Programme Specifcation: Non-modular UG

Transcription

1 Programme Specifcation: Non-modular UG PROGRAMME SPECIFICATION NON-MODULAR UNDERGRADUATE Applicable to non-modular undergraduate programmes Guidance notes on completing this form are available from the following link: *Excluding Integrated Master s degrees. PART A: PROGRAMME SUMMARY INFORMATION 1. Title of programme: Bachelor of Veterinary Science 2. Programme Code: D Entry Award: BVSc 4. Exit Awards: x x x Certificate in Higher Education (Cert HE) Diploma in Higher Education (Dip HE) Other (please specify): BSc (Hons) Animal Science 5. Date of first intake: September Frequency of intake: Annually 7. Duration and mode of study: 5 years full-time 8. Applicable framework: Not applicable 8a. Framework exemption required: Please indicate the applicable boxes: x No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Degree of Bachelor of Veterinary Science 9a. New/revised Ordinance required: Please indicate the applicable boxes: x No (please go to section 10) Yes (please provide a brief summary below) 1 of 50

2 Date new/revised Ordinance approved by Senate: July Applicable Regulations: 10a. New/revised Regulations required: Please indicate the applicable boxes: x No (please go to section 11) Yes (please provide a brief summary below) Date new/revised Regulations approved by Senate: 11. Level 2 School/Institute: Institute of Learning and Teaching 12: Faculty: Faculty of Health and Life Sciences 13. Other contributors from UoL: 14: Teaching other than at UoL: Institute of Infection and Global Health; Institute of Ageing and Chronic Disease; Institute of Integrative Biology; Institute of Translational Medicine; School of Life Sciences Extramural studies as required by the Royal College of Veterinary Surgeons: 8 weeks in farm and companion animal premises in any part of the UK, 26 weeks in a variety of veterinary practices, veterinary laboratories, abattoirs and other public health settings in the UK. Also, two clinical rotations taught externally: Wildlife/exotics at the RSPCA Wildlife Centre (Stapeley Grange) Ophthalmology at the Eye Vet Referrals (Frodsham) 15: Director of Studies: Alex German 16: Board of Studies: School of Veterinary Science Board of Studies 17: Board of Examiners: BVSc 18. External Examiner(s): Dr Thalia Blacking, University of Edinburgh Dr Murray Corke, Cambridge University Dr Daniel Theodorus de Waal, University College Dublin Dr Peter Fordyce, Cambridge University Mr Bryan Hallows, Veterinary Practitioner Prof Sorrel Langley-Hobbs, University of Bristol Dr Adrian Philbey, University of Edinburgh Dr Jonathan Pycock, Veterinary Defence Society Dr Catrin Rutland, University of Nottingham Mr Jonathan Statham, Bishopton Veterinary Practice Dr Engelbertus Gerardus Maria Van Klink, University of Bristol 19. Professional, Statutory or Regulatory body: Royal College of Veterinary Surgeons 2 of 50

3 20: QAA Subject benchmark Statements(s): Veterinary Science 21. Other reference points: European Association of Establishments for Veterinary Education (EAEVE), American Veterinary Medical Association(AVMA), FHEQ QAA Framework for Higher Education Qualifications (FHEQ) 22. Fees: 9000 p.a. 23. Additional costs to the student: Approximately 2000 over the duration of the programme for: Pre-clinical and clinical extra-mural studies Personal protective clothing Personal clinical equipment A full list of requirements and specifications for clothing and equipment is circulated to students at the appropriate point in the course. 24: AQSC approval: 3 of 50

4 PART B: PROGRAMME AIMS & OBJECTIVES 25. AIMS OF THE PROGRAMME The D100 BVSc is a five year, non-modular programme that enables graduates to apply for professional registration as a veterinary surgeon. The education of veterinary students in the UK is subject to both UK and EU legislation, i.e., the Veterinary Surgeons Act 1966 and the European Directive 2005/36/EC, which sets out minimum training standards for all European veterinary surgeons. Therefore, the programme has to be structured not only to meet the high academic standards required by the University of Liverpool for a Bachelor s degree, but also to fulfil the Day One competences required by the RCVS (attached as Appendix 1) and the QAA - Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Framework for Higher Education Qualifications in England Wales and Northern Ireland (2008), and Subject Benchmark Statement for Veterinary Science (2002). In addition, the BVSc must produce graduates who meet the requirements of the European Directive (attached as Appendix 2), and the more detailed requirements of the EAEVE (European Association of Establishments of Veterinary Education). The curriculum aims to deliver the standards defined in the QAA Subject Benchmark Statement for Veterinary Science, by achievement of the aims listed below. No Aim: To enable graduates to demonstrate the skills, knowledge and confidence necessary to practise, and to develop as veterinary scientists and clinicians To develop independent and lifelong learning skills To prepare graduates who are professional, competent and aware of their ethical responsibilities to animals, clients, employers and wider society To develop the skills required for research and sourcing of evidence, leading to evidence-based veterinary practice To ensure that graduates meet the requirements of the RCVS, EAEVE and any other appropriate regulatory bodies at the point of graduation To produce veterinary graduates who are effective communicators, and can work with other members of the veterinary team 26. SUBJECT-BASED LEARNING OUTCOMES No. Subject-based learning outcomes: The veterinary graduate, as a SCIENTIST, PRACTITIONER, SCHOLAR AND PROFESSIONAL must be able to: a. Recognise and describe normal structure and function in healthy animals of the common domestic species (NSF) Demonstrate competence in the care and management of individual animals and groups of the common domestic species (AH) Explain and evaluate disease processes in individual animals and in groups (DP) Undertake the role as a key participant in essential areas of public health and food 4 of 50

5 safety (EPHW) 4b. 5 6a. 6b. 6c. 7 Show primary concern for the welfare of animals (EPHW) Effectively source and evaluate evidence, make use of research in decision-making, and demonstrate a commitment to continuous development in the profession (RESEARCH SKILLS) Include ethical and legal reasoning in decision-making (PROF SKILLS) Appreciate the business, personnel and management skills required for success in various areas of veterinary employment, including the ability to cope with change (PROF SKILLS) Demonstrate effective communication skills in a variety of situations (PROF SKILLS) Demonstrate competence in the diagnosis, treatment and management of common diseases in individual animals and in groups (MOD) Each of these main thematic learning outcomes is expanded into sub-outcomes on the attached appendix 3. 26a. Mapping of subject-based learning outcomes: Learning outcome No. Year(s) in which this will be delivered Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) The learning outcomes are mapped to the RCVS list of essential Day One competences, which are very closely aligned with the QAA Subject Benchmark Statement for Veterinary Science, and the EAEVE requirements. Assessment for most subjects will be via written assessments (based on short answer questions, Extended Matching Item questions, Multiple Choice Questions, and essaytype questions), practical assessments ( spot tests and Objective Structured Practical Examinations and Objective Structured Clinical Examinations) and case-based coursework, which forms part of the continuous assessment submitted each year. 1 1, 2, 3 End of year integrated written assessments, end of year practical assessments, casebased coursework Underpinning Knowledge and Understanding, point , 2, 3, 4, 5 End of year integrated written assessments, end of year practical assessments, casebased coursework Underpinning Knowledge and Understanding, points 3, 4, 6, 9 plus Competencies 16, 17 & 21, , 2, 3, 4, 5 End of year integrated written assessments, end of year practical assessments, casebased coursework Underpinning Knowledge and Understanding points 5 & 6 plus Competences 21, 22, 25, 27,28, 29, 30 & 35 4a & 4b 1, 2, 3, 4, 5 End of year integrated written assessments, end of year practical assessments, casebased coursework Underpinning Knowledge and Understanding, points 1, 3, 4, 5, 6, 7, 8, 9, 10, 12 plus Competences 1, 2, 6, 8, 11, 16, 18, 19, 20, 21, 24, 5 of 50

6 25, 27, 28, 29, 30, 31, 32, 33, 34, 36 & , 2, 3, 4, 5 Coursework (literature review in year 2, research project in year 3, referral letter in year 4 and elective report in year 5). Underpinning Knowledge and Understanding, points 1 & 2 plus Competences 9, 10, 11, 14, 15, 19, , 6a 1, 2, 3, 4, 5 End of year integrated written assessments, end of year practical assessments, casebased coursework Underpinning Knowledge and Understanding, point 1, 4, 7, 8, 9, 10, 12 plus Competences 1, 2, 3, 4, 8, 10, 12, 15, 17, 19, 20, 21, 24, 25, 26, 27, 28, 29, 30, 32, 33, 34, 35, 36, 37 6b 1, 2, 3, 4, 5 Coursework in each year, end of year integrated written assessments Underpinning Knowledge and Understanding points 4, 8, 11 plus Competences 2, 3, 4, 5, 6, 7, 8, 12, 13, 14, 15, 17, 23, 30, 34 6c 1, 2, 3, 4, 5 Coursework in each year, end of year integrated written assessments, clinical rotations Underpinning Knowledge and Understanding point 11 plus Competences 5, 6, 7, 9, 10, 13, 14, 15, 16, 17, 21, 23, 25, 26, 27, 28, 29, 34, 35, , 2, 3, 4, 5 End of year integrated written assessments, end of year practical assessments, clinical rotations, case-based coursework Coursework in each year, end of year practical assessments (OSCEs) Underpinning Knowledge and Understanding, points 1, 5, 6, 7, 8, 9, 10, 12 plus Competences 2, 8, 11, 26, 34 & 37 Competences 4, 6, 7, 9, 10, 11, 12, 13, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, SKILLS AND OTHER ATTRIBUTES No. Skills and attributes: 6 of 50

7 Ability to communicate (orally) with clients, colleagues and peers Ability to communicate (written) with clients, colleagues and peers Ability to demonstrate numeracy in clinical, scientific and research contexts Ability to use information technology Ability to work as a member of a team Ability to solve problems and make decisions based on critical analysis Ability to show leadership Ability to monitor own performance and set learning goals 27a. Mapping of skills and other attributes: Skills and other attributes No. 1. Year(s) in which this will be delivered and assessed 1, 2, 3, 4, 5 Learning skills, research skills, employability skills Employability skill Mode of assessing achievement of the skill or other attribute Coursework scenarios, clinical rotations, OSPEs and clinical OSCEs 2. 1, 2, 3, 4, 5 Learning/employability skill Written assessments, report writing portfolio task, case report 3. 1, 2, 3, 4, 5 Research/learning/employability skill Research projects, written assessments, OSPEs, clinical OSCEs 4. 1, 2, 3, 4, 5 Research/learning skill Coursework, research projects, scenarios 5. 1, 2, 3, 4, 5 Employability skill Case-based group exercises (including scenarios), peer assessment, clinical rotation assessment 6. 1, 2, 3, 4, 5 Research/employability skill Written assessments (integrated papers), research projects, clinical rotation assessment Case-based group 7 of 50

8 7. 1,2, 3, 4, 5 Employability skill exercises (including scenarios), Clinical rotation assessment 8. 1, 2, 3, 4, 5 Learning/employability skill Coursework, selfassessment in case-based group exercises 28. Career opportunities: A UK veterinary degree enables our BVSc graduates to work as veterinary surgeons anywhere in the UK, in any other EU member state, and also in South Africa, Australia and New Zealand via reciprocal arrangements with these countries. Employment in the USA or Canada would require successfully passing a licensing examination. Currently there is 92% employment for veterinary graduates in the UK. Most graduates will seek employment in veterinary practice; some will undertake Government (Animal Health/VLA) and NGO animal health work; some will enter veterinary and biomedical research; and a few will be employed in allied industries, e.g. pharmaceuticals, animal nutrition. 8 of 50

9 PART C: ENTRANCE REQUIREMENTS 29. Academic Requirements: Entry requirements Qualification A level AAA Subject requirements Three A levels required including Biology, one other academic sciencerelated subject and any other subject. If Chemistry is not offered at A level, grade B at AS level is required. A good range of GCSEs, including grade B in Maths, English and two sciences. Scottish Advanced Highers AAA including Biology and Chemistry Scottish Highers Not accepted without Advanced Highers International Baccalaureate Total score 36, plus 3 subjects at higher level 6, 6, 6 including Biology and Chemistry Advanced Welsh Diploma Pass including AA in Biology and Chemistry Irish leaving certificate AAAAAA including Biology and Chemistry BTEC DDD overall in Animal Science/Animal Management plus AS level grade B in Chemistry Access to Higher Education Applications considered from students on pre-approved courses, DDD overall Advanced Diploma Not accepted Advanced Welsh Accepted in place of the fourth subject Baccalaureate at AS or A level. Key Skills Not accepted General Studies General Studies and Critical Thinking acceptable as the 4th subject at A or AS level International qualifications equivalent to the above GCE A-level requirements, as determined by the University of Liverpool and/or NARIC. For applicants whose first language is not English, it is important to be able to communicate in spoken, written and scientific English. We require that they have a recognised qualification such as British Council IELTS test (at least 7) or Teaching of English as a Foreign Language (TOEFL) at least 600 (pen and paper test) or 250 (computer-based test). Applicants without suitable qualifications at level 3, or level 3 qualifications in the wrong subjects, are eligible to apply for the year zero programme. A minimum of grade B in 5 subjects is required, to include English, Maths and Physics (or Dual Science). Completion of the year zero programme with an overall mark of 70% will guarantee entry on to year 1 of the BVSc programme. Mature students can apply with the above qualifications provided these have been certified within the last 5 years. Alternative mature students can apply with: An upper second class (2:i) honours degree. If the degree is not a biology-based science subject then AA in Biology and Chemistry at A-level is also required. Access to Higher Education (DDD in a pre-approved programme including Level 3 Biology and Chemistry), Candidates who do not meet the academic entrance requirements for entry to the BVSc programme but whose applications indicate other accredited or experiential learning which could be considered to enhance their application may be considered on the following basis: For A-level (or equivalent) entrants, candidates must already have achieved the 9 of 50

10 grades on which they wish their application to be considered o Candidates who have failed to achieve 410 UCAS tariff points in those subjects/qualifications normally considered for admission shall normally be expected to retake those qualifications as appropriate to achieve 410 UCAS tariff points except where mitigating circumstances have been accepted, where a resit target of 390 UCAS tariff points may be agreed. o Candidates who fail to achieve 410 UCAS tariff points after one attempt at resitting but who have achieved a minimum of 390 UCAS tariff points may be recommended by the Admissions Sub-Dean to the Admissions Committee for consideration for APEL if they successfully complete the standard BVSc admissions interview process. o Candidates who are permitted by the Admissions Committee to submit an application for APEL shall be required to submit a written report not exceeding four sides of A4 or 2000 words stating how their relevant prior experiences make them a suitable candidate for the BVSc programme. o Such candidates shall then be interviewed by the Director of Admissions, the BVSc Programme Director and at least one other member of academic staff teaching on the BVSc programme and a decision made whether to accept the APEL and offer a place. For graduate entrants, candidates may be considered with a 2:2 Honours degree only where they also meet the A-level (or equivalent) entry qualifications or, exceptionally, where they have subsequently achieved good marks at Master s level (minimum of 180 credits) in a relevant subject. Such candidates will be interviewed by the Director of Admissions, the BVSc Programme Director and at least one other member of academic staff teaching on the BVSc programme, and shall also successfully complete the normal BVSc admission process, including the standard interview, before any offer is made. 30. Work experience: Applicants are expected to provide proof of experience in working with animals. A minimum of 10 weeks is recommended: 6 weeks gaining experience of the husbandry of a range of animals, on commercial livestock farms, in commercial / rescue stables and in commercial / rescue kennels or cattery, 4 weeks in at least two different veterinary practices, preferably one small animal and one large animal. The work experience profile should be appropriate for a UK/EU-based veterinary career. Only those candidates who present this experience will be invited to interview. 31. Other requirements: None 10 of 50

11 PART D: PROGRAMME STRUCTURE 32. Programme Structure: The BVSc programme is a 5-year, non-modular, full-time programme. The 10 major learning outcomes (LOs 1, 2, 3, 4a&b, 5, 6a,b&c, and 7) are supported by associated specific learning outcomes (see Appendix 3). These are delivered via 7 themes that run throughout all 5 years of the programme: 1. Normal structure and function (NSF) 2. Animal Husbandry (AH) 3. Disease processes (DP) 4. Epidemiology, Public Health & Welfare (EPHW) 5. Professional Skills (PS), including Communication & Business Skills (BS) 6. Study Skills (SS)/Research Skills (RS) 7. Management of Disease (MOD) Each theme is visited in each year, with increased focus in particular years. The main subject areas covered by each theme are as follows: 1. Normal structure and function: anatomy, physiology, cell biology and biochemistry In year 1, theoretical knowledge of anatomy and physiology will lead to a more systems-based approach in year 2, and application to clinical scenarios in year 3 (e.g. placement of nerve blocks when diagnosing site of equine lameness) 2. Animal husbandry: animal husbandry, reproduction, behaviour, genetics and preventative healthcare In year 1, animal husbandry of healthy animals leads to consideration of how environment relates to disease processes in years 2 and 3, and continued in context in farm assurance and herd health topics in years 4 and 5 3. Disease processes: infectious diseases, parasitology, pathology. The development of underpinning knowledge in years 1 and 2 leads to contextualised disease scenarios in years 3 and 4 and clinical case work in year 5 4. Epidemiology, Public Health & Welfare: one health, food safety, epidemiology, animal welfare and animal law. Basic studies on food production and meat quality in years 1 and 2 (integrated with anatomy teaching) lead to a risk-based approach to food safety in years 3 and 4, and public health considerations of clinical cases and real-life food safety scenarios in year 5. The main pieces of animal welfare legislation are studied in years 1 and 2, and then applied in years 3, 4 and 5. All case scenarios will require ethics and welfare input. 5. Professional skills: Professionalism, communication skills, team-working, practice management, personnel management, personal development, professional and personal ethics. Development of teamwork, together with basic business theory in years 1 and 2 will then lead to the production of business reports and calculation of fees in year 3, and the 11 of 50

12 production of a business plan in year 4. In year 5, the focus will move to personal career planning, and CV production. Theoretical consideration of professional ethics and veterinary regulation in year 1 leads to application to case studies in year 2. In parallel, personal ethical development is encouraged via reflective coursework, and leads to reflection on cases seen on extramural studies in year 3. Integration with professional ethics in year 1 encourages development of personal professional identity, which is continued through portfolio reflections in years 2, 3, 4 and 5. Communication skills are developed through role-play with peers and with educational actors in years 1, 3 and 4 to practise basic consultation skills and then to progressively deal with more complicated situations. Teamwork is developed through case-based learning and team assessment tasks in all years. 6. Study/Research skills: literature searching, project design, evidence-based medicine A week dedicated to the development of study in year 1 will lead to skills required for a literature review in year 2 and an independent research project in year 3. Research skills will then be enhanced, whilst on clinical rotations and with case studies and targeted reports in years 4 and Management of disease: causes of disease, diagnosis of disease, prevention of disease, treatment of disease Development of clinical practical skills will begin in year 1, and theory of the causes of disease will be developed in years 2 and 3. Years 4 and 5 will use actual cases (whilst on clinical rotations) and case scenarios to develop a holistic approach to case management. The number of hours devoted to each theme is as follows: Theme Year Hours Normal structure and function (Cell biology, anatomy, physiology pharmacology + comparative) Animal husbandry 1 80 (Animal husbandry, behaviour, reproduction, preventative medicine) 2 80 Disease processes 1 40 (Infectious diseases, pathology, parasitology) Management of disease (Clinical theory, medicine, surgery, anaesthesia, therapeutics) Epidemiology, Public health and welfare Professional, study/research, clinical skills, consolidation and integration of knowledge of 50

13 The programme is delivered at the School of Veterinary Science s two campuses, in Liverpool, on the main University campus, and at Leahurst on the Wirral. Years 1-3 will primarily be based in Liverpool, with timetabled sessions (mainly practical animal-based work) at the Leahurst campus. Year One Week 1 2 Cell Biology CSI 3 4 Cell Biology Animal Husbandry 5 Forelimb 6 7 Urino-Respiratory Equine 8 ID - Bac Epidemiology 9 Cardiovascular Dog / Cat 10 ID Bac Epidemiology 11 Hindlimb Cattle 12 ID Bac Epidemiology Study Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Revision Exams 13 CNS Poultry 14 ID - Vir Epidemiology 15 GI Pigs 16 ID - Vir Epidemiology 17 Head Sheep 18 ID - Vir Public Health 19 Endo / Repro Lambing 20 ID - Fungi Public Health 21 Basic Pharmacology Behaviour Misc 22 ID Bac Welfare Study Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Synopsis Revision Exams 13 of 50

14 Year Two Week 1 2 Exotics CSI Reproduction / Breeding 3 Path Path Exotics 4 Para Intro Path 5 Para Intro Path Exotics 6 Para Intro Path 7 Forelimb Misc 8 Path Path Epidemiology 9 Urino-Respiratory Equine 10 Para - Equ ID - Equine Path Epidemiology 11 Cardiovascular Dog / Cat 12 ID - Dog/Cat Para - Dog Epidemiology Research Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Revision Exams 13 Hindlimb Cattle 14 Path Path Para - Cattle Epidemiology 15 CNS Poultry 16 ID - Pharmacology Para - Poultry Epidemiology 17 GI Pigs 18 Path Path Public Health 19 Head Sheep 20 Path Path Para - Sheep Public Health 21 Endo / Repro Behaviour 22 Path Path Welfare Research Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Synopsis Revision Exams 14 of 50

15 Year Three Week 1 Path intro ID - Ruminants 2 ID - Ruminants General MOD 3 ID - Pigs 4 ID - Poultry Public Health Exotics Path - Musc Behaviour 8 Para Intro Path - Musc Behaviour 9 Path Urinary Path Urinary Para - Equ Ortho 10 Path Resp Path Resp Para - Equ 11 Public Health Path - CV Para - Dog Urino-resp 12 Path - CV Para - Dog Research Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Revision Exams 13 Path - Skin Path - Skin Para - Cattle CV 14 Para - Cattle Para - Cattle 15 Path - CNS Path - CNS Para - Sheep Dermatology 16 Public Health Para - Sheep 17 Path - GI Path - GI Neuro 18 Path - Acc Path - Acc Public Health 19 Dentistry Dentistry GI 20 Path - Eye Public Health Para - Pigs 21 Path - Repro Para - Poult Repro 22 Path - Endo Public Health Research Skills, Professional Skills, Clinical Skills, Scenarios, Consolidation Holidays / EMS Synopsis Revision Exams 15 of 50

16 Key NSF AH DP MOD EPHW Core 1 & Core 2 Core 3 Normal structure & function Animal Husbandry Disease processes Management of disease Epidemiology, Public Health & Welfare Directed learning Self-directed learning Based on a 30 hour week Each column = 10 hours Core 1, Core 2 and Core 3 = mode of learning Years 4 and 5 (based on dates) Week Beginning 4 th Year 5 th Year 07 September 2015 VAC/EMS VAC/EMS 14 September 2015 VAC/EMS VAC/EMS 21 September 2015 MOD CR3 28 September 2015 MOD CR3 05 October 2015 MOD CR3 12 October 2015 MOD CR3 19 October 2015 MOD CR3 26 October 2015 MOD CR3 02 November 2015 MOD CR4 09 November 2015 MOD CR4 16 November 2015 MOD CR4 23 November 2015 MOD CR4 30 November 2015 MOD CR4 07 December 2015 MOD CR4 14 December 2015 VAC/EMS VAC/EMS/Repeat Rotation 21 December 2015 VAC/EMS VAC/EMS 28 December 2015 VAC/EMS VAC/EMS 04 January 2016 MOD CR5 11 January 2016 MOD CR5 18 January 2016 MOD CR5 25 January 2016 MOD CR5 01 February 2016 MOD CR5 08 February 2016 MOD CR5 15 February 2016 Revision CR6 22 February 2016 Revision CR6 29 February 2016 Exams CR6 07 March 2016 VAC/EMS CR6 14 March 2016 VAC/EMS CR6 21 March 2016* BH Friday VAC/EMS CR6 28 March 2016* VAC/EMS VAC/EMS/Repeat Rotation 04 April 2016 CR1 VAC/EMS/Repeat Rotation 16 of 50

17 11 April 2016 CR1 VAC/EMS 18 April 2016 CR1 Revision 25 April 2016 CR1 Revision 02 May 2016* CR1 Revision 09 May 2016 CR1 Final written exam 16 May 2016 Professional Responsibilities Week Final practical (OSCEs) 23 May 2016 VAC/EMS Elective 30 May 2016* VAC/EMS Elective 06 June 2016 VAC/EMS Elective 13 June 2016 CR2 20 June 2016 CR2 Examination Board Meeting 27 June 2016 CR2 04 July 2016 CR2 11 July 2016 CR2 18 July 2016 CR2 Graduation 25 July 2016 VAC/EMS/Repeat Rotation 01 August 2016 VAC/EMS/Repeat Rotation 08 August 2016 VAC/EMS 15 August 2016 Resit Exams/VAC/EMS Resit Exams 22 August 2016 VAC/EMS 29 August 2016* VAC/EMS Key MOD CR EMS Elective Management of disease Clinical rotation weeks Extra-mural studies Student-selected component 17 of 50

18 3 3. Industrial placement/work placement/year abroad: Programme Specification: Non-Modular UG EXTRA-MURAL STUDY Students are required to complete, outside the dates of required attendance, the minimum periods of practical extra-mural study prescribed by the RCVS, and in BVSc Regulations, as follows: Husbandry of farm and companion animals: Students are required to complete 12 weeks as prescribed by the PCEMS Director. Clinical-related & research-related work: minimum requirement 26 weeks (of which up to 6 may be research-related). Public health-related work: Two weeks between 3 rd year and 5 th year inclusive (included in 26 weeks of clinicalrelated work). It is the responsibility of each student to ensure that the requisite number of weeks of EMS is certificated prior to the confirmation of the award of the BVSc. The number of weeks stated is the minimum requirement laid down by the RCVS. A week is regarded as being 5 working days, or the normal working week of the placement Liaison between the Level 2 Schools/Institutes involved: Liaison between the School of Veterinary Science and the Institute of Infection and Global Health, the Institute of Ageing and Chronic Disease, the Institute of Integrative Biology, the Institute of Translational Medicine and the School of Life Sciences will be initiated by the Head of School with the relevant Heads of Schools or Institutes involved. This may subsequently be delegated to the Heads of the Departments where teaching staff are located. PART E: LEARNING, TEACHING AND ASSESSMENT STRATEGIES 3 5. Learning, Teaching and Assessment Strategies: Learning, Teaching and Assessment Strategies: Upon successful completion of the five-year D100 programme, a veterinary degree (Bachelor of Veterinary Science BVSc) is awarded, and graduates can then be admitted to the RCVS Register. The School of Veterinary Science aims to deliver a curriculum that provides at least the essential competences (including knowledge, understanding, skills and attitudes) as prescribed by the RCVS and EAEVE. In the absence of a defined national curriculum, we recognise the importance of the Subject Benchmark Statement for Veterinary Science produced by QAA. The BVSc curriculum prepares our veterinary graduates for practice in a variety of areas. As the majority of them will enter first opinion practice (at least initially), our teaching and assessment is focused on the achievement of the RCVS Day One competences expected of a new veterinary graduate. However, our curriculum also aims for what we have labelled Day One plus in specific areas of expertise, where the students are encouraged to see and evaluate cases at a higher level in our referral hospitals. This facility to push the boundaries of the students knowledge also encourages the development of critical analytical skills and the use of evidence based medicine, both of which are essential competences for lifelong and independent learning. The central tenet of the veterinary curriculum is the development of lifelong learning for students and veterinary surgeons so they can use the latest veterinary concepts and techniques to improve the lives of the animals in their care. Students are taught to use evidence to find solutions so that, when they encounter an unfamiliar situation, they have the knowledge and skills to make decisions about the best way to proceed. The School of Veterinary Science s learning, teaching and assessment strategies have been informed by, and are consistent with, the University s Policy on Academic Quality and Enhancement in Learning and Teaching. The School is also fully committed to the 18 of 50

19 University s policies on disability and equality. The School views teaching as a skill that has equal prestige with research. The School sits within a research-led University and, as such, aims for excellence in its scholarship where teaching is informed by its research activities, including research into teaching. The two main strategies that underpin the BVSc curriculum are a) inclusion of appropriate clinical material from year 1 b) application of integrated learning throughout the course The achievement of (a) increases motivation and interest among students in earlier years, as well as helping with their inauguration into the community of practice in the School s hospitals and practices, while an integrated approach to assessment helps to reinforce (b). Coordination of teaching Veterinary Science at Liverpool comprises Veterinary Education plus five Research Institutes, all of which contribute to teaching. The co-ordination of teaching involves: Programme Director Year Leads responsible for horizontal integration of themes within years Subject leads responsible for specific subjects throughout the 5-year course, and their vertical integration throughout years. One member of staff is responsible for each subject, with the exception of MOD, where there are separate leads for equine studies, farm animal studies, and small animal studies. Peer observation of teaching is carried out on a regular basis, with each member of teaching staff being observed at least once every two years. 3 5 a. Learning, Teaching and Assessment methods: Learning and Teaching Methods The 10 major learning outcomes, supported by associated specific learning outcomes, are delivered via 7 themes that run throughout all 5 years of the programme. The curriculum is based on a spiral model, where there is vertical and horizontal integration between themes, and this integration is promoted by an integrated assessment strategy. The programme is delivered through a mixture of learning and teaching methods including: lectures (face-to-face and on-line) used to deliver essential knowledge small group seminars used to provide the opportunity for in-depth discussion about a topic practicals, including animal handling, dissection classes, clinical skills development and post mortems group-work: case or scenario-based learning, used to promote integration between subjects self-directed learning, often in preparation for seminars clinical rotations and electives experiential learning, including role-play scenarios used for communication skills teaching research projects The main bulk of the teaching week is devoted to lecture, seminar and practical sessions, with appropriate integration between themes. There is dedicated time allocated in each week where all themes covered in the week are brought together via group activities. These may be case-based, scenario-based, or involve group work to develop new strategies or protocols. Many of the in-course assessment tasks are linked to this integrated work. Occasional teaching External veterinary (or other professionals) are involved in teaching students on an occasional basis. 19 of 50

20 Examples: (i) Outsourcing of ophthalmology, behaviour medicine, and wildlife/exotics teaching for MOD in years 4 and 5; this includes the lecture courses and provision of small animal clinical rotations for each subject, and the subject matter is taught by honorary lecturers. For ophthalmology rotations, students visit a local veterinary ophthalmology referral practice is used; for wildlife/exotics rotations, students visit a wildlife hospital and have exotics tuition; for behaviour medicine, the visiting lecturer The practice has been providing ophthalmology services for SATH since 2009 and has also welcomed students for Extra Mural Study placements. (ii) Visiting speakers, such as colleagues from Chester Zoo or Government Veterinary Surgeons, who give talks on alternative areas of practice. (iii) Visiting specialists are employed to cover areas where the School does not have inhouse expertise, such as pig medicine, exotics medicine and veterinary dentistry. Clinical rotations At the start of Year 4, a buddy system is run to prepare students for clinical rotation teaching. Each 4 th year student is paired with a 5 th year student, and spends time at the start and end of the day with their buddy, in order to see how rotations work and what the student s responsibilities are in terms of patient care. This provides a useful orientation opportunity for the new 4 th year students. Clinical rotations are run over 36 weeks, with 12 weeks undertaken in Year 4, and 24 weeks in Year 5. Each week is assessed as a stand-alone clinical training assessment, with its own discrete learning outcomes. Assessment is carried out by all staff involved in supervising the students. Each student will do each rotation week once, and must pass all 36 individual weeks. Attendance is full-time and monitored. Students have responsibility for patient care, participate in treatment, present cases at ward rounds, communicate with clients at initial presentation, prepare discharge instructions, and for some weeks, prepare a presentation on a particular topic. A dedicated out of hours rotation week is scheduled for both equine and small animal hospitals, during which student groups are involved with emergency admissions and out of hours patient care. However, there are also out of hours duties attached to many other rotation weeks, A key component of the rotation weeks is the opportunity to see first opinion cases, as well as referral cases, with 1 week spent in each of the divisional first opinion practices in equine, small animal and farm animal. Group size for rotations is 4-6 students. Opportunity to study abroad As part of the Erasmus student exchange scheme, the School has agreements with several veterinary schools in the rest of Europe to send students to experience part of the clinical teaching course in other countries. Currently, we have agreements with schools in Finland, France and Switzerland. We have sent students to all of our partners, from both 4 th and 5 th years, and have reciprocal visiting students who slot into our clinical rotation groups for part of the course. Elective (student-selected) teaching A block of three weeks at the end of final year allows students to select an area for in-depth study, either clinical or research-based. This allows students to explore an area of practice in which they are interested, to help them to make decisions about future career plans. Assessment methods Assessment is by means of formative (end of semester one) and summative (end of year) written and practical examinations. Summative assessment is carried out at the end of each year via written and practical examinations, with formative assessments held at the end of the first semester in years 1-3, and at appropriate points in the year in years 4 and 5. The role of formative assessment is to give students feedback on their performance, and to highlight areas of weakness, so that these can be strengthened prior to the summative assessments. The formative assessments do not contribute any marks to the final assessment 20 of 50

21 mark. Summative assessments are synoptic examinations, designed to integrate knowledge across themes within and between years. Written examinations will comprise the following question types: Multiple Choice Question (MCQ) to test basic and essential knowledge Short Answer Questions (SAQ) to test understanding of key concepts Essays to test synthesis of key themes Problem analysis to replicate team-based learning Open Book examinations to test application of knowledge Extended Matching Item (EMI) questions to test reasoning Practical examinations will comprise the following question types: Specimen identification to test essential knowledge Practical skills assessment to test development of Day One skills Objective structured clinical examination (OSCE) to test acquisition of clinical skills Objective structured practical examination (OSPE) to test acquisition of practical skills Coursework will comprise the following: Case-based learning to promote integration of knowledge Journal clubs to develop critical appraisal skills Communication skills tasks to develop communication in a variety of circumstances Professional skills tasks to develop key skills such as ethical decision-making Self and peer review of group learning sessions to develop reflective skills Group project work and/or presentations to develop team-working skills Reports to develop scientific writing skills Research project work to develop research skills Clinical case report to develop an evidence-based medicine approach In-course practical assessment to develop clinical skills in a real-life setting 3 6. Assessment information for students: An overview of the assessment timetable Year Semester One (formative) One Written paper (3 x 1 hour) Practical paper (2 x 0.5 hours) Two Written paper (3 x 1 hour) Practical paper (2 x 0.5 hour) Three Written paper (3 x 1 hour) Practical paper (2 Semester Two (summative) Written papers (2 x 2 hours and 1 x 3 hour) Practical papers (1 x 100 min (SPOT) and 1 x 30 min (OSPE) Written papers (3 x 2 hours) Practical papers (2 x 1 hour) Written papers (3 x 2 hours) Practical papers (2 Continuous Assessment Specified tasks submitted for summative assessment Specified tasks submitted for summative assessment Research project (literature review) Specified tasks submitted for summative Progression Pass all components Complete continuous assessment tasks Exit award CertHE Pass all components Complete continuous assessment tasks including literature review and enterprise report Exit award DipHE Pass all components Complete 21 of 50

22 x 0.5 hour) x 1 hour) assessment Research project Four Written paper (1 x 2 hours) Practical paper (1 x 2 hours) Five Written paper (1 x 2 hours) Practical paper (1 x 2 hours) Written papers (3 x 2 hours) Practical papers (3 x 1 hours) Written papers (3 x 2 hours) Practical papers (3 x 1 hours) Specified tasks submitted for summative assessment Referral letter Specified tasks submitted for summative assessment Elective assessment continuous assessment tasks & research project Exit award BSc (Hons) Pass all components Complete continuous assessment tasks & referral letter Exit award BSc (Hons) Pass all components Complete continuous assessment tasks & elective Complete EMS Exit award BVSc Pass mark for each component All examinations will be standard-set to derive a pass mark, using an approved, validated method suitable for the examination format. OSCEs will be standard-set, using either a borderline group method, borderline regression method, or an Angoff method, depending on numbers of candidates. Course work will be assessed on a pass/fail basis against specific assessment criteria, which will be published in advance of the coursework submission date. The assessment criteria will be directly linked to the learning outcomes relevant to the subject being assessed. Re-sit arrangements Students failing any summative examination have a re-sit opportunity in August/September. Re-sit examinations are capped at the adjusted pass mark no matter what the actual mark achieved is (unless there were mitigating circumstances and students have been permitted to re-sit the examination as a first attempt ). Students failing any piece of coursework will be given a resubmission date in advance of the start of the subsequent year of the course. They will be allowed one resubmission attempt. Students who fail re-sit examinations, or do not pass coursework assessments, are not normally permitted to proceed into the next year of studies. The Board of Examiners may require the student to terminate their studies but normally the student is permitted to repeat the year of studies. The Board decides whether this should be with or without attendance. Students who have previously repeated a year of studies (other than under mitigating circumstances) are not normally permitted to repeat a further year and are usually required to terminate their studies. Fourth and final year BVSc students can re-sit up to two failed clinical rotations during each block of 12 rotations, in specified re-sit weeks. Further failed or incomplete rotations, electives or CEMS may have to be completed in the summer prior to the August exams. Marking descriptors Clear assessment criteria will be provided for all tasks 22 of 50

23 Progression requirements Students will be required to pass all the summative examinations and in-course assessments in order to progress to the next year of study. Compensation will not be permitted, i.e. each assessment is mandatory and must be passed to allow progression. Students will not be permitted to progress into the next year of studies carrying failed assessments. Full details of the University s progression requirements can be found in Ordinance 37 (A & B) and the associated School regulations, published in the Programme Ordinance: 0,Bachelor,of,Veterinary,Science.pdf Criteria for award of BVSc Requirement for the Award of the Degree of BVSc A pass in all parts of the Final BVSc Examination and satisfactory completion of all other requirements Requirement for the Award of the Degree of BVSc with Commendation or Distinction Available to students who have not repeated a year of study (except where this is permitted for medical or other personal reasons), calculated as follows: Overall Mark Commendation: 65-74% Distinction: % Calculation of Marks Average mark for Year 1 + average mark for Year 2 + average mark for Year 3 + average mark for Year 4 + mark for Small Animal Studies + mark for Farm Animal Studies + mark for Equine Studies = Raw overall mark Raw overall mark/7 = Overall Mark (rounded to nearest whole number) Criteria for award of alternative qualification Requirement for the Award of Certificate in Higher Education (CertHE) A pass in all first year summative assessments and satisfactory completion of required incourse assessments. Requirement for the Award of Diploma in Higher Education (DipHE) A pass in all second year summative assessments and satisfactory completion of required incourse assessments. Requirement for the Award of BSc (Hons) Animal Science A pass in all third year summative assessments and satisfactory completion of required incourse assessments, including research project. Degree classification is calculated according to University regulations. The Board of Examiners and the External Examiner The constitution and terms of reference for the School of Veterinary Science Board of Examiners are available on the School s page on VITAL: se&course_id=_207344_1&handle=cp_announcements&mode=cpview External Examiners are responsible for ensuring that awards made by the University of Liverpool are of a comparable standard with those of similar subjects and awards of other Higher Education Institutions in the United Kingdom, as stated in the Code of Practice on External Examining, available at: 23 of 50

24 The role of the external examiners is to monitor standards to ensure that our assessments are fair, rigorous, appropriate and consistent. External examiners give advice on programme content, balance and structure, on award schemes and on assessment processes. They approve assessments before they are set, and have access to marks, scripts and other appropriate information and data. External examiners are not primarily concerned with the assessment of individual students, but may be asked to arbitrate on problem cases. They do not participate in assessments, unless they assess all the students within a cohort. External examiners are appointed annually for a maximum four years. A new system of appointing examiners at different levels was introduced in This identifies external examiners as being associated with subjects, the programme or the final award. A report summarising the external examiner s findings and recommendations is submitted to the School, and a response is then composed to address any concerns. External examiner reports are discussed at subsequent meetings of the BVSc Board Student representation and feedback: Student representation: The BVSc Programme is reviewed and governed by the School of Veterinary Science Board of Studies, the School Academic Quality Standards Committee, and the Student Experience Committee. There are student representatives on these committees as follows: School Board of Studies one UG student representative. It is not feasible to invite a PGT representative to sit on the School Board of Studies, as the School s PGT programmes are currently all delivered online. Staff-Student Liaison Committee- one representative from each of years 1-5, plus Faculty Student Voice Co-ordinator and the President of the Liverpool University Veterinary Society (LUVS). 24 of 50

25 Appropriate student representatives are also appointed to working parties and subcommittees that review specific parts of the course, e.g. clinical training, extra-mural studies, e-learning and assessment etc. Student appraisal of teaching: The School makes use of student feedback for evaluation of courses as well as teaching quality. The School-wide course appraisal scheme is being further developed, using a template for a consistent method of evaluation of specific parts of courses each year, thus seeking and considering student feedback on a regular cycle. Focus groups are used to gather feedback from students on clinical rotation, and it is intended to widen the use of focus groups to gather feedback on other parts of the course. The coordinators of each subject are responsible for addressing any concerns that are raised, and reporting their response to the BVSc Board and School Board of Studies to ensure that comments are noted and followed up as appropriate. Students are encouraged to proactively raise issues about any course informally with the course providers as soon as possible. If they do not receive a satisfactory response, they may take their concerns to the BVSc Programme Director for more formal action. Students are able to contact the Extra Mural Studies offices for support and advice while on external placements. Feedback to students: Students are provided with practice questions of the style to be used in the relevant subject examinations, including questions on practical material where relevant. Questions and answers are discussed with the class and/or presented on VITAL. Formative assessments and feedback occur in years 1-5 in different formats. Following any examination, unsuccessful candidates are invited to discuss their progress with the Year Lead to get advice on how to improve their performance in examinations. Invitations are issued within three days of the marks being published. Students are entitled to one-toone feedback on their papers, although students may not question academic judgement and are not normally allowed to retain their scripts. Students are also encouraged to reflect on their academic progress and to discuss this with their academic advisors on a regular basis. Academic advisors will help students to access academic support as appropriate (e.g. within the school, ilearn [ the counselling service or the Centre for Lifelong Learning). A cause for concern system has been developed to provide support to students who are struggling either personally or academically. This picks up students who are not attending practical sessions, who have received poor feedback, or who have failed examinations. Interviews are held with a Student Support Panel to try to identify the problem and provide support or refer to specialist sources of help. Interviews are also arranged for students experiencing difficulties with their clinical rotations or elective. Informal interviews are available on request throughout the year for all students. Following clinical rotations (years 4 and 5), students performance is assessed and feedback forms are provided on a weekly basis. One to one feedback from rotation staff is available. EMS providers are also encouraged to provide written feedback on the EMS forms. These are returned to students, who are encouraged to reflect on the comments and discuss these with their academic advisors as part of the PDP process. Second and Fourth year students are expected to prepare a reflective summary of EMS for peer-review and feedback in a group PDP session, which is facilitated by academic advisors. PART F: STATUS OF PROFESSIONAL, STATUTORY OR REGULATORY BODY ACCREDITATION 25 of 50