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 Doctor of Veterinary Medicine FAQs - Curriculum
What does it mean that WesternU-CVM has a "problem-based learning" (PBL) curriculum? At WesternU-CVM, students learn within a problem-based learning curriculum. The theory behind this paradigm is that there is more to learning than just "the facts." As a prospective veterinarian, one must learn facts and principles, quality communication skills, problem solving and reasoning, literature retrieval and interpretation, time management, interpersonal skills, confidence, self-control... the list goes on. The traditional "teacher centered" lecture-style curricula often fall short in areas other than the facts and principles and do not allow students to participate in learning. Thus, when you leave school, you may have the current list of facts and principles on hand, but you may not have the skills to keep that list current or participate in the many other components of the profession. So, PBL is termed "learner centered" learning. The responsibility for learning is firmly placed on the student's shoulders from day one. The faculty are there to monitor, push, prod, direct and occasionally provide expert information.
What does a typical day in a problem-based learning (PBL) curriculum look like? Students are divided into groups of seven (7) individuals; groups meet three times per week for two hours in their PBL rooms. Each room is designated for that group for an eight-week block; it is a secure room to be used exclusively by the assigned group. Each room is equipped with a large table, chairs, whiteboard, video player, X-ray view boxes, reference library, and individual computer network ports. Each group has one faculty facilitator present during all scheduled meetings. There is also one one-hour summary session per week. At the beginning of the week, a problem is presented in the form of an animal signalment and chief complaint. Students must draw on past experience, logic, common sense, etc. to develop "learning issues" that will be subsequently pursued after the session. Students may request pertinent information (blood tests, X-rays, ultrasounds, etc.) as the case develops. There may be role-playing exercises or simulated clients/patients. Outside the scheduled sessions, students spend time working through the learning issues established during the previous session. They attend scheduled lectures and laboratories and may request additional lectures/laboratories. Their resources include faculty, WesternU library or other library, the Internet, any veterinarian, any friend, their pets, all university and associated facilities, etc. Each person is responsible for bringing his or her work back to the next session. The faculty facilitator in these sessions dances the fine line of allowing students to explore and discover ideas on their own versus directing the discovery in the direction pre-determined for the problem. There is an incredible amount of work that goes into preparing the cases/problems for use in this curriculum. There is an over-riding plan with guidelines for case selection; then the case is "shaped" to allow the natural development of required learning issues during its use. At first glance, people assume the goal of this exercise is to come to a diagnosis. This is a tiny part of the picture! The big picture demands that the students discover the "why" behind all learning issues, to become adept at finding current facts and principles, to coordinate the discovery process with all seven group members, to role-play the "real-life" interactions, to find real-life examples and experience them, to learn the clinical skills associated with facets of the case, etc. The job of thestudent is huge.
What does it mean that WesternU-CVM has a "reverence for life philosophy"?
Our reverence for life philosophy extends to humans and animals. It "governs" how we interact with each other. With reference to humans, we treat each other with respect and kindness in our daily interactions and professional endeavors. With reference to animals, we treat all animals with respect, not just those deemed valuable (owned or "worth" a lot of money). Our curriculum will thus employ a non-detrimental use policy with regard to animals. Cadavers used in our program will be obtained through our Willed deceased Animals for Veterinary Education (WAVE) program (animals who have died naturally or been euthanized due to a medical condition). Live animal use will either not harm the animal (pet/animal volunteers) or directly benefit the animal (needed treatments, etc.) During the first two years of classes, where, and in what capacity, will I work with live animals? Students will work with animals in several settings:
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