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 Introduction to Years 1 and 2Problem-Based Learning Course Problem Based Learning (PBL) is a method of learning that centers around a problem, a task, a challenge, a case which serves as a focus for the learning experience. This problem provides the context in which learning may occur in directly-related and indirectly-related areas. PBL is not just another learning/teaching technique to accomplish the same goal as other, more teacher-centered, methods. The goals of PBL are different, thus the expectations for PBL must be different. The College will embrace a "problem-based/small group instructional approach" for primary instruction in Phase I. It transfers the primary responsibility for learning to the student and places the faculty in the position of being learning facilitators, rather than traditional classroom teachers. It also incorporates the acquisition of communication and interpersonal skills not associated with traditional classroom instruction. A series of 64 cases will be used for the first 2 years phase I curriculum. These will be taught one per week in 8 eight-week modules. Early cases will be disclosure/hard copy type cases, while later cases will be inquiry based/computerized cases as students gain more experience with the PBL format and also more adept at identifying learning issues. For each module, there will be a faculty member appointed as the module "leader". He/she will be assisted by a module design group of five to six faculty whose duties will include ensuring that cases are selected on the basis of consensus given the learning objectives, and that concerns or problems with the case are addressed promptly. A veterinary professional has the potential to address many issues related to animals, medicine, public health, etc. The faculty of WesternU-CVM believe it is important to foster in our students the development of their own positions on these various issues and the skills to present their position when appropriate. The two-year "Veterinary Issues Courses" will provide the arena for bringing these various topics into discussion amoung students, staff, faculty and invited professionals. Veterinary Issues Course During each of the 64 weeks in Phase I, one 2-hour presentation/discussion will be presented to students in years one and two and to the faculty. Each week will deal with a significant issue facing the veterinary profession or with a public/professional concern surrounding a significant public policy issue impacting the future of the veterinary profession. One week prior to the presentation students will be assigned one or more papers on the subject and directed to Internet sites where information is available on the subject. Speakers will present current information and professional thinking on the subject and lead a discussion with the faculty and students. In some instances speakers with opposing views will be invited to participate in a formal debate. All students enrolled in Phase I of the program (years 1 and 2) will participate. Depending on the topic, regional veterinarians or academicians from other colleges may be invited. Pomona-based faculty will attend these seminars as a part of their own continuing education. Following a 1-hour presentation, students will return to their PBL rooms for further small group discussions. Two credits per semester will be allotted for the Veterinary Issues course. Evaluations will be by written examinations. Examples of topics which may be developed for the Veterinary Issues course include:
Clinical Skills Course The majority of applications of the veterinary degree are best achieved with at least a modicum of technical skills. The graduate should be minimally technically proficient such that they may later adapt to various settings and experiences. The goal of our Skills Curriculum learning requirements over the four-year curriculum will be to "produce" a graduate who is able to immediately and effectively use his/her clinical skills upon graduation.A list of required clinical/technical skills (for all species) will be provided to the student over the first two years. Mastery of these skills will be required and verified by the end of the 2nd year. Clinical skills training will be accomplished through student participation in activities at various locations and institutions including: Time Commitments Scheduled Time:
Self-directed/Impromptu Time:
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