, charities, industry and other bodies G general income including general discretionary and earmarked income H income generated by the Small Animal Hospital and Equine Hospital I income generated by Veterinary Diagnostic Services J Cochno Farm and Research Centre and all other income generated by other commercial activities K deferred capital grants

Section 4

Note on Tables for Section 4 Tables 4A and 4B for all of the five years are presented in chronological order. However, since those Herd/Flock Health Programs taught in the faculty remain constant year on year and data from the ambulatory clinic are not available from previous years, Table 4C is presented once with the statistics for 2004/05. Similarly Table 4D is recorded once at the end of this section.

Table 4Ai Teaching Hospital – 2000/2001

Animal Species

Number of Patient Visits

Number Hospitalized

Number of Hospital Days

Bovine 73 73 1825 Canine 6973 4787 not available Caprine 0 0 0 Equine 688 248 not available Feline 1014 761 not available Ovine 27 27 675 Porcine 5 5 125 Caged Pet Birds 0 0 0 Caged Pet Mammals 0 0 0 Avian Wildlife 0 0 0 Other 74 10 not available

Table 4Bi Ambulatory/Field Service Program – 2000/2001

Animal Species

# of Farm (site) Calls

# Animals Examined/Treated

Bovine 1,166 18,134 Caprine 15 16 Equine 2,331 2,625 Ovine 226 2,863 Porcine 7 5 Other 15 218

Table 4Aii Teaching Hospital - 2001/2002

Animal Species


Number Hospitalized


Bovine 88 88 2200 Canine 6116 2500 not available Caprine 0 0 0 Equine 767 331 not available Feline 975 380 not available Ovine 33 33 990 Porcine 5 5 150 Caged Pet Birds 0 0 0 Caged Pet Mammals 0 0 0 Avian Wildlife 0 0 0 Other 108 15 not available

Table 4Bii Ambulatory/Field Service Program – 2001/2002

Animal Species



Bovine 997 30,544 Caprine 13 28 Equine 1,993 4,421 Ovine 193 4,823 Porcine 1 8 Other 19 366

Table 4Aiii Teaching Hospital - 2002/2003

Animal Species


Number Hospitalized


Bovine 85 85 2125 Canine 6724 2626 6757 Caprine 0 0 0 Equine 645 551 2230 Feline 1233 465 2229 Ovine 31 31 930 Porcine 5 5 150 Caged Pet Birds 9 1 2 Caged Pet Mammals 40 8 12 Avian Wildlife 0 0 0 Other 16 6 60

Table 4Biii Ambulatory/Field Service Program – 2002/2003

Animal Species



Bovine 5,882 44,207 Caprine 76 41 Equine 11,764 6,398 Ovine 1,138 6,980 Porcine 38 11 Other 76 531

Table 4Aiv Teaching Hospital - 2003/2004

Animal Species


Number Hospitalized



Table 4Biv Ambulatory/Field Service Program – 2003/2004

Animal Species



Bovine 6,322 102,946 Caprine 81 95 Equine 12,645 14,900 Ovine 1,223 16,255 Porcine 40 27 Other 84 1233

Table 4Av Teaching Hospital - 2004/2005

Animal Species


Number Hospitalized



Table 4Bv Ambulatory/Field Service Program – 2004/2005

Animal Species



Bovine 7,682 115,250 Caprine 38 102 Equine not applicable not applicable Ovine 1,530 18,360 Porcine 14 28 Other 36 64,000

Table 4C Herd/Flock Health Program

Herd/flock health programs

provided within your institution

(Please answer yes or no)

Herd/flock health programs provided through off-campus programs

(please answer yes or no)

# of sites # of sites Dairy YES 3 YES 60 Beef Feedlots YES 1 NO 0 Cow-Calf YES 2 YES 140 Small Ruminants YES 1 YES 140 Swine YES 1 NO 0 Poultry NO 0 YES 1 Fish NO 0 NO 0 Equine YES 6 NO 0 Other NO 0 NO 0

Table 4D Planning and supervision of off-campus instruction

Hospital

Learning rotation

(duration)

Surgical and

medical facilities

Necropsy

Imaging

Diag. support services

Isolation

Intensive or critical care

Reference materials

Medical records

Clyde Veterinary

Group, Lanark

2 weeks √ X Taught on

campus

√ √ X

X Exposure on

campus

√ √

PDSA, Glasgow

1 week √ X √ √ √ X

√ √

SSPCA, Glasgow

1 day √ X √ √ √ X

√ √

The Equine Veterinary

Clinic, Houston

4 days √ X √ √ √ X

√ √

Dermatology Referrals,

2 days √ X √ √ X

X

√ √

Glasgow

Section 6

Table 6A. Veterinary Medical Program – student numbers and trends

Class 00-01 01-02 02-03 03-04 04-05 First year 92 93 101 108 113 Second 104 105 103 103 116 Third 92 100 103 96 102 Fourth 100 86 97 98 88 Final 72 100 77 96 94 Graduated 72 100 77 96 94

Table 6B. Interns and Residents (Res-PhD none)

Area Interns Int-MS Residents Resident-MS Total 2001-02 Equine 1 3 4 Farm Animal Medicine& Public Health

3 3

Small Animal 4 9 4 17 Pathology 2 2 Total 7 10 9 24 2002-03 Equine 6 6 Farm Animal Medicine& Public Health

1 0.5 1 2.5

Small Animal 3 11 3 17 Pathology 0.5 1 1.5 Total 4 1 11 11 27 2003-04 Equine 6 6 Farm Animal Medicine& Public Health

2.5 1 3.5

Small Animal 4 11 4 19 Pathology 0.5 1 1.5 Total 7 12 11 30 2004-05 Equine 6 6 Farm Animal Medicine& Public Health

2 1 3

Small Animal 4 14 4 22 Pathology Total 6 15 10 31 2005-06 Equine 0 1 4 5 Farm Animal Medicine& Public Health

0 2 0 2

Small Animal 6 12 2 20 Pathology 0 0 0 0 Total 6 15 6 27

Table 6C Graduate

MS PhD MVM Academic Year Total Min %Min Total Min %Min Total Min %Min 01-02 6 1 17 69 6 8.7 12 0 0 02-03 8 1 12.5 68 9 13.2 10 3 30 03-04 5 0 0 59 10 17 6 3 50 04-05 3 0 0 61 10 16.3 6 3 50 05-06 4 1 25 70 4 11 3 1 33

The % of minority students reflects the fact that many come from overseas countries, but would by definition be a minority in the UK. Numbers quoted represent total students enrolled in any given year.

Table 6D Other Educational Programs

Activities

Year NA-ECFVG other - ECFVG

Veterinary Nurses

Intercalated MVPH

00-01 not applicable

not applicable

30 1 not applicable

01-02 not applicable

not applicable

28 1 not applicable

02-03 9 3 43 1 not applicable 03-04 7 5 38 2 not applicable 04-05 6 6 37 4 not applicable

NA=North American students, other =UK & other nationals

Table 6E Student support systems

General Services Moodle http://moodle.gla.ac.uk/vet/moodle/. University of Glasgow http://www.gla.ac.uk/ Registry http://www.gla.ac.uk/registry/students/fees/registrationindex.html Testing http://www.gla.ac.uk/services/registry/students/examinations/index.html Specific Services Counselling & Advisory Service

www.gla.ac.uk/services/counselling/index.htm

Student Disability Service: http://www.gla.ac.uk/services/studentdisability/ International Office http://www.gla.ac.uk/studying/international/ Student Learning Service http://www.gla.ac.uk/services/tls/sls/ Student information service http://www.gla.ac.uk/sid/ Postgraduate support http://info.vet.gla.ac.uk/research/main.html (only available on campus) Careers Service http://www.gla.ac.uk/careers/studentsos.htm Student run services Student Representative Council www.glasgowstudent.net/ Peer assistance http://www.gla.ac.uk/studentnetwork/ Student Groups http://www.gla.ac.uk/student/groups.html GUVMA http://www.guvma.co.uk

http://moodle.gla.ac.uk/vet/moodle/

http://www.gla.ac.uk/

http://www.gla.ac.uk/services/counselling/index.htm

http://info.vet.gla.ac.uk/research/main.html

http://www.gla.ac.uk/careers/studentsos.htm

http://www.glasgowstudent.net/

http://www.gla.ac.uk/studentnetwork/

Table 6F Grading scheme for the BVMS programme Schedule A

Non-honours

Courses

Primary verbal descriptors for attainment of Intended

Learning Outcomes

BVMS

Primary Grade

Gloss

A

70-100

Excellent

Exemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts and procedures

Honours

B

65-69

Very Good

Conclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding

Commendation

C

55-64

Good

Clear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding

Pass

D

50-54

Satisfacto

ry

Acceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure

E

45-49

Weak

Attainment deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulations

Fail

F

40-44

Poor

Attainment of intended learning outcomes appreciably deficient in critical respects, lacking secure basis in relevant factual and analytical dimensions

G

30-39

Very Poor

Attainment of intended learning outcomes markedly deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation

N

0-30

No

Credit

No convincing evidence of attainment of intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary

CR CREDIT

REFUSED Failure to comply, in the absence of good cause, with the published requirements of the Course or programme.

Table 6G

Non-honours Courses

Primary Grade

Primary verbal descriptors in respect of Demonstration of Professional Practical

Competencies and the Supporting Intellectual Knowledge

BVMS

A

Exemplary and polished demonstration of the required practical competencies, with focussed sensitivity to the needs of the subject, the complexities of the operational context and the wider implications of the procedures or practices

Honours

B

Efficient and confident display of the required practical competencies, an evident appreciation of the possible practical complications demonstrating initiative and flexibility of approach

Commendation

C

Clear demonstration of attainment of the required practical competencies, with appropriate familiarity with relevant procedures in a range of contexts

Pass

D

Adequate independent performance of practical competencies suitable to routine operational contexts

Third

E

Presently inadequate independent performance of the required practical competencies, but evidently aware of personal limitations and likely to attain sufficient practical competence through practice

Fail

F

Not presently capable of independent performance of the appropriate practical competencies, lacking in perception in the operational context and prone to errors of judgment and faulty practice perception

Fail

CR CREDITREFUSED

Section 7

Table 7A Applications to Veterinary Medical Programme

Year UK & other EU UK Graduates Overseas Total A/P O/A A/P* O/A A/P* O/A A/P O/A 2001 1385/73 110/73 60/10 25/10 60/5 30/5 1445/87 180/88 2002 821/72 115/72 55/15 25/14 256/15 35/15 883/100 185/101 2003 767/72 120/72 42/20 30/17 235/21 60/21 1002/110 195/110 2004 827/72 125/72 41/20 30/11 276/33 120/33 1103/110 260/116 2005 756/72 122/72 36/20 30/11 247/40 125/36 1003/110 265/119

A/P Applications/Positions available A/P* Applications/ Positions filled (target variable) O/A Offers made/Acceptances

Section 8 Table 8A Loss and recruitment of Faculty staff by discipline/specialty.

Net Loss Net recruitment Year Category of Staff Discipline Category of Staff Discipline 2000 Professor Administrator Senior Lecturer Pathology/Microbiology Senior lecturer Anatomist (reproduction) Senior Lecturer Pathology/Oncology/Virology Senior Lecturer Clinical Oncology Lecturer Internal medicine (SA)

Registrar Pathology

2001 Professor Anatomy (egg shell) Professor Parasitology/Medicine Senior Lecturer Pathology Senior Lecturer Cardiology Senior Lecturer Theriogenology Lecturer Bovine Medicine Lecturer Pharmacology 2002 Professor Anatomy Senior Lecturer Pathology Professor Pathology/Administrator Senior Lecturer Clinical Oncology Senior Lecturer Clinical Equine studies 2003 Professor Clinical/Administrator Professor Microbiology/genomics Senior Lecturer Pathology Lecturer Physiology/Reproduction Senior Lecturer Farm Animal Medicine Lecturer Physiology/cardiology Lecturer Feline medicine/Virology

Registrar Farm Animal Medicine Registrar Pathology

2004 Professor Bovine Medicine Professor Pathology/Virology Senior Lecturer Dermatology Senior Lecturer Neurology Lecturer Opthalmology Registrar Pathology 2005 Senior Lecturer Anatomy/Reproduction Professor Large Animal Medicine Senior Lecturer Clinical Neurology Senior Clinical Fellow Equine medicine Lecturer Animal Welfare Lecturer Large Animal Medicine Lecturer Clinical Oncology Lecturer Soft tissue surgery University Teacher Veterinary Practice Registrar Infectious Diseases 2006 Senior Lecturer Diagnostic virology Senior Lecturer Feline medicine Senior Lecturer Neuroscience research Professor Equine Surgery Professor Administrator/Clinical Professor Pathology (to be appointed)

Data shows net loss and recruitment from 2000 i.e. does not detail those staff who arrived and departed within the review period. An additional four clinician/senior clinician posts have been released and will be appointed in 2006.

Table 8B Support staff categorised by unit.

Management &

Administration Nursing &

Animal Care Technical & Laboratory

Support

Total

Faculty Operations 15 - 2 17 Clinical Support1 13 24 15 52 Teaching Support 10 9 3 22 Research Support 5 12 47 53 Total 43 34 67 144

These figures are based on employee numbers not FTEs. 1 Includes clinical teaching 2 Research animal care staff are university not faculty personnel and are therefore not included

Table 8C Staff qualifications (non-veterinary)

Title Bachelor

Degree (only)

Bachelor Degree

& Masters

Bachelor Degree

& PhD

Bachelor Degree

& Masters

& PhD

Bachelor Degree

& PhD

& Diploma

Higher Degrees

& Fellows1

Dean (0) Professor (13) 1 11 1 5 Reader (1) 1 Senior Lecturer (6) 3 2 1 Lecturer (8) 8

Does not include staff who have restricted duties e.g. research staff 1 Includes fellows of Institute of Biology, Royal College of Pathologists, Royal Society of Edinburgh

Table 8D Staff qualifications (veterinary)

*some of these individual also possess certificates and masters degrees # includes University Teachers + includes higher degrees, e.g., DVM and fellows of Royal College of Veterinary Surgeons, Royal College of Pathologists, Royal Society of Edinburgh

Title Veterinary Degree (only)

Veterinary Degree

& Masters

Veterinary Degree

& RCVS

Certificate

Veterinary Degree

& EU/RCVS Diploma*

Veterinary Degree

& PhD

Veterinary Degree

& RCVS

Certificate &

PhD

Veterinary Degree

& Masters

& PhD

Veterinary Degree

& EU/RCVS Diploma

& PhD*

Higher Degrees

& Fellows+

Dean (1) 1 1 Professor (10) 1 5 4 2 Reader (0) Senior Lecturer (16) 1 2 7 1 1 4 2 Lecturer# (12) 2 3 3 1 3 Registrar (8) 2 1 2 1 1 1

Table 8E Honours, fellowships and advanced qualifications held by staff

Board/Fellowship/Society No. of Faculty

Fellow of the Royal Society of Edinburgh 4

Fellow of the Royal College of Veterinary Surgeons 4

Fellow of the Royal College of Pathologists 2

Member of the Royal College of Pathologists 1

Fellow of the Australian College of Veterinary Science (Equine) 1

Member of the College of Anaesthetists 1

Fellow of the Institute of Biology 1

Diplomat of the European College of Veterinary Anaesthesia 2

RCVS Diploma of Veterinary Anaesthesia 2

Diplomat of the European College of Veterinary Diagnostic Imaging 2

RCVS Diplomat in Veterinary Radiography 2

Diplomat of the European College of Veterinary Public Health 2

RCVS Diploma of Small Animal Orthopaedics 3

RCVS Diploma of Small Animal Medicine 2

Diplomat of the European College of Veterinary Internal Medicine 1

Diplomat of the European College of Veterinary Neurology 2

RCVS Diploma of Bovine Reproduction 1

RCVS Diploma of Cattle Health and Production 1

Diplomat of the European College of Bovine Health Management 1

Diplomat of the European College of Veterinary Surgery 1

Doctor of Veterinary Medicine 1

Section 9

Table 9A Curriculum Digest Credits are notional as each course is compulsory and students are not allowed to advance unless all courses in that year are passed. The maximum number of credits in an academic year is 120. First Year

Veterinary Anatomy

30 credits

Terms 1-3

Instructional Methods Student hours Staff Hours Lectures 52 52 Practicals 103.5 300.5 Tutorials 0 0 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 0 0 Total 155.5 352.5

Content general anatomical principles, the anatomy of locomotion, cellular structure, basic

embryology, organisation of cells into tissues, organs and systems, cellular and tissue specialisation, and the anatomy of the nervous system, vertebral column and body wall.

Assessment Essays, Short Questions, Gross and Histology Practical

Veterinary Animal Husbandry

30 credits

Terms 1-3

Instructional Methods Student hours Staff Hours Lectures 62 62 Practicals 34 127 Tutorials 0 0 Self Directed Learning Assignments 0 0 Outside Visits 16 32 Self Instruction 24 9 Total 136 230

Content An introduction to the main species of farm livestock in terms of expected performance,

reproductive efficiency, handling and housing. Studies of companion animals and exotic species, together with welfare and behaviour considerations for all species, are also introduced.

Assessment Essays, Short Questions, MCQs

Veterinary Biomolecular Sciences

30 credits

Terms 1-3

Instructional Methods Student hours Staff Hours Lectures 60 60 Practicals 6 80 Tutorials 5 40 Self Directed Learning Assignments 33 10 Outside Visits 0 0 Self Instruction (Computer Sessions) 7 30 Total 111 220

Content The molecular, biochemical and cellular function of cells and tissues in health and

disease in animals with particular reference to domestic animals. Molecular and cellular functions of commensal and pathogenic microrganisms. Applications of biotechnology to diagnosis and treatment of diseases of animals.

Assessment Essays, Short Questions, MCQs, SDLA.

Veterinary Physiology

30 credits

Terms 1-3


Content An introduction of Physiology with particular emphasis on control systems generally,

body fluids and homeostatic mechanisms, the nervous system, and the cardiovascular system.

Assessment Essays, MCQs, Problem Solving, Lab Practicals

Second Year Veterinary Anatomy

30 credits

Terms 4-6

Instructional Methods Student hours Staff Hours Lectures 88.5 88.5 Practicals 162 486 Tutorials 0 0 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 0 0 Total 250.5 574.5

Content The lymphatic system including immunology, the integumentary, circulatory,

respiratory, alimentary, reproductive, and urinary systems. Courses are also presented on the anatomy of birds, laboratory and exotic animals and fish. This part of the course is closely integrated with Veterinary Physiology.

Assessment Essays, Short Questions, Gross and Histology Practical

Veterinary Animal Husbandry

30 credits

Terms 4-6


Content The principal components include the nutrition, housing, breeding, and management of

domestic livestock. Advanced husbandry of companion animals, including horses and laboratory animals, is covered.

Assessment Essays, Short Questions, MCQs

Veterinary Biomolecular Sciences

30 credits

Terms 4-6


Content The molecular, biochemical and cellular function of cells and tissues in health and

disease in animals with particular reference to domestic animals. Molecular and cellular functions of commensal and pathogenic microrganisms. Applications of biotechnology to diagnosis and treatment of diseases of animals.

Assessment Essays, Shorts, MCQs

Veterinary Physiology

30 credits

Terms 4-6

Instructional Methods Student hours Staff Hours Lectures 57 57 Practicals 10 50 Tutorials 10 24 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 0 0 Total

77 131

Content respiration, temperature regulation, energy metabolism, renal and alimentary physiology,

endocrinology and reproduction. Special attention is given to the physiology of domesticated animals plus courses in exotic, laboratory and aquatic species. The aim is to achieve close integration with other subjects in the curriculum.

Assessment Essays, MCQs, Problem Solving, Orals, Lab Practicals

Third Year Veterinary Microbiology

30 credits

Terms 7-9

Instructional Methods Student hours Staff Hours Lectures 58.50 58.50 Practicals 26.75 72 Tutorials Self Directed Learning Assignments Outside Visits Self Instruction Total 85.25 130.5

Content basic knowledge of the micro-organisms responsible for the infectious diseases of

domestic animals. The bacteria, fungi and viruses causing these diseases are described in relation to their morphology, modes of replication and disease producing mechanisms. In addition, an important part of the course deals with the genetic mechanisms leading to cancer development, particularly those mechanisms used by oncogenic viruses. The principles of vaccination against pathogenic micro-organisms and the epidemiology and control of infectious diseases are considered. Veterinary Public Health is introduced as an important component of veterinary work using knowledge of the potential of some micro-organisms, causing animal diseases, to spread to man and cause serious illnesses.

Assessment Essays, MCQs, Practical

Veterinary Parasitology

30 credits

Terms 7-9

Instructional Methods Student hours Staff Hours Lectures 36 36 Practicals 22 44 Tutorials 18 108 Self Directed Learning Assignments Outside Visits Self Instruction Total 76 188

Content The important parasites causing disease in domestic animals, particularly those present

within the United Kingdom. The nematodes, cestodes, trematodes, protozoa and ectoparasites of veterinary importance are described. Information is given on parasite diagnosis, pathogenisis and epidemiology with a view to providing a basic understanding of how parasitic disease may be controlled. The overall aim of the course is to provide students withl sufficient basic information on the major parasites of veterinary significance as background to the more clinically based approach in subsequent years.

Assessment Essays, MCQs, Open Essay

Veterinary Pathology

30 credits

Terms 7-9

Instructional Methods Student hours Staff Hours Lectures 79 79 Histopath Practicals 55 220 Macroscopic Pathology Practicals 34.5 118.5 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 0 0 Total 168.5 417.5

Content to provide a basic understanding of how diseases develop in domestic animals as a result

of biologically harmful events occurring in their cells and organ systems. The disease processes associated with invasion of an animals tissues by pathogenic micro-organisms and parasites as well as the tissue injury that results from physical and toxic chemical agents in the environment are explained. Diseases due to immunopathological mechanisms are described and the different types of benign and malignant tumours occurring in animals are considered. The course also explains how animals can resist diseases developing and how healing takes place. There is an introduction to the clinical significance of diseases and to the relationship between animal diseases, food hygiene and public health.

Assessment Essays, MCQs, Computer Exercise, Workbook

Veterinary Pharmacology

30 credits Terms 7-9

Instructional Methods Student hours Staff Hours Lectures 63 63 Seminars 21 21 Tutorials 2 36 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 30 4 Total 116 124

Content The pharmacology and therapeutics course is designed to provide students with a basic

understanding of the pharmacology of drugs, i.e. how they interact with their receptors and the consequences of this interaction at a cellular and whole body level. In addition students will learn how the body deals with drugs, how drugs interact with pathogens e.g. bacteria, viruses and the toxic effects of drugs on the whole animal and on the environment. Students will also gain a clear knowledge of the legislation governing the development and use of drugs in animals. The course provides an essential base from which the therapeutic aspects of pharmacology will be taught during the fourth and final years of the BVMS course.

Assessment Essays, Short questions, MCQs, Library Project

Fourth Year

Companion Animal Sciences 70 credits Terms 10-12 Instructional Methods Student hours Staff Hours Lectures 200 200 Collaborative Learning Assignment 24 117 Clinical skills Problem solving

48 36

592 72

PM Dems 24 24 Grand Rounds 16 16 Self Instruction 14 0 Total 362 1021

Content Introduction to general surgical principles, elective surgery, orthopaedics, anaesthesia &

pain management, diagnostic imaging, reproduction, cardiorespiratory medicine and surgery, neurology, ophthalmology, alimentary medicine and surgery, urinary tract medicine and surgery, oncology, ethics & welfare, communication skills. Species covered include horse, dog, cat, cage pets, exotics and birds

Assessment CLA, OSCE, MCQ, short questions, Discursive Essay

Combined Integrated Course 30 credits Terms 10 and 11 Instructional Methods Student hours Staff Hours Lectures 174 281 Practicals 26 338 Clinicopathological Conferences 26 80 Self Directed Learning Assignments 0 0 Outside Visits 0 0 Self Instruction 16 0 Total 242 699

Content The aetiology, pathogenesis, diagnosis, prevention and treatment of all the major

diseases of farm animals are dealt with in blocks of lectures dedicated to a species and covering cattle, sheep, goats, deer, pigs, poultry and farmed fish. A series of lectures on Veterinary Public Health is given concurrently with these blocks and constitutes a major part of this course.

Assessment Essay, MCQs

Fifth Year Small Animal Clinical Studies (60)

Small Animal Clinical Studies 60 credits terms 13-15 Instructional Methods Student hours Staff Hours Clinical Rotations (32 hrs x 12) 384 9216 PM Dems inc above24 0 Grand Rounds Inc above 18 inc above 18 Total 384 9216

Content 12 rotations: Anaesthesia, Diagnostic Imaging, Hospital care (night), Internal medicine,

Oncology, Orthopaedics, PDSA, Radiography, Soft-Tissue Surgery, Specialist I & Ethics, Specialist II (neurology/ophthalmology), Triage and Critical care

Assessment Objective Structured Clinical Examination (OSCE)

Large Animal Clinical Studies 60 credits terms 13-15 Instructional Methods Student - Hours Staff - Hours Farm Track 2561 --- 2121 --- Equine Track --- 3682 --- 6902 Core 1461 1462 3371 3112 Total 4021 5142 5491 10012

Content/ Rotations

Equine Hosptial, equine ambulatory, Public Health, Clyde Veterinary Group (ambulatory), Food animal clinical cases

Assessment Long Clinical Cases and Oral 1 Food Animal Track 2 Equine Animal Track

Extramural Study (EMS) No weeks- Years 1-5 Preclinical: 2 weeks dairy, 2 weeks Sheep (lambing), 2 weeks Horses, 2 weeks Pig &or Poultry, 4 weeks other (student choice)

12

Clinical: 1 week public health compulsory. Research, overseas EMS, small animal, equine, farm animal, VI labs, university vet schools

26

Total 38

Assessment Case Logs

Table 9B Audit of Selected Curricular Content Year/Course (Hours) Year/Course (Hours) Year/Course (Hours) Clinical Reasoning & Problem Solving 5 Small Animal Clinical Studies (240) 5 Large Animal Clinical Studies (85) 4 Companion Animal Science (48) Critical patient care

Intensive care & Emergency medicine 5 Small Animal Clinical Studies (96) 5 Large Animal Clinical Studies (46) 4Companion Animal Science (4) Pain management 5 Large Animal Clinical Studies (17) 3 Pharmacology (5) 5 Small Animal Clinical Studies (5) Principles and hospital practice for isolation of infectious disease

5 Large Animal Clinical Studies (3) 5 Small Animal Clinical Studies (2) 4 Companion Animal Science (1)

Information management & the Medical record Herd Health 5 Large Animal Clinical Studies (59) 4 Combined Integrated Course (20) 1 Animal Husbandry (4)

2 Animal Husbandry (2) Individual Animals 5 Small Animal Clinical Studies (48) 5 Large Animal Clinical Studies (52) 4 Companion Animal Science (3)

Human Animal Bond Behaviour 5 Small Animal Clinical Studies (6) 2 Animal Husbandry (5) 4 Companion Animal Science (3) Animal Welfare 1 Animal Husbandry (9) 4 Combined Integrated Course (8) 5 Small Animal Clinical Studies (5) Euthanasia & grief counselling 5 Large Animal Clinical Studies (9) 4 Companion Animal Science (3) 1 Animal Husbandry (2)

Epidemiology & Zoonoses Regulatory principles 5 Large Animal Clinical Studies (10) 4 Companion Animal Science (7) 3 Parasitology (4) Epidemiology 4 Combined Integrated Course (45) 5 Large Animal Clinical Studies (25) 4 Companion Animal Science (21) Animals & the environment 4 Companion Animal Science (12) 4 Combined Integrated Course (3) 3 Microbiology (0.5) Zoonoses 3 Microbiology (18.5) 4 Companion Animal Science (10) 4 Combined Integrated Course (10) Food Safety 4 Combined Integrated Course (65) 5 Large Animal Clinical Studies (35) 3 Microbiology (3.6) Foreign Animal Disease 2 Biomolecular Science (16) 3 Microbiology (8) 4 Companion Animal Science (13)

Molecular & Cell biology 1 Biomolecular Science (83) 2 Biomolecular Science (35) 3 Microbiology (20) Professional Development

Career knowledge/options 4 Companion Animal Science (4) 5 Large Animal Clinical Studies (5) 3 Pathology (4) Attributes & worth of a professional 3 Pathology (5) All years (5) Professional Ethics 5 Small Animal Clinical Studies (2) 3 Pathology (3) 5 Large Animal Clinical Studies (3) Communication 5 Large Animal Clinical Studies (45) 1 Biomolecular Science (8) 4 Companion Animal Science (6) Business & Practice Management 5 Large Animal Clinical Studies (14) 4 Companion Animal Science(3) 5 Small Animal Clinical Studies (2)

Clinical Techniques & Skills History & Clinical Examination 5 Small Animal Clinical Studies (50) 5 Large Animal Clinical Studies (66) 4 Combined Integrated Course (16) Hands-on clinical procedures (catheter placement, nasogastric intubation etc)

5 Large Animal Clinical Studies (61) 4 Companion Animal Science (28) 5 Small Animal Clinical Studies (11)

Section 10

Table 10A Faculty involvement in research

FACULTY OF

VET MEDICINE

Total

Number of

Faculty

Total

Number

of SFC

Number of

SFC involved

in Research

Total Number

of

Non-SFC

Number of Non-

SFC involved in

Research

Number of these

who teach in the

professional

Curriculum

Total

Research

FTE*

Extramural

sponsored

Research

grants

Extramural

sponsored

Research

grants

Number of

original peer

reviewed

research

publications

NUMBER VALUE £

Year 1

304

166

83

138

108

73

122,674

97

5,149,918

192

2003

Year 2 296 166 81 130 95 67 266,165 111 4,935,335 142

2004

Year 3 296 168 82 128 90 66 550,476 124 8,233,481 139

2005

*= Salary Recovery

Section 11

Table 11A NAVLE (NBE and CCT)

Year students taking exam students passing exam average score 00-01 not available not available not available 01-02 not available not available not available 02-03 8 8 536 03-04 6 6 508 04-05 7 5 459 05-06 3 2 461

We are unable to provide data for the years preceding 02-03. 05-06 data in interim. However, we are satisfied with the current pass rate. Table 11B Attrition

Reason for Relative Attrition Relative Class Attrition

% Academic % Personal Absolute Attrition

Intercalated degree

00-01 23 87 13 8 1 01-02 23 83 17 9 1 02-03 23 69.6 30.4 9 1 03-04 17 85.2 14.9 7 2 04-05 25 80 20 10 4

The attrition rate has remained relatively stable over the last 5 years despite the increase in student numbers. Students who fail to clear all subjects at the end of a year are required to repeat that year. If they fail an examination on four occasions they are liable for exclusion from the programme. It is our view that a student admitted to the programme is capable of coping with and graduating from the programme. Thus for those students leaving the programme there are usually contributing factors such as health or motivation that impact on academic performance. Those who leave for specifically personal reasons tend to do so for two main reasons: UK undergraduate students recognising that they have made a wrong career choice; full cost students for family or financial reasons (eg dollar-sterling exchange rate) of these most transfer back to the North America to continue their veterinary education there.

Section 13

Appendices

AVMA Self Study Document – Appendices 78

Senior Management Group

Senior Management Group

Chancellor

Sir Ken Calman KCB MD PhD

Principal and Vice Chancellor Sir Muir Russell

KCB DL

Vice-Principal Strat. & Advancement

A Muscatelli MA PhD

Vice-Principal Learning & Teaching

AM Nolan MVB PhD

Vice-Principal Research

SP Beaumont MA PhD

Vice-Principal Biomed

J Coggins MA PhD

Vice-Principal Arts*

CD Morris BA

Vice-Principal Physical Sciences*

RE Leake MA DPhil

Clerk of Senate

AS Nash BVMS PhD

Dean Veterinary Medicine

SWJ Reid BVMS PhD

Dean Biomed & Life Sci.

P Hagan BSc PhD

Animal Production & Public Health

DJ Taylor MA VetMB PhD

Cell Sciences

PJ O’Shaughnessy BSc PhD

Companion Animal Sciences

TJ Anderson BVM&S PhD

Infection and Immunity E Devaney BSc PhD

Pathological Science

RF Jarrett MB ChB

Wellcome Centre for Mol. Parasitology

JD Barry BSc PhD

Dean Medicine D Barlow

BSc MA MD

Pro Vice-Principal PH Holmes BVMS PhD

Pro Vice-Principal M McLeod MA BLitt

Deputy Dean ER Cameron BVMS PhD

Associate Dean Research I Morgan BSc PhD

Associate Dean Clinical Services

J Reid BVMS PhD

Associate Dean Learning & Teaching

M Sullivan BVMS PhD

Appendix 1a Academic Management 1.Veterinarians in bold 2.First degrees and PhD only listed * Note Deans’ layer omitted

Appendix 1b Officers of the University Chancellor

ir Kenneth Calman KCB SL MD PhD FRCP FRCS FRSE (elected 2006) S Rector Mr Mordechai Vanunu BA (elected 2004)

Principal and Vice Chancellor ir Muir Russell KCB DL FRSE (appointed 2003) S

Vice-Principals and Clerk of Senate Professor Peter H Holmes BVMS PhD MRCVS FRSE, Pro Vice-Principal (app 2005)

Professor Malcolm D McLeod MA BLitt FRSE, Pro Vice-Principal (app 1999)

Professor Christopher D Morris BA DipEd MIFA FSA FSAScot FRHistS FRSA FRSE, Vice-Principal (Law, Business & Arts, Social Sciences and Education)

(app 2000)

Professor John R Coggins MA PhD FRSE, Vice-Principal (Biomedical Life Sciences, Medicine and Veterinary Medicine)

Professor Robin E Leake MA DPhil, Vice-Principal (Physical Sciences, Engineering and Information and Mathematical Sciences)

(app 2006)

Professor Andrew S Nash BVMS PhD CBiol FIBiol DipECVIM MRCVS, Clerk of Senate

(app 2002)

Professor Anton Muscatelli MA PhD FRSA FRSE AcSS, Vice-Principal (Strategy and Budgeting)

(app 2004)

Professor Andrea M Nolan MVB PhD MRCVS DVA DipECVA DepEUCPT, Vice-Principal (Learning and Teaching)

(app 2004)

Professor Steve Beaumont OBE MA PhD CEng MIEE MIEEE FRSE, Vice-Principal Research and Enterprise)

(app 2005)( Dean of Faculties

rofessor David Green MSc PhD CEng FIStructE (app 2003) P Secretary of Court and Director of Administration M

r David Newall BA IPFA

Director of Finance M

r Robert Fraser BSc MBA CA

Director of Library Services M

rs Christine A Bailey MA DipLib ALA

Clerk to the General Council Mr Lawrence Reynolds BA DipEd DPA

Deans of Faculties Arts - Professor Elizabeth A Moignard MA DPhil FSA FRSE Biomedical & Life Sciences – Professor Paul Hagan, BSc PhD FRSE Education - Professor James C Conroy CertEd(Dis) BEd MA PhD Engineering - Professor John W Hancock BSc PhD Information & Mathematical Sciences - Professor D R Fearn BSc PhD FRSE CMath FIMA Law, Business & Social Sciences - Professor Noreen Burrows LLB PhD FRSA Medicine - Professor David H Barlow, BSc MA MD FRCOG FRCP FMedSci Physical Sciences - Professor David H Saxon MA DPhil DSc FRSE FRSA CPhys FinstP


Veterinary Medicine - Professor Stuart Reid BVMS PhD DVM DipECVPH FRSE MRCVS


Appendix 1c Faculty Governance

Faculty

Faculty Management Group

Board of Studies

Safety Committee

Staff Student Liaison Committee

Research Committee

Clinical Services Committee

Faculty Strategy Group

Ethics and Welfare Committee

Graduate School Committee

Learning and Teaching Committee

Clinical Scholars (Residents)

Admissions Committee

Information Services Committee

Technicians Board

Fitness to Practice Committee*

Appeals Committee*

* Ad hoc committee of Faculty


Appendix 1d Court Committees

• Equality and Diversity Strategy Committee • Health Safety & Environment Committee • Safety Directorate Academic and Related Board of Review • Joint Committee (Technicians) • Joint Committee Secretarial/Clerical • Joint Committee GAUT • Joint Committee (Manual and Ancillary) • Estates Planning and Strategy Committee* • Museums & Galleries Committee • Student Support and Development Committee* • Education, Planning and Strategy Committee* • Finance Committee • Audit Committee • Nominations Committee • Human Resources Committee • Research Planning and Strategy Committee* • Remuneration Committee • Ferguson Bequest Committee • Chapel and Chaplaincy Committee • Investment Advisory Committee • Information Policy and Strategy Committee*

Senate Committees

• Academic Dress Committee • Bursaries Committee • Chapel and Chaplaincy Committee* • Education Planning and Strategy Committee*

o Academic Standards Committee ASC Sub-Committees

o Academic Issues Data Protection Working Group o Learning and Teaching Committee o Recruitment, Admissions and Participation Committee

• Ethics Committee for Non-Clinical Research involving Humans • External Relations and Marketing Committee

o Gifford Lectureship Committee o Museums and Galleries Committee

• Faculties o Arts, Biomedical and Life Sciences, Education, Engineering, Information and

Mathematical Sciences, Law and Financial Studies, Medicine, Physical Sciences, Social Sciences and Veterinary Medicine

• Honorary Degrees Committee • Information Policy and Strategy Committee*

o Information Strategy Development Group o Technology Review Group o Library Committee

• Military Education Committee


Research Planning and Strategy Committee* o Arts-side Territorial Research Subgroup o Biomedical Territorial Research Subgroup o Physical Sciences-side Territorial Research Subgroup o Arts-side PGR Coordinating Committee o Biomedical PGR Coordinating Committee o Physical Sciences-side PGR Coordinating Committee

• Senate Appeals Committee • Senate Business Committee • Senate Disciplinary Committee • Student Support and Development Committee*

*Joint committees of Court and Senate


Section 2 Appendix 2a BVMS Tuition Fees

Year

O/seas & 2nd 1st degree

Home & EU

2001/02 £14,200 1,075 2002/03 £14,350 1,110 2003/04 £14,500 1,125 2004/05 £15,000 1,150 2005/06 £15,500 1,175 2006/07* £15,750 £1,700 * The Home & EU figure is subject to approval by the Scottish Parliament. Appendix 2b Revenues


Appendix 2c Expenditures 2005/06

Other Sponsored

Activity1%Sponsored

Research24%

Instruction32%

Academic Support

23%Student Services

1%

Teaching Hospital

10%

Other4%

Diagnostic Lab3%

Unsponsored Student Aid

2%

Appendix 2d Teaching Hospital Revenue and Expenditures (£'000s) Note: All 2005/06 figures are forecast out-turn.


Appendix 3a MAP



Section 3 Appendix 3b Net Area (ft2) of Major Building Complexes 1. The ICM Complex ( 65,713 ft2)

square feet Jarrett Building 33,527 Henry Wellcome Building for Comparative Medicine 22,980 Urquhart Building for Parasitology 6,426 Botham and MacRoberts Building 2,780

2. The McCall Building (38,306 ft2)

The McCall Building 18,670 Integrated Annex (SA Hosp ; Library) 16,193 Food Animal Accommodation 3,443

3. The Campbell and Stewart Complex (12,001 ft2)

Campbell Building 6,123 Stewart Building 2,149 GUVMA Common Room 1,731 Large Animal Isolation Unit 1,998

4. The Weipers Complex (29,303 ft2)

Weipers Centre for Equine Welfare 13,815 James Armour Stable Block 3,440 Indoor Riding Arena 12,048


Appendix 3c Faculty of Veterinary Medicine Health & Safety Organisation

Dean of FacultyProfessor S.W.J Reid

ICM Building(Research)

Area Safety Group

Weipers Equine CentreArea Safety Group

Faculty Safety CommitteeProfessor D. Taylor (Convenor)

Ms A. Macrae (Clerk)Mr Robert Osborne (SEPS Representative)

Area Safety Group Conveners

Small Animal Hospital Area Safety Group

McCall Building Area Safety Group

Mr W. Steele (Convenor)Mrs M. McGovern (Clerk)

Mr C. Paterson (Convenor)Ms M. Wallace (Clerk)

Prof S. Love (Convenor)Ms M. Gatherer (Clerk)

Dr D. Mellor (Convenor)Mrs C. McLachlan (Clerk)

McCall BuildingFood Animal Accommodation

Clinical Isolation UnitAuxilliary TheatreStewart Building

James Herriot LibraryComputing Cluster

Lecture theatresCampbell Building

GUVMA Common RoomStockmen’s Bothy

Animal Health & Technology Complex (AHTC)

Cochno Safety Group

WCMPProf J. Parkins (Convenor)Ms J. Bruce (Clerk)

Henry Wellcome BuildingJarrett BuildingUrquart BuildingMacRobert BuildingBotham BuildingPM Room

Prof D. Barry (chairman)Prof J. MottramMs A. MacKay (clerk)

Appendix 3d Hospital Provisions Small Animal Hospital

1. 7 Consulting Rooms 2. 1 Consult/Admission Room 3. 1 Grievance Room 4. 7 Hospital Wards (6 Dog/1 Cat) 5. 1 Laundry/Autoclave Room 6. 1 ICU Laboratory 7. 2 Registrar Rooms 8. 1 Ultrasound/Endoscopy Room 9. 1 CT Room 10. 1 Prep Room 11. 3 Surgical Theatres 12. 1 ICU Ward 13. 4 Administrators Offices 14. 4 Faculty/Staff Offices 15. 1 Kitchen (Animal Food Prep) 16. 1 Pharmacy 17. 1 Record Storage Room 18. 1 Radiography Archive Room 19. 1 Radiography Reading Room

Equine Hospital

1. 1 Examination Room 2. 1 Examination/Ultrasonography Room 3. 1 Examination/Endoscopy Room 4. 1 Outpatient Holding Area 5. 1 Lameness Hall 6. 1 Radiography Room 7. 1 Radiology Viewing Room 8. 1 Nuclear Scintigraphy Room 9. 1 Clinical Record Store 10. 2 Anaesthetic Induction Rooms 11. 2 Preparation Rooms 12. 2 Operating Rooms 13. 2 Anaesthetic Recovery Rooms 14. 1 Hospital Stable-unit 15. 1 in-house Laboratory 16. 1 Pharmacy 17. 1 equipment/consumables store 18. 1 Feed prep/store room 19. 6 Faculty/Staff Offices 20. 1 Administrator’s Ofice 21. 1 Staff Kitchen 22. 1 Student Clinical Tutorial Room


Appendix 3ei Recent Diagnostic and Teaching Equipment Acquisitions SA Hospital Ultrasound Toshiba PowerVision 6000 Ultrasound Scanner 3.5Mhz Curvilinear Transducer 5.Mhz Curvilinear Transducer 7.0 Mhz Linear Transducer 12. Mhz Hockey Stick Linear Transducer 3.5Mhz Phased Array Sector Transducer 5.Mhz Phased Array Transducer 7.5Mhz Phased Array Transducer Radiology Villa Vision RF Table Ceiling Suspension Genesis 65 HF Generator Agfa Classic EOS Film Processor CT Elscint CT Twin slip Ring CT Scanner MRI 1.5T Phillips Gyroscan Mobile MRI unit visits Hospital once a week Arthroscopy Fencer Tower System 1.9mm, 2.4mm, 2.7mm scopes Irrigation Pump Disto- CD Storage System Joint Replacement BFX Cementless Hip Repacement Kit Total Elbow Replacement Kit Neurology Diagnostics Meditronic Keypoint portable electrophysiology system Weipers Centre Equine Operating Table :Telgte 1 (Haico , Finland) Steam Autoclave ; BMM Weston V7286 ( BMM Weston, Faversham, UK) Dummy Mare for Rectal Examinations Food Animal Clinical Unit BCF compact portable scanner Pulsator IV, with attachable two bull probes & large ram probe Independant small ram probe 10 cadaver clamps for teaching foot trimming


Appendix 3eii Recent research equipment acquisitions

Section Description Mod No Supplier Date Rec Cost (£)

HW Level 2 Safety Cabinet MAT Trimat2 Class2 MAT 01-Aug-04 173177.00

HW Level 2 Confocal Microscope Leica 01-Sep-03 150000.00

HW Level 2 Sequencer ABI 01-Jul-01 103000.00

HW Level 2 Luminiscent Counter Perkin Elmer 01-Jul-03 35000.00

HW Level 2 Autoclave LTE 01-Jun-05 30000.00

HW Level 2 2 Washing Machines Lancer 01-Jan-05 20000.00

HW Level 3 Liquid Nitrogen Reservior PV750L Thermo 01-Oct-04 16650.00

HW Level 2 Avanti JE Centrifuge J-E Beckman 01-Sep-04 14495.00



HW Level 3 RNA Bio-analyser Agilent 01-Jul-03 12500.00

HW Level 3 Microscope Inverted Fluorescent Leica DMIRB Leica 01-Jan-05 11783.00

Microscopy Camera Hamamatsu Digital Pixel 02-Mar-02 9200.00

Diag.Serv. Microtome Finesse Shandon 01-Jul-99 8850.00

Amaxa Nucleofector Amaxa Amaxa 01-Apr-05 8291.00

HW Level 3 Cryoplus Square Racking 7405 Thermo 01-Oct-04 7989.00

HW Level 3 Cryoplus Square Racking 7405 Thermo 01-Oct-04 7989.00

HW Level 3 Liquid Nitrogen Refrigerator 7405 Thermo 01-Oct-04 7989.00

Diag.Serv. Microscope BX51TF Olympus 02-Jul-02 7420.00

Diag.Serv. Microscope Upgrade Olympus Olympus 03-Jul-03 7314.00

Pathology Liquid Nitrogen Vessel 750l BOC 01-Mar-01 7270.00

McRobert Water System Millipore 01-Jul-99 6525.00

McRobert Incubator Orbital G25 Jencons 01-Jul-99 5995.00

Pathology Camera System Progress 3008 Imaging Associates 01-Jan-99 5775.00

LRF Liquid Nitrogen Refrigerator 24K Jencons 01-Jan-00 5517.00

McRobert Incubator 4000 Jencons 02-Mar-02 5500.00

McRobert Thermal Cycler PTC200 GRI 01-Oct-00 5395.00

Mol.Bact. Thermal Cycler PCR Express Hybaid 01-Jan-00 5245.00

Neuropath Thermal Cycler PCR Express Hybaid 01-Jan-00 5245.00

McRobert Centrifuge Allegra Beckman 04-Jan-04 5115.00

Mol.Onc. Centrifuge Kendro Kendro 01-Jan-01 5091.00


Section 5 Appendix 5a Library budget and expenditure, 1999-2005. Budget Allocation

2004-2005 2003-2004 2002-2003 2001-2002 2000-2001 1999-2000

Monographs £11,983 £17,340 £25,073 £32,354 £39,000 £37,903Continuations £98 £359 £182 £359 £350 £27Serials £72,996 £65,000 £55,994 £41,839 £37,185 £33,980Inter-Library Loans

£2,899 £2,700 £4,098 £5,062 £6,653 £5,997

Total £87,976 £85,399 £85,347 £79,614 £83,188 £77,907

Appendix 5b Library holdings (as of 2005)

James Herriot Library Stock

Number of

Volumes/Items

Books 6200 Bound Journal Volumes

E-Journals 5110 1100

Videos & DVDs 306

CD-Roms 176



Appendix 5c Computer Assisted Learning packages accessible via the computer centre Digital lectures: On the back of a horse Atopy and food sensitivity Allergic pruritus High-health status pig systems Equine Stud Medicine Tutorial/Practical Circulation model practical Respiration model practical Anaesthetic circuits Anaesthetic simulations Blood sampling Physics of Diagnostic Imaging Introduction to Pathology General Pathology Wildlife Pathology Toby’s Pigeon Anatomy self-test template Epithelial Cells Revision of basic cell tissues Clinico-pathological cases Biochemistry lab simulation Biomolecular sciences Clinical Biochemistry Urinary Pathology Cardiovascular Pathology Equine case studies Peripheral nervous system Energy in Biology Muscle Contraction Explore the brain Gluconeogenesis Early Embryology of the pig Counter-current mechanism PC Embryo Crusting & Scaling Dermatoses in Dogs Allergic Skin Diseases in Dogs Introduction to the Brain The Normal Canine Retina Functional anatomy of the canine forelimb Diagnosis of coccidiosis in the chicken The individual infertile Cow Shock and circulatory failure Peripheral nervous system Purchase examination of horses Ageing and identification of horses Pharmacokinetics

Radioactivity & Radio-pharmacy Frog Gastrocnemius Guinea pig ileum Rabbit Jejunum Drug Metabolism Pharmacology of Inflammation Pharmacology of Autonomic Nervous System Pharmacology of Central Nervous System MCQ sets: Farm Animal diseases Veterinary Public Health Small Animal Diseases Clinical Biochemistry Medicines Legislation Ruminant Mechanisms QA sets: Bone & Bone diseases Radiography Bovine Skin Disease Equine Cases Urinary System Pathology Circulatory Pathology Mammary Cases Cattle Breeds Sheep Breeds Tutorial & Quiz Mid-term pathology tutorial & quiz 96 SAC Nutrition Programs Dairy Suckler Cow rations Beef rations Housed Ewe rations Dairy VME calculations Milk Quality Diagnosis Evaluate feed mixes Knowledgebases EqWise OxWise VirusCAL BOVID Canine & Feline Associate Merck Veterinary Manual BSAVA formulary


Appendix 5d Audio-Visual equipment in lecture theatres/teaching rooms

Major Lecture theatres/

Teaching Rooms

35mm slide projection

LCD projection

OHP

DVD and/or

Video

Additional Comments

Dual Single Single Dual McColl Lecture Theatre CRT Video Projector, radio mic.

Ilay Lecture Theatre Anti-feedback sound system, radio mic. IAMS Suites I&II

Jarrett Lecture Theatre

Teaching Laboratory – Histopathology

Projection microscope, visualiser, anti-feedback sound system

Animal Health Technology Complex (AHTC)

Video conferencing, visualiser, radio mic.

Seminar Rooms

Communication Skills Suite Studio facilities (see 5.1.5) Food Animal Medicine

Radiology Reporting Rooms 6 double X-ray viewers, direct feed from CT scanner to Silicon Graphics workstation

Lomond Room Henry Wellcome Building

Level 4 Meeting Room Visualiser

James Herriot

Library/Computer Centre

Herriot Room CD/DVD player Herriot Audio-Visual Suite CD/DVD player

Computer Centre Mobile LCD projector used for teacher-led CAL sessions

Appendix 5e Support for Learning Resources within the Veterinary Faculty

Information Services Unit

James Herriot Library

G McCombe

IT Manager - EPR and network support

Dr S Ashworth Subject Area Librarian

Dr B Willett

Di. Information Services – academic

liaison/strategy

A McConnell IT Support Technician -

Web Editor

M McGovern Chief Library Assistant

K Maguire IT Support Technician –

Desktop support

I. Thomson Library Assistant

Prof M Sullivan

Asso. Dean Teaching & Learning - Teaching

Strategy

V Dale Courseware designer – CAL and VLE support

S Chiodetto Faculty Secretary-Line Manager


Section 6

Appendix 6a Student Support


Faculty Academic Support Academic Course Leader Year Advisor of Study Regent

Faculty Pastoral Support

Regent Student Affairs Co-ordinator Student Support Admin Assistant

Student

University Central Support

Student Information Desk Student Learning Service Student Counselling and Advisor Service Student Disability Service University Health Service Harassment Advisors Chaplaincy Employability Service Careers Service International Student Support Service

Student Rep Council

Student Welfare Service Financial Advice Employment Rights Appeal Support Disciplinary Support Grievance Support Housing Advice Welfare and Benefit Advice Health Advice Financial Support


Appendix 6b Student Induction

First Year Induction Week Programme University of Glasgow

Faculty of Veterinary Medicine

Welcome to the University & the Faculty

Wednesday 21st September 2005 Assembly Hall, lst Floor

Veterinary School 9.30am – 12.30pm

9.30am Welcome to Glasgow Veterinary School Professor Martin Sullivan, Associate Dean - Learning and Teaching Joyce Wason – Admissions Convenor & Student Services Co-ordinator 9.45am Student Support at the Veterinary School Dr Mike Purton – lst Year Student Adviser Maureen McNulty – Student Support Services 10.00am Student Support in the University Jane Mackenzie, Effective Learning Adviser

10.30am BREAK (the Food Farm)

10.45am Katherine Dunlop & Phillipa Williams – GUVMA, Nicki Fair (SRC Rep)

11.00am Introduction to EMS Dr David Barrett – Extra Mural Studies Co-ordinator Helen Wright – EMS Secretary

11.15am University Careers Service 11.30am Central Support Services and the Library Moira Willison, Maureen McGovern, John Paul Shearer


Appendix 6c Student Induction

First Year Induction Programme

University of Glasgow Faculty of Veterinary Medicine

Welcome to First Year & the Course First Week of Term

Tuesday 27th September 2005 9.30am: Assembly Hall - First Floor, Veterinary School WELCOME ADDRESS:

Prof Stuart Reid - Dean of the Faculty of Veterinary Medicine CODE OF PROFESSIONAL CONDUCT:

Prof David Bennett - Senate Assessor and Prof of Small Animal Surgery STUDENT SUPPORT & COURSE INFORMATION:

Prof Martin Sullivan - Associate Dean for Teaching and Learning Joyce Wason - Admissions Convenor & Student Services Co-ordinator Maureen McNulty - Student Support Services

INTRODUCTION TO GLASGOW UNIVERSITY VETERINARY MEDICAL ASSOCIATION: Catherine Dunlop - President of GUVMA Phillipa Williams - Vice President of GUVMA Wednesday 28th September 2005 11.00am: Meet at GUVMA Common Room for: TOUR OF THE FACULTY OF VETERINARY MEDICINE- 12.30pm: Faculty Meeting Room - INFORMATION FOR OVERSEAS STUDENTS 2.30pm: Assembly Hall - INTRODUCTION TO VETERINARY PHYSIOLOGY Thursday 29th September 2005 1pm HEALTH SCREENING - (ALL students MUST attend this session) Level 4, Wolfson Medical Building, University Avenue, Gilmorehill Campus

riday 30th September 2005 F 9am: Assembly Hall – INTRODUCTION TO VETERINARY ANATOMY 10.30am: Anatomy Dissection Lab. – PRACTICAL CLASS (Distribution of notes, instruments etc.) 1.30pm: Assembly Hall – Introduction to Veterinary Animal Husbandry


Appendix 6d BVMS Code of Professional Conduct and Fitness to Practise

Introduction A student who is matriculated for the programme of study leading to the degree of BVMS is required during practical training to act in a quasi-professional role in relation to patients and clients and, therefore, as a condition of matriculation undertakes to comply with the principles of this Code of Professional Conduct and Fitness to Practise (the Code). All students are provided with a copy of the Royal College of Veterinary Surgeons (RCVS) “Guide to Professional Conduct” and it is important that they should read this as a matter of priority. The BVMS programme is a full-time course and at certain stages, involves contact with clients and patients. Students are required to attend all sessions of the course; attendance is not optional. If there is difficulty for you with any element of the Code, the University and the Faculty of Veterinary Medicine will work with you to seek a resolution where possible. If a satisfactory resolution cannot be achieved, it is unlikely that you will be allowed to continue to study veterinary medicine at the University of Glasgow. Please read, understand and confirm that you accept the statements in this Code. Purpose of the Code Compliance with the Code aims: • To protect present or future patients and clients. • To comply with the requirements of the RCVS. • To protect the health and well being of the student and to ensure that the student is provided with

appropriate advice concerning the requirements of the RCVS. • To protect the University of Glasgow against legal action brought by someone claiming to have

suffered loss as a result of the student proving during training or after qualification to be unfit to practise.

Core Values The Faculty of Veterinary Medicine at the University of Glasgow adheres to a set of core values which underpin its activities in education, research and clinical service and which embodies: • The habit of truth • Respect of others • Caring • Partnership • Creativity • Social Justice A student matriculated on the programme of study leading to the degree of BVMS is expected to adhere to these values, to be honest and trustworthy and to follow at all times the Code of Professional Conduct and Fitness to Practise.


Code of Practise As a veterinary student of the University of Glasgow, I shall : • Always make it clear to clients that I am a student and not a qualified veterinary surgeon. • Make the safety and care of patients my first concern • Treat all my patients with proper care and consideration • Treat every client politely and with consideration • Respect each client’s right to privacy and dignity • Listen to clients and respect their views • Respect a client’s trust in me • Respect and protect confidential information • Always seek any necessary permission and consent for my activities • Recognise and act within the limits of my competence • Give clear and appropriate explanations to clients • Be aware of the ethical and moral issues relevant to the treatment of animals who cannot

themselves provide informed consent • Avoid recommending treatment or action that might be interpreted as professional veterinary

advice • Treat colleagues (fellow students, teaching staff, nursing and other support staff) with courtesy

and respect • Develop and practise the use of my skills and knowledge to the best of my ability and ensure they

are up-to-date • Ensure that my personal beliefs do not prejudice my dealings with clients • Maintain appropriate standards of dress, appearance and personal hygiene so as not to cause

offence to clients, teachers or colleagues • Provide my advisor of studies with any information which might be relevant to my ability (or that

of a colleague) not to comply with the Code which may include mental, physical, moral or behavioural matters

• Appreciate the importance of mental and physical health, moral values and behavioural standards in enabling me to study and practise the art and science of veterinary medicine

• Comply with the requirements of the courses which contribute the BVMS programme, as set out in the University Calendar and Course Information documents

• Report to the Dean of the Veterinary Faculty any action by students or staff which put patients, clients, students or staff at risk

Procedure for Consideration of Fitness to Practise The procedure for determining whether a student is fit to practise is contained in the University Calendar, Fees and General Information, Paragraph XLI. A student should be referred to the Faculty Fitness to Practise Committee in the following circumstances:- a) where a minor breach is repeated and is considered by the Dean of the Faculty to constitute a pattern of behaviour which is not compliant with the Faculty Code of Professional Conduct for BVMS students; b) where a review of the progress made by the student following action under the informal procedure indicates that the breach of the Faculty Code of Professional Conduct for BVMS students remains; c) where a reported break of the Code is deemed by the Dean of the Faculty to be of sufficient seriousness to warrant immediate referral to the Faculty Fitness to Practise Committee rather than resolution by the informal procedure. Where a student has failed to comply with the Faculty Code of Professional Conduct and Fitness to Practise for BVMS students, the students may be required to leave the programme of study. The faculty of Veterinary Medicine reserves the right to review and amend this Code as necessary.


Code of Professional Conduct and Fitness to Practise

BVMS I confirm that I understand the principles of the Fitness to Practise Code and agree, whilst a matriculated BVMS student of the University of Glasgow, to abide by them. I understand that if I am found to be in breach of its terms I may be referred for consideration under the University’s Fitness to Practise procedures. BVMS Course Information Documentation I confirm that the availability of the Course Information Documents on the server and in the Library and the importance of referring to the documentation have been brought to my attention. Student name …………………………………………Signed ………………………... Matriculation number ………………………………… Date ………………………… Faculty Veterinary Medicine August 2005


Section 8 Appendix 8a Criteria for promotion and advancement i) Criteria for promotion to Personal Professorship and RAIV The conferment of the title and status of Professor is a singular distinction and requires that an applicant demonstrate that his/her reputation in the field of interest is one of academic leadership. The criteria for promotion to a Personal Professorship are:-

• exceptional and internationally recognised achievement in original research and/or scholarship and/or innovative application, and/or industrial exploitation, together with a successful record of teaching and/or service.

• academic leadership, being a distinctive record of achievement in teaching, service or practice combined with a national reputation in research, and/or a distinctive contribution to intellectual leadership, professional, clinical or vocational practice and other forms of knowledge such as disciplinary theory, to the fostering of professional enquiry and to the body of other tangible forms of critical, rational reflection.

• academic leadership and distinction in Teaching, Learning and Assessment, including contribution to the advancement of knowledge and understanding or its creative or professional application in the field of learning at the highest level and the ability to influence, stimulate and inspire others; and outstanding achievement in contribution to student learning as evidenced in either peer-reviewed or peer-reviewable outputs including excellence in practice in the field.

Applicants at Research Grade III seeking promotion to Research Grade IV are also considered by the Board of Review except that the title conferred on a successful applicant will be that of Professorial Research Fellow. The criterion in such cases will be as in (a) above. ii) Criteria for promotion to Readership and RAIII (a) A Readership is a personal distinction and is conferred primarily on grounds of outstanding achievement, and national or international recognition, in one or more of the following: published scholarship, original research, innovative application or industrial exploitation. There is nevertheless a requirement that applicants further demonstrate a successful contribution to, and competence in service and teaching, where evidence should also be submitted, but in outline only. (b) A Readership in Teaching, Learning and Assessment is conferred on the grounds of academic leadership and distinction, including contribution to the advancement of knowledge and understanding or its creative or professional application in the field of learning at national or international level and the ability to influence, stimulate and inspire others; and recognised achievement in contribution to student learning and practice in the field as evidenced in peer-reviewable and other outputs. (c) Applicants in Research Grade II seeking promotion to Research Grade III are also considered in a similar fashion except that the title conferred on a successful applicant is that of Senior Research Fellow. The criteria in such cases will be as follows. Promotion may be achieved on the grounds of: demonstration of distinction as a researcher, which will require an established reputation in the area concerned through an outstanding record of publications, or other forms of recognised output; and/or the provision of wholly competent management and leadership in research; and/or successful applications for research funding (where appropriate). Applications for promotion to this level are considered with the same standard as that applied to applications for academic promotion to Readership.


iii) Policy and criteria for promotion to Senior Lectureship The University is committed to a policy of equality of opportunity and to the maintenance of promotion procedures which accord with this policy. The principle will be followed of establishing a reasonable gender mix in the membership of Committees comprised within this document. Promotion to senior lectureship will be made on the grounds of merit and performance. Applicants, whether full or part-time, will be assessed on the basis of merit in the following areas:

• Research and scholarship • Teaching, curriculum design and development, and assessment • Service at departmental, Faculty and University levels, and/or out with the University, with

executive or administrative responsibilities or professional standing and recognition. In each of the three areas, applicants will be assessed by a Faculty Promotions Committee as having performed 'below the normal level of achievement for a Lecturer B'; or 'at the normal level of achievement for a Lecturer B'; or 'at a presumptive level of achievement for promotion to Senior Lecturer'; or 'at an excellent level of achievement for promotion to Senior Lecturer'. The intention is that an applicant will demonstrate the achievement of a presumptive overall level of contribution made. However, it is not necessary to show a presumptive level in each of the three areas, but if not, then compensatory excellence elsewhere is required. An assessment of performance in one of the three areas as being 'below the normal level for a Lecturer B' will normally preclude promotion. However, in reaching its decision on cases with such a rating, the Faculty Promotions Committee will take account of the extent to which this rating is supported by its members, any extenuating circumstances drawn to its attention, and the applicant's performance in the other two areas. An assessment of performance in one area as being 'at normal level for a Lecturer B' will need to be adequately compensated by stronger performance in the other two areas and, in determining whether such compensation is adequately established, the Faculty Promotions Committee will take account of all the relevant evidence. The Faculty Promotions Committee's assessment of an applicant's performance in each of the areas of activity will be conducted in relation to subject-specific criteria - which are an interpretation of the indicative criteria at the subject level in order to secure the greatest possible measure of comparability of standards across different subjects.

iv) Policy and criteria for promotion to Senior University Teacher

Promotion to Senior University Teacher will be made on the grounds of merit and performance. Applicants, whether full or part-time, will be assessed on the basis of merit in Teaching and Service (including professional practice), together with evidence of Scholarship in support of teaching. Candidates will be expected to demonstrate a standard of excellence in at least one of the two main headings, and at least a presumptive standard in the other. Candidates will be expected to support their case in all appropriate circumstances and provide evidence to support teaching (e.g. student feedback; application for, and success in, awards which recognise the quality of their work; publications in the area of teaching and learning; application for, and success in, awards for developing teaching and learning; recognition of their success in teaching and learning by outside bodies); and internal service requirements. In addition, evidence of wider involvement and responsibility in professional bodies and learned societies will be considered.


In order to be successful it is also essential that applicants are able to demonstrate/provide evidence supportive of Scholarship at least equivalent to that of 'normal' for Lecturer B in research terms, i.e. maintaining and developing knowledge of their specialism and academic/professional discipline, as necessary to fulfil an effective research-informed teaching role through personal study, personal research, participation in Continuous Professional Development and/or reflective practice after attendance at appropriate meetings and conferences in the discipline, and/or pedagogical aspects of the subject area; publications on teaching activity or curriculum in your subject areas, including contributions to, or editing or refereeing for, journals on teaching or curriculum in the subject, textbooks, production of software, videotapes, workbooks. In all other respects, the procedures will mirror those for promotion to Senior Lecturer, and successful applicants will enjoy equivalent status. In both main areas of assessment, applicants will be assessed by a Faculty Promotions Committee as having performed 'below the normal level of achievement for a University Teacher'; or 'at the normal level of achievement for a University Teacher'; or 'at a presumptive level of achievement for promotion to Senior University Teacher'; or 'at an excellent level of achievement for promotion to Senior University Teacher'. They will also be assessed in similar terms of satisfactory supporting evidence of 'scholarship', being expected to achieve at least at the 'normal' level of achievement for a University Teacher. The intention is that an applicant will demonstrate the achievement of a presumptive overall level of contribution, including at least excellence in either Teaching or Service. The Faculty Promotion Committee's assessment of an applicant's performance in each of the areas of activity will be conducted in relation to subject-specific criteria - which are an interpretation of the indicative criteria at the subject-level in order to secure the greatest possible measure of comparability of standards across different subjects.

v) Criteria for promotion and advancement of Research and Analogous staff

This category is reserved for staff whose main role is research.

Grade IB Research Assistant Grade IB is a training grade and no individual may remain on this grade for longer than six years. The onus is on the individual member of staff to bring his/her circumstance to the attention of the Head of Department. Advancement to Grade IA Research Assistant Criteria: There will be automatic advancement to at least the minimum of Grade IA on the award of the degree of PhD. If the member of staff concerned is aged 27 or over, the salary will be not less than the third point on the scale (Spinal point 6). Advancement on other grounds: advancement to Grade IA will depend upon a judgement that the level of professional responsibility and range of duties in research and/or development work within the research group/department/centre concerned is appropriate to the more senior grade. An applicant should show evidence of sound academic initiative and ability, proven or potential, and should in particular be able to demonstrate:

• an ability to pursue independent and original research ideas in the appropriate subject area; • an ability to design a successful programme of investigation; • a capacity to evaluate methods and techniques used and results obtained by other researchers

and to relate appropriately such evaluations to his/her own work; • evidence of a capacity to communicate or present research results within his/her research

group (where appropriate) and through publication or other recognised forms of output. Full details of publications, including reports prepared for sponsoring bodies, should be attached to the application.

• a capacity to understand broader issues relating to the management of research. • a contributory factor when considering advancement on other grounds, is the scarcity of

supply of the skills possessed by the applicant. Where a Head of Department wishes to support


a submission on the grounds of retention of skills which are in short supply, he/she should specify this, together with a clear indication of the weight attached to retaining these skills.

Promotion to Grade II - Research Fellow Criteria: This level of responsibility and duties should be appropriate to a person with substantial experience and achievement in research and development, exemplified by a creditable publications record or other forms of research output, and an appropriate contribution to research management, or the development of professional knowledge or expertise within the research group/centre/department to which the duties of the post relate. In particular, applicants should be able to demonstrate:

• a capacity to successfully initiate proposals for research projects and, where appropriate, play a constructive role in obtaining research funding;

• a capacity to plan and direct, on a long-term basis, a successful independent research project, or to play a significant part in the planning and direction of a major group research project;

• a capacity to successfully supervise the work of more junior research and support staff (where appropriate);

• a creditable record of sustained research output. Full details of publications or of any reports prepared for sponsoring bodies, participation in seminars, conferences, etc. and details of grants should be attached to the application in the format set out earlier (see Annex 2).

Contributions to teaching and service criteria may be taken into account, in so far as the applicant's opportunities for such a contribution exist.


Appendix 8b Clinical Tracking The focus of the University Veterinary Clinician (all levels) will be clinical in nature, encompassing clinical service, clinical teaching, clinical scholarship and administration in relation to clinical service. Within this range of activities, the amount of time spent on each area by an individual will vary according to their level and the dynamics of the clinic with respect to requirements for service and teaching provision. In general it is anticipated that with advancing seniority, time spent on administrative duties will increase in line with the role profiles, with a consequent decrease in time spent on clinical service and teaching, although the latter may be in more depth than at level 1. Clinical Role Profiles Level 1 (Initial grade) University Veterinary Clinician = Research Fellow or lecturer A/B • Represents early stage of academic clinical career. • Appointees will develop professional skills and expertise through practical application and

continuing professional study. • Entrants will have at least 5 years post graduation experience including completing a recognised

clinical postgraduate training residency and typically will hold a postgraduate clinical qualification to diploma level or will have completed it within the first year of appointment.

• Appointees will have elected to pursue a career focusing upon clinical work and related student mentorship, scholarship and related administration. There will be some management in support of these activities and possibly some team leadership. The option of transfer to academic teaching and research family remains available.

• These posts will be open contract posts and appointees will attend the University New Lecturer Programme. There will be a 3-year probationary period with the normal expectation being that the University Veterinary Clinician will progress to Senior Veterinary Clinician after 7yrs, providing promotions criteria are met. In exceptional cases promotion may be accelerated.

Level 2 (Career grade) Senior University Veterinary Clinician = Senior Research Fellow/Senior

Lecturer • Appointees at this level carry out duties and responsibilities that reflect the core substantive

position of the clinician career grade. • Progression to this level represents attainment of a level of clinical experience and competence

providing recognition both within the University and wider community as an established clinician, with evidence of clinical scholarship and clinical achievements. Clinical work has measurable outcomes such as quality of service, client satisfaction and income generation and is reflected in a growing external reputation.

• The contribution to the clinics through leadership and management may be significant. • Promotion to this grade would be after consideration by the University Promotions Committee

(see below). Level 3 Professorial University Veterinary Clinician = Professor • Appointees will have extensive professional clinical experience and distinction and will have

responsibilities for the creation, initiation, development, and overall management of major clinical services.

• Their success in income generation and profitability, obtaining external funding for clinical training posts or staff posts and other resources such as winning major equipment grants will be substantial.

• They will be major contributors to the profession and the community – typically reflected by an international reputation in their clinical field.


• Promotion to this grade would be after consideration by the University Promotions Committee (see below).

• U

niversity Veterinary Clinician - Performance criteria

• Evidence of appropriate subject expertise and that it is frequently updated as determined by clinical activity and performance, as well as external recognition by RCVS and European Colleges or equivalent.

• Evidence of contribution to clinical knowledge; input to publications, including scientific journals (clinical research, case reports) and publications for the practicing veterinary surgeon (e.g. UK Vet).

• Building reputation in clinical area through oral presentations at national and international conferences, playing an active part in professional associations, delivery of CPD courses and publications as above.

• Feedback from students in relation to clinical mentorship. • Quality of team participation and leadership if appropriate. • Evidence of effective resource management in own clinical area.

S

enior University Veterinary Clinician – Performance criteria

• Evidence of national reputation in clinical subject through recognition of success in a clinical area by outside bodies (e.g. invitations to speak at national congresses and conferences, editorial boards, textbook chapters, refereeing clinical publications and grant applications in area of clinical expertise, preparation of expert reports).

• Evidence of clinical service performance in line with hospital objectives and leadership at the ‘Service Chief’ level.

• Performance achieved by the team led by this role. • Level of impact and innovation of clinical work through the introduction of new service areas or

techniques, designing and implementing CPD courses • Evidence of leadership relating to clinical investigation and the dissemination of results to the

professional clinical community through publications and oral presentations at national and international conferences.

• Novel or innovative approach to teaching, supervision and assessment. • Proven and sustained track record of successful teaching as evidenced by good student

evaluation, membership of the Higher Education Academy, contribution to teaching policy, good peer or external review of teaching, awards or grants for teaching, member of the teaching committee.

• National reputation in teaching, for example teaching or examining in other academic institutions. Professorial University Veterinary Clinician – Performance Criteria

• Evidence of developing techniques, standards and methods; acting as a role model for best practice.

• Evidence of exceptional and internationally recognized achievement in clinical work reflected in sustained output level of innovation and impact on specialist area.

• Evidence of exceptional and internationally recognized achievement in research and/or scholarship.

• Evidence of ability to plan and deliver a successful clinical service through effective team management.

• Performance as team leader based on team performance and feedback. • Evidence of ability to contribute to planning and resource management of clinics. • Track record in the development of funding sources and attracting funding for clinical projects

and clinical posts. • Contribute to development of colleagues through academic leadership. • Contribution to Faculty and University administration and governance as appropriate.


• Innovations made in support of student learning and curriculum development and the use of original material at all levels of teaching (undergraduate and post-graduate).

• Evidence of an international reputation as a teacher and scholar of note through publications on teaching, contributions to international teaching conferences and committees.


Section 9

Appendix 9a RCVS Core Competencies ESSENTIAL COMPETENCES REQUIRED OF THE VETERINARY SURGEON INTRODUCTION 1. An important statutory function of RCVS is to determine the “standard of proficiency” and

“knowledge and skill” to fit veterinary surgeons for practising in the United Kingdom. The standard set for registration is a key benchmark that affects the approval of veterinary degree courses in the UK and overseas, and should also be seen as the starting point for consideration of an individual’s continuing education and training needs after registration. Maintaining and further developing professional competence is a requirement for all veterinary surgeons.

2. This document sets out the essential competences required of the veterinary surgeon for membership of the Royal College of Veterinary Surgeons.

3. There are many definitions of ‘competence’ and many views on how it can be developed and assessed. In general terms, however, competence is a concept that integrates knowledge, skills and attitudes, the application of which enables the professional to perform effectively, and to respond to contingencies, change, and the unexpected.

4. This document takes a broad definition of competence as being “the ability to perform the roles and tasks required by one’s job to the expected standard” (Eraut & Boulay, 20001). The definition recognises that requirements and expectations change depending on the job role and context. It also recognises that competence develops, and that an individual may work ‘competently’ at many different levels, either at different stages of their career, or indeed from one day to the next depending on the nature of their work.

5. Eraut and Boulay (2000) point out the importance of distinguishing between an individual’s competence – what one can do, and performance – what one actually does. RCVS is concerned with competence when it undertakes its primary function of determining “the standard of proficiency required for registration” and ensuring that individuals “will have acquired the knowledge and skill needed for the efficient practice of veterinary surgery” (Veterinary Surgeons Act 1966, section 3). Performance may be affected by factors such as workload, working conditions, levels of support, and so on. The regulation of performance is a function of RCVS through its statutory disciplinary powers.

6. The essential competences have been broken down into three main areas. They are:

- A General professional competences and attributes describing the distinguishing characteristics of a veterinary surgeon

- B Underpinning knowledge and understanding describing in general terms the breadth of knowledge and understanding needed for a career as a veterinary surgeon, and for subsequent professional development in whatever sphere of veterinary science the individual wishes to pursue

- C Practically-based veterinary competences describing the basic practical competences that are expected at the point of graduation.

1 “Developing the Attributes of Medical Professional Judgement and Competence”, a review funded by the Postregistration Medical and Dental Education Research Initiative of the Dept. of Health’s Policy Research Programme, by Professor Michael Eraut and Benedict du Boulay, University of Sussex. The full paper is available on the web at http:/www.cogs.susx.ac.uk/users/bend/doh


The ten guiding principles of the RCVS Guide to Professional Conduct should be seen as overarching requirements for registration (and by implication, continued registration) with the College. The Guide states that:

Your clients are entitled to expect that you will: - 1. make animal welfare your first consideration in seeking to provide the most

appropriate attention for animals committed to your care 2. ensure that all animals under your care are treated humanely and with respect 3. maintain and continue to develop your professional knowledge and skills 4. foster and maintain a good relationship with your clients, earning their trust,

respecting their views and protecting client confidentiality 5. uphold the good reputation of the veterinary profession 6. ensure the integrity of veterinary certification 7. foster and endeavour to maintain good relationships with your professional

colleagues 8. understand and comply with your legal obligations in relation to the prescription,

safe-keeping and supply of veterinary medicinal products 9. familiarise yourself with and observe the relevant legislation in relation to veterinary

surgeons as individual members of the profession, employers, employees and business owners

10. respond promptly, fully and courteously to complaints and criticism.

ESSENTIAL COMPETENCES REQUIRED OF THE NEW VETERINARY GRADUATE “DAY ONE SKILLS” A1 - GENERAL PROFESSIONAL SKILLS AND ATTRIBUTES The new veterinary graduate should be able to: A1.1 Communicate effectively with clients, the lay public, professional colleagues and responsible

authorities; listen effectively and respond sympathetically to clients and others, using language in a form appropriate to the audience and the context

A1.2 Prepare clear case reports and maintain patient records in a form satisfactory to colleagues and understandable by the public

A1.3 Work effectively as a member of a multi-disciplinary team in the delivery of services to clients A1.4 Be aware of the ethical responsibilities of the veterinary surgeon in relation to individual

patient care and client relations, and also more generally in the community in relation to their possible impact on the environment and society as a whole

A1.5 Be aware of the economic and emotional climate in which the veterinary surgeon operates, and respond appropriately to the influence of such pressures

A1.6 Be willing to use one’s professional capabilities to contribute as far as possible to the advancement of veterinary knowledge in order to benefit veterinary practice and further improve the quality of animal care and public health

A1.7 Have an elementary knowledge of the organisation and management of a veterinary practice, including:

awareness of own and employer’s responsibilities in relation to employment and health and safety legislation, and the position relating to lay staff and public liability

awareness of how fees are calculated and invoices drawn up, and the importance of following the practice’s systems for record keeping and book-keeping, including computer records and case reports


ability to use information technology effectively to communicate, share, collect, manipulate and analyse information

importance of complying with professional standards and policies of the practice A1.8 Understand the need and professional obligation for a commitment to continuing education

and training, and professional development, throughout one’s professional life A1.9 Conduct oneself in a professional manner with regard to the veterinary surgeon’s professional

and legal responsibilities and understand and apply the ethical codes as set out in the RCVS Guide to Professional Conduct

A1.10 Be able to cope with uncertainty and adapt to change A1.11 Develop a capacity for self-audit and willingness to participate in the peer-review process A1.12 Be aware of personal limitations, and demonstrate awareness of when and from where to seek

professional advice, assistance and support. (Commentary: This last item is considered to be one of the most important, and should guide all new

veterinary graduates when undertaking their professional duties. Veterinary surgeons undertaking procedures on patients must at all stages in their careers be fully competent in their performance, or be under the close supervision of those so competent. When in doubt, the new veterinary graduate must seek professional support and in the interests of animal and human health, should not attempt to undertake complex procedures unsupervised.)

B1 - UNDERPINNING KNOWLEDGE AND UNDERSTANDING The new veterinary graduate will need to have acquired a thorough knowledge and understanding of the following: B1.1 The sciences on which the activities of veterinary surgeons are based B1.2 Research methods and the contribution of basic and applied research to all aspects of

veterinary science B1.3 How to evaluate evidence B1.4 The structure and functions of healthy animals, and all aspects of their husbandry B1.5 The aetiology, pathogenesis, clinical signs, diagnosis and treatment of the common diseases

and disorders that occur in the common domestic species in the UK B1.6 Legislation relating to the welfare (including transport) of animals and notifiable diseases B1.7 Medicines legislation and guidelines on responsible use of medicines B1.8 The principles of disease prevention and the promotion of health and welfare B1.9 Veterinary public health issues including zoonoses. C1 - PRACTICAL COMPETENCES

The new veterinary graduate should be able to undertake the following: C1.1 Obtain an accurate and relevant history of the individual animal or animal group, and its/their

environment C1.2 Handle and restrain an animal safely and humanely, and instruct others in performing these

techniques C1.3 Perform a complete clinical examination C1.4 Attend all species in an emergency and perform basic first aid

(Commentary: problems to be handled for any species include first aid management of haemorrhage, wounds, breathing difficulties, eye & ear injuries, unconsciousness, clinical deterioration, burns, tissue damage, internal organ damage and cardiac arrest. First aid to be applied includes bandaging, cleaning, immobilising limbs, resuscitation procedures, haemorrhage control.)

C1.5 Assess correctly the nutritional status of an animal and be able to advise the client on principles of husbandry and feeding

(Commentary: this applies to commonly presented cases and would not, for example, be expected to include advanced nutritional advice for complex cases, eg. high performance horses, high yielding diary cows, certain exotic or zoological species.)


C1.6 Collect, preserve and transport samples, perform standard laboratory tests, and interpret the results of those generated in-house, as well as those generated by other laboratories (Commentary: new graduates are expected to have a working knowledge of tests to be undertaken include conditions relating to infectious & contagious diseases; alimentary system; respiratory system; circulatory system; urinary system; nervous system; endocrine system; mucucutaneous system; musculoskeletal system; trauma; poisoning; obstetrics; paediatrics; parturition; reproduction)

C1.7 Use radiographic, ultrasonic, and other technical equipment which can be used as a diagnostic aid, safely and in accordance with current regulations

C1.8 Follow correct procedures after diagnosing notifiable, reportable and zoonotic diseases C1.9 Know and apply the RCVS twelve Principles of Certification correctly C1.10 Access the appropriate sources of data on licensed medicines; prescribe and dispense

medicines correctly and responsibly in accordance with relevant legislation and ensure that medicines and waste are safely stored and/or disposed of

C1.11 Correctly apply principles of sterilisation of surgical equipment C1.12 Correctly apply principles of aseptic surgery C1.13 Safely perform sedation, general and regional anaesthesia, implement chemical methods

of restraint, and assess and control pain C1.14 Advise on, and administer appropriate treatment

(Commentary: the new veterinary surgeon must always seek professional advice and support if presented with a case beyond his or her immediate capability – see item A.12)

C1.15 Recognise when euthanasia is necessary and perform it humanely, using an appropriate method, whilst showing sensitivity to the feelings of owners and others, and with due regard to the safety of those present; advise on disposal of the carcase

C1.16 Perform a basic gross post mortem examination, record details, sample tissues, store and transport them

C1.17 Perform ante mortem inspection of animals destined for the food chain and correctly identify conditions affecting the quality and safety of products of animal origin

C1.18 Assess and implement basic health and welfare records (and production records where appropriate)

C1.19 Advise on, and carry out preventive and prophylactic programmes appropriate to the species and commensurate with accepted animal health, welfare and public health standards, seeking advice and assistance where necessary from professional colleagues

C1.20 Minimise the risks of contamination, cross infection and accumulation of pathogens in the veterinary premises and in the field.



Appendix 9b Final Year OSCE 2005 No Skill Competence Clinical area 1 Discharge FLUTD Communication skills – discharge Internal medicine 2 Haemangiosarcoma with

metastasis Communication skills-bad news Oncology

3 Managing hip dysplasia Communication skills- avoiding jargon

Orthopaedics

4 Seizuring dog Communication skills - history Neurology 5 Establish nasogastric tube &

feeding pattern Practical skill Soft tissue

6 Interpret film- pericardial effusion

Image interpretation Diagnostic Imaging

7 Exam for vaccination Clinical exam Vaccination 8 Nasal exam Clinical exam Soft Tissue 9 Anaesthetic protocol –

Aggressive dog Practical skill Anaesthesia

10 Urine analysis Practical skill Internal Medicine 11 Detecting & characterising a

heart murmur – PDA Practical skill Cardiopulmonary

12 Suture selection & patterns Practical skill Soft tissue 13 Iguana care Practical skills Exotics 14 Gowning & gloving Practical skill Surgical practice 15 Radiographic positioning and

safety - lateral abdomen Practical skill Diagnostic

Imaging/ Legislation

16 Dose calculation Other Anaesthesia 17 ECG interpretation Image interpretation Cardiopulmonary 18 Biochemistry interpretation Data interpretation Internal medicine 19 Haematology interpretation Data interpretation Internal medicine 20 Prescription writing Other Legislation


Appendix 9c - Final Year OSCE 2005

Competence Inte

rnal

m

edic

ine

Car

dio-

pulm

onar

y

Neu

rolo

gy

Soft

tissu

e

Oph

thal

mol

ogy

Orth

opae

dics

Der

mat

olog

y

Dia

gnos

tic

imag

ing

Onc

olog

y

Ana

esth

esia

, in

tens

ive

care

, flu

id th

erap

y

Den

tistry

Beh

avio

ural

pr

oble

ms

Cag

ed p

ets &

ex

otic

s

Vac

cina

tion,

pa

rasi

te c

ontro

l, zo

onos

es

Legi

slat

ion,

pr

escr

iptio

n w

ritin

g, e

thic

s

Oth

er

TOTA

L

Communication skills (Hx taking, client education, explanation of a condition, treatment or investigation)

Clinical exam or technique or interpretation (on a live animal or cadaver, from photos or video)

Practical skill (theatre & surgical skills, urine exam, microscopy, fine needle aspirate, lab techniques)

Data & imaginterpretation (biochemistry, haematology, urinalysis, ECG, radiographs, ultra-sound)

e

Oth er

TOTA L This matrix demonstrates the potential range of assessments, mapping RCVS clinical competencies to clinical disciplines. Note that students are assessed on a selection of these. The matrix is used to document that a student has experience and proficiency over a range of competencies in a range of disciplines.

Appendix 9d Sample Examination Paper 4th year Companion Animal Sciences course Section A Answer ALL Questions. Each question must be answered in a SEPARATE BOOK. It is suggested that 75 minutes are spent on Section A 1. LIST the clinical signs commonly associated with an equine periapical tooth root abscess 2. Briefly outline the key differences between island and mesh skin grafts. 3. Draw a TABLE showing how you would distinguish small intestinal from large intestinal diarrhoea

in a dog 4. Describe or draw an annotated diagram of the typical ultrasonographic appearance of multiple

splenic haemangiosarcomata in a dog on a transverse slice 5. What clinical signs are associated with cranial cruciate ligament failure in the dog? 6. Draw a TABLE showing how you would differentiate peripheral from central vestibular disease in

a cat 7. Outline the ethical arguments for and against the routine surgical neutering of small animals. 8. Describe the vaccination routine for Equine Herpes Virus in the horse (including the regimen for

pregnant mares). 9. What is a radiation controlled area, how is it defined and what is its importance 10. What sample would you submit to determine the grade of a mast cell tumour. How does each

grade of mast cell tumour behave clinically Section B Answer ONE question only. It is suggested that 45 minutes are spent on Section B 1. You are asked to investigate an outbreak of coughing among dogs at a breeding kennels

i) Describe your approach to diagnosing the cause of the problem ii) Provide a list of differential diagnoses and discuss in detail the treatment and management (including control) of THREE of these conditions

2. A six year old male (neutered) domestic shorthaired indoor / outdoor cat is found when the

owners return from work in a state of distress. He is unable to use his back legs and he is very painful, crying and resenting handling. He is also open mouth breathing. A heart murmur was noted at booster vaccination 8 months previously. No other significant medical history is present.

You request that the owners bring the cat to your surgery immediately.

i) Before the owners arrive, what are your problem list and initial differential diagnoses ii) Describe in detail what particular points will be important during your clinical examination to refine this differential diagnosis list iii) What emergency treatment will you offer iv) What further investigations are indicated in this case? Justify each test


3. A 8 year old Rough Collie is presented with 4 week history of generalised deep pyoderma. Skin

scraping reveals numerous Demodex mites. The owners have also noticed that their dog has become thirsty over the last 2 months. Lymphopenia and raised alkaline phosphatase levels are present. There are no other significant changes on clinical examination, haematology or biochemistry. i) List the possible causes of polydipsia in the dog. Indicate which ONE you think is the most likely ii) What investigations should be carried out. Justify each test iii) What treatment should be given this dog (treat all conditions present)

4. A 14 year old neutered male cat has been presented because the owners have noticed blood in

the anterior chamber of one eye. They also comment that his vision generally has deteriorated. In addition the cat has been drinking more and losing weight over the previous 3 months. i) What are your problem list and initial differential diagnoses i) What particular points will be important in the clinical examination ii) What further investigations would you carry out ? Justify each test iii) Briefly outline the principles of treatment for the TWO of the main possible diagnoses in this case

5. A 16 years old crossbred dog is presented to you within an hour of suffering a road traffic accident. On clinical examination you diagnose a dislocated right hip, a skin laceration above the right eye and a suspected pneumothorax. Describe how you would manage this case

6. A 10 year-old Thoroughbred mare is presented for investigation of poor performance in 3-mile

hurdle races i) Describe an appropriate clinical protocol to investigate the mare' s poor performance ii) Describe the pathogenesis, clinical features and treatment of any TWO common conditions recognised as having adverse effects on racing performance


Section 11 Appendix 11a Clinical Competencies Outcomes Examples of course learning objectives for each of the nine competencies are listed below. 1. Comprehensive patient diagnosis (problem solving skills), appropriate use of clinical laboratory

testing and record management

Understand the relevance of historical information to clinical findings. • • • •

• • • •

•

• •

• •

•

• • •

• • • •

•

• •

Develop core competency skills in clinical examination of farm animal species and equidae. Be competent in the manipulation of reproductive data. Be competent in diagnosis and treatment of infertility cases, based on a sound knowledge of the normal and abnormal processes which occur in animals. Gain an appreciation of the importance of disease prevalence in relation to diagnostic testing. Be competent in history taking and record keeping and analysis. Be able to take a detailed clinical history relating to neoplastic and haematological cases. Be able to justify further investigations and interpret haematological, blood biochemical and urinary biochemical data relating to specific diseases. Be able to use a problem solving approach to the case, and determine what ancillary aids are required for final diagnosis, and be able to interpret the results of these tests. Be able to take a detailed history relating to internal medical disease. Be able to justify the use of further diagnostic tests and to interpret the common tests used for investigation. Know the importance of routine diagnostic procedures, including myelography. Be able to recognise lameness and be able to carry out a detailed clinical examination to localise the lameness. Be able to justify the use of diagnostic aids and be able to interpret them at a basic level, particularly radiographs of bones and joints. Be able to take a dermatological history. Know the value of skin biopsies when they are indicated and how to collect them. Be able to justify the use of further diagnostic tests and to interpret the common tests used for investigation.

2. Comprehensive treatment planning

Know the treatment options for the more common neurological and muscular diseases. Know therapeutic options for the common orthopaedic diseases of the dogs and cats. Know the therapeutic approaches to the commonly diagnosed skin diseases. Gain experience and confidence to make informed decisions on the management of individual cases. Collaborate in formulating a treatment plan based on sound surgical principles, being at all times aware of the wishes of the client. Be competent in individual case assessment and planning. Be able to base clinical decisions on diagnosis, case management and therapy on a detailed understanding of the epidemiology and pathogenesis of disease of the horse.


3. Anaesthesia and pain management, patient welfare

Be able to recognise clinical features, which are likely to affect anaesthetic outcome and classify animals in terms of anaesthetic risk.

•

•

•

•

• •

• • • •

•

•

• •

•

• • •

• • •

• • • • • •

• •

• •

Be able to use clinical findings along with various diagnostic aids and laboratory tests and interpret these in order to formulate the optimum anaesthetic protocol for each individual case. Be able to induce and maintain general anaesthesia safely in a variety of domestic species, and administer appropriate care in the post-operative period. Understand how to anaesthetise poor risk patients in such a way as to minimise the risk of anaesthesia. Be competent in equine anaesthesia. Understand the variety of approaches to dealing with chronic pain and suffering.

4. Basic surgery skills, experience and case management

Gain experience in the two-handed tie, simple interrupted and cruciate suture patterns. Acquire confidence in routine spey and castrations. Recognise stages in the surgical procedure from which complications may arise. Participate in surgical procedures to develop manual dexterity and an appreciation of tissue handling.

Understand the methods used in, commonly used farm animal surgical techniques. 5. Basic medicine skills, experience and case management

Be able to recognise and treat common internal medical disorders and gain experience in the approach to their diagnosis, particularly problem-solving. Be aware of the range of therapeutic diets, their indications and feeding regime. Be competent in the use of routine ophthalmic diagnostic equipment and be able to carry out a non-specialist ophthalmic examination. Be able to recognise the normal ocular anatomy and fundus appearances of the important domestic species. Be familiar with the general principles of ophthalmic medical and surgical management. Be competent in intensive care of individual cases. Be able to differentiate diseases of the peripheral nervous system, spinal cord, brain and muscle by clinical examination. Be able to carry out a dermatological examination. Be able to carry out basic dermatological testing and interpret the results. Develop the skills necessary to collect samples necessary for case management.

6. Emergency and intensive care case management

Understand how to deal with anaesthetic emergencies. Be able to quickly assess patients for critical problems and prioritise their needs (triage). Become familiar with restraint procedures in injured and sick animals. Be able to use laboratory facilities for urgent biochemical and haematological analysis. Understand management of critical care patients in the hospital. Be capable of dealing with critical care patients in a practice environment (understanding of costs, fluid therapy etc). Become responsible for critical care decision making. Be capable of assessment of emergency cases, prioritisation of management and investigations and maintenance of high welfare standards. Be able to interpret test results in critical patients. Be competent in intensive care of individual cases.


7. Health promotion, disease prevention, biosecurity, zoonosis, and food safety Gain confidence in approaching the investigation of farm management problems. •

• • • • • • • •

• • • • • •

• • •

• •

• • • • •

Know an abattoir’s basic structure and design. Know the role of the meat hygiene team. Be aware of the welfare aspects of live animal transport and slaughter. Be aware of slaughter and dressing practices. Understand recording and control procedures for unfit material. Be aware of the further handling, chilling and transport of meat. Understand the ‘Hygiene Assessment System’ for monitoring abattoirs. Know of and be able to interpret results for bacteriological monitoring, water quality, pest control. Be able to identify possible hazards to public health. Be able to understand measures of disease occurrence and their importance. Be able to understand epidemic, endemic and sporadic disease examples. Be able to implement contingency tables in a disease investigation. Be able to understand common epidemic intervention strategies. Know the current legislation affecting disease control and certification in large animals.

8. Client communications and ethical conduct

• Gain experience of the client/vet interaction. Gain experience at prescription writing and dispensing dangerous drugs. Make and defend ethical judgements on common ethical dilemmas seen in practice

Be aware that behaviour problems cause welfare problems for the animal, safety problems for the public and other animals and emotional problems for owners. Be able to communicate bad news to a client sympathetically. Be able to recognise a point beyond which treatment is no longer in the interests of the client or of the animal’s welfare and be able to communicate this is in a professional manner to the client. Know the ethical, welfare and economic issues of equine diseases.

Be competent in professional, verbal reporting of clinical cases. Be competent in client communications. Know the ethical, welfare and economic issues of farm animal health and production.

Know the ethical, welfare and economic issues of equine diseases. 9. Strong appreciation for the role of research in furthering the practice of veterinary medicine • Develop scientific writing skills. • Design a project based on clinical EMS material. • Understand the use of statistics in scientific research. • Contribute to the preparation and presentation of a research review seminar. • Contribute to the effective function of a research study group. • Question and critically assess scientific information. • Read and understand scientific information.
