Study Programmes 2015-2016
| VETE2087-1 | ||||||||
Transversal skills (decision making and relational), 5 wk.
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Duration :
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| Veterinary management of animal resources : 17,5h PCL Module Pharmacotherapeutic decision making : 35h PCL Veterinary care communication module : 17,5h PCL |
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Number of credits :
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Lecturer :
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| Veterinary management of animal resources : Nicolas Antoine-Moussiaux, Jean-François Cabaraux, Johann Detilleux, Isabelle Dufrasne, Marc Vandenheede
Module Pharmacotherapeutic decision making : Pascal Gustin Veterinary care communication module : Catherine Delguste |
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Coordinator :
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| Pascal Gustin | ||||||||
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Language(s) of instruction :
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| French language | ||||||||
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Organisation and examination :
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| All year long, with partial in January | ||||||||
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Units courses prerequisite and corequisite :
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| Prerequisite or corequisite units are presented within each program | ||||||||
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Course contents :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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Module Pharmacotherapeutic decision making
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| The great number of professional situations, very different in appearance, can be grouped into families that share a similar decision-making approach. The learning objective is thus simplified and based on the acquisition of a general approach applied to each family.
If this approach clarifies the objectives, it does not solve the problem of integrating knowledge and techniques that have become bloated in the process of decision making. The families are qualified as "complex" not in the sense of the difficulty of the medical case to be resolved but because the number of parameters to be integrated to make an decision, medical but also economic, legal, societal, psychological, ethical ... In most cases, the veterinarian is called to make quick decisions. This has several consequences which affect, in practice, the decision process. The objective of this module is to train the students to this process. Each of us with our level of knowledge and skills, must make decisions. Students are expected to be able to respond quickly and implement to make a quick decision, never forgetting that these decisions can always be improved. They are taken by mobilizing internal resources (knowledge, skills and attitudes) in the context of a complex situation. The basic rule is to never take irreversible decisions, dangerous and overly expensive. We must immediately raise the question of risk (animal health, public health, economic, legal liability ...). Whatever the decision, it is essential to communicate it to the stakeholders. After this first decision and risk analysis, students are encouraged to clarify their doubts which may lead to reconsider the original decision. The higher the risk is high and doubt, the more the decision maker should seek to improve its decision on the basis of new information by following the process proposed by the Evidence Basedb Medicine. EBM, refers to conscious and explicit use of the best scientific evidence and information to make a decision. During this process, the veterinarian combines the best personal experience with evidences found in the literature. Students must possess the skills required to get complete information and knowledge to optimize an initial medical decision, knowing that the the time to make it is limited. Students must not waste time to find not essential information to make à good decision, and conversely, must not miss out crucial information that will make the difference between good and poorer medical decision. The decision maker is better informed about certain aspects of the problem and it should eventually modify its original decision. This new decision is not yet perfect, but given the realities, it is currently acceptable. Concepts Competency framework: which format for which target. Vandeweerd JM., Cambier C., Romainville M., Perrenoud P., Desbrosse F., Dugdale A., Gustin P. J. Vet. Med. Education. in press. Understanding veterinary practitioners' decision-making process: implications for veterinary medical education. Vandeweerd JM., Vandeweerd S., Gustin C., Keesemaecker G., Cambier C., Clegg P., Saegerman C., Reda A., Perrenoud P., Gustin P. J Vet Med Education. 39, 142-151, 2012. |
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Veterinary care communication module
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| Communication is a key skill in the professional life of a vet. It has a significant impact on the quality of the informations shared, of the interpersonal relationship, and finally on the outcome of the cases. This psycho-social aspect of the profession is inseparable from its technico-scientifical aspect, and both of them are required for a good practice.
This week is based on simulation and role playing, along with discussions in small groups. |
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Learning outcomes of the course :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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| later | ||||||||
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Module Pharmacotherapeutic decision making
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| The first objective of the module is to train the students to integrate their knowledge and knowhow gained in the first four years of their cursus. A reflexive and methodical process will help the students to prepare themselves to perform better therapeutical decision making process
The second objective is to train the students to use the Evidence Based Medecine (EBM) approach in the context of clinical and non clinical decison making. The learners should be able to
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Veterinary care communication module
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| This activity aims to develop the 5th competence defined by the Faculty, by a progressive and active mobilisation of the communication skills of the students. They will be aware of the main components of an efficient professional communication, and develop a reflexive and critical attitude towards their own communication channels, in order to be able to further develop their communication skills by themselves. | ||||||||
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Prerequisite knowledge and skills :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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| later | ||||||||
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Module Pharmacotherapeutic decision making
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| All disciplines taught during the first four years of the curriculum must be integrated into decision-making. Specific tools such as literature review, evidence-based medicine and English are essential to this process. | ||||||||
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Veterinary care communication module
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| None | ||||||||
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Planned learning activities and teaching methods :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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| later | ||||||||
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Module Pharmacotherapeutic decision making
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| Each week, each group must make a decision following the process described above regarding one situation. The exercise will be repeated 1 time. The first day, the group must make a quick decision to explain it to to the stakeholders. Then the group will conduct self-criticism and self-assessment under the control of supervisors who assist the students in the process of decision making. At the end of the process leading to the verification of the first decision , students will probably have to change substantially some elements of the initial decision. It is not yet perfect, but given the realities, it is currently acceptable | ||||||||
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Veterinary care communication module
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| This week is based on role playing and discussions in small groups, some of them videorecorded. Some activities are performed in collaboration with the « service de Psychologie sociale des Groupes et des Organisations » (PSGO). | ||||||||
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Mode of delivery (face-to-face ; distance-learning) :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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| later | ||||||||
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Module Pharmacotherapeutic decision making
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| The learning method is based on the PBL technique but whose objectives and process are suitable for decision making in complex situations. Detailed information is provided to students early in the first week. Each group will have to manage 3 situations (a situation / week) and will discuss with an owner during the week. Every Friday, each group presents its decisions to the expert panel in the presence of three sother groups will then have the task of providing a brief report to amend the decision taking into account a contextual change or to instruct a major question not covered by the group in charge of the issue. | ||||||||
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Veterinary care communication module
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| Face-to-face | ||||||||
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Recommended or required readings :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Module Pharmacotherapeutic decision making
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| Lecture conseillée
Guide pratique de médecine factuelle vétérinaire : De la preuve scientifique à la décision clinique
mandatory Teaching commitments distributed to students early in the first session and family of situations (E Campus). |
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Veterinary care communication module
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| Handbook of veterinary communication skills (2010) C Gray & J Moffett, Wiley-Blackwell.
Calgary-Cambridge Guide to communication : Process skills : < http://www.skillscascade.com > ou < http://www.med.ucalgary.ca/education/learningresources >. |
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Assessment methods and criteria :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit.
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Veterinary management of animal resources
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Module Pharmacotherapeutic decision making
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| Written examination.
An exemption from the examination can be obtained based on the realization and
success (note> 9) of group work during the academic year. The score for this work is individual.
The score for this work is individual. If a student / group score is < 10 / 20, each student must present an examination during the first session and, if necessary, during the second session. The module is compulsory. If the absence is not justified, there will be a sanction and the grade will be changed accordingly. Students should be in time at the course. A delay of more than 15 minutes will be considered as an absence. All documents that justify the absence should be submitted to the department the day that follows the absence. In case of unjustified absence at the presentation on Friday, the student's score will be zero. The final grade will be calculated as a mean of the 2 grades obtained each week. |
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Veterinary care communication module
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| Evaluation will be based on the personal involvement of the students in the activities, and on their reflexivity in the discussions. | ||||||||
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Work placement(s) :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Organizational remarks :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Module Pharmacotherapeutic decision making
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| The presence of students is required every day for 2 weeks of training to benefit from the guidance of teachers who have to oversee the process of decision making, to help students in the use of specific tools as EBM, literature review. | ||||||||
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Veterinary care communication module
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| From 9 to 12 am every morning, in rooms 1 and 2 of the library | ||||||||
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Contacts :
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| Voir les engagements des divers composants de l'unité d'enseignement/see the components of the unit. | ||||||||
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Veterinary management of animal resources
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| J. Detilleux: jdetilleux@ulg.ac.be | ||||||||
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Module Pharmacotherapeutic decision making
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| Pr P GUSTIN | ||||||||
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Veterinary care communication module
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| Catherine Delguste
cdelguste@ulg.ac.be 04/3664140 Vinciane Toppets vtoppets@ulg.ac.be Monica Bourlet (PSGO) monica.bourlet@ulg.ac.be |
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