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Experiential Learning for
Veterinary Students:Using Community-Based Partnerships for
Mutual Benefit
Dr. Larissa A. Minicucci
University of Minnesota
College of Veterinary Medicine
Objectives
• Define experiential learning and service-
learning and associated goals
• Overview of two community-based initiatives
– Chronic Wasting Disease and Bovine
Tuberculosis Surveillance
– SIRVS and VeTouch
• Opportunities, Feasibility, and Challenges
Experiential Learning
• Experiential Learning
– A broad spectrum of educational experiences,
such as community service, fieldwork, sensitivity
training groups, workshops, internships,
cooperative education involving work in business
or industry, and student participation in faculty
research. (McKeachie, 2002)
Experiential Learning Considerations• To what degree is the learning transferrable to
other times and places?
• Evaluate transferable outcomes from the
experience against outcomes and costs from other
educational activities
• Goals are typically cognitive and motivational
– Abstract concepts applied to real-life situations
– Experiences link learning, thinking, and doing
– Increase motivation to be of service to others
• Balance between student independence and
teacher control
McKeachie, William. McKeachie’s Teaching
Tips, 11th ed. 2002.
Service-Learning• “Service-learning is a structured learning
experience that combines community service with
preparation and reflection. Students engaged in
service-learning provide community service in
response to community-identified concerns and
learn about the context in which service
is provided, the connection between
their service and their academic
coursework, and their roles as
citizens.” (Seifer, 1998)
http://depts.washington.edu/ccph/servicelearningres.html
Service-Learning Considerations
• Must achieve a balance between service
and learning
• Emphasis on community needs
• Integral involvement of community partners
• Reciprocal learning
• We all learn from each other
• Focus on development of citizenship and
social skills
http://depts.washington.edu/ccph/servicelearningres.html
Minnesota Department of Natural
Resources (DNR) Partnership
• Disease emergence in Minnesota
– Chronic Wasting Disease in 2002
– Bovine Tuberculosis in 2005
• Surveillance program initiated
for disease management and
prevention
• Contract to hire and train
veterinary students
Veterinary Student Involvement in
Surveillance• Staff deer check stations with DNR staff
• Communicate with hunters about disease
risks and participation in surveillance
• Collect lymph nodes and data
• Mandatory training
– Disease information and
sample methodology
– Wet lab training
Partnership Goals
• College of Veterinary
Medicine student
learning
– Anatomy review
– Surveillance
fundamentals
– Disease knowledge
– Client and public
communication and
interaction
• Department of Natural
Resources project
completion
– Additional manpower
– Expertise
– Neutral party
– Need to collect a large
number of samples
Project Successes – Samples Collected
• Bovine tuberculosis surveillance
2005-2012: 10,667 samples
• Chronic Wasting Disease surveillance
2002-2013: 44,590 samples
• Veterinary students were
integral in ability to collect
the necessary samples
Data courtesy of Lou Cornicelli, PhD –
MN Department of Natural Resources
Project Successes – Student
Involvement
Year Number of Students Salary Paid to Students
2007 39 $17,333
2008 63 $22,395
2009 81 $41,420
2010 50 $20,464
2011 102 $40,337
2012 57 $23,906
2013 22 $10,895
TOTAL 414 $176,750
Data courtesy of Brenda Schmitz,
UMN CVM
Partnership Outcomes
• TB free status for Minnesota as of 2011
• Disease management and awareness for
wild and domestic populations
• Application of technical skills
• Client communication with real clients
• Shared learning
– Biologists
– Enforcement
– Students
– Public
Student Community Outreach Initiatives
• Student Initiative for Reservation Veterinary
Services (SIRVS)
– “Training future veterinarians by serving communities in
need”
– Partnership with Native American communities to
provide veterinary services
Student Community Outreach Initiatives
• Veterinary Treatment Outreach for Urban
Community Health (VeTouch)
– To provide basic veterinary medical care to the pets of
low-income and no-income residents of the Twin Cities
and to promote urban community health and enhance
the welfare of people and animals in Minnesota.
– Wellness clinics offered on the first Sunday of the month
at community church
Organization and Management• Campus Life Programs
– Activities, operations, and decision making processes are directly governed by University departments
• Non-profit and tax exempt status
• Liability covered by University
• Purchases , payments, and accounts utilize University infrastructure
– Designated faculty advisor
• Student Leadership– Essential for group operations and management
– Multiple board members and committee chairs
• Veterinary volunteers (faculty and community)
• Funding
– Grants, donations, dues, and fundraising
Partnership Goals
• College of Veterinary
Medicine student learning
– Client communication
– Client/peer education
– Cultural competence
– Community service
– Technical Skills
• Physical exam
• Surgical skills
• Diagnostic skills
– Clinic/Project management
• Community Partners
– Community health
– Animal Health
Education
– Dog bite prevention
– Population health
– Veterinary awareness
– Accessible, reliable,
and affordable
veterinary care
SIRVS Impacts
• Deliver four clinics per year (since 2010)
– 2 wellness, 2 surgery
– White Earth, Leech Lake, and Lower Sioux
• Student Participation
– 25-30 students per clinic, all class years eligible
• 2013 clinic data
– Over 450 animals seen (physical exams)
– Over 70 surgeries performed
– Over $50,000 services provided
Exams 434
Clients 226
Rabies Vaccines 211
Feline/Canine
Distemper Vaccines
374
Heartworm Tests 98
Dewormed 138
Flea & Tick Treatments 155
2012 VeTouch Impacts
Exams since 2008: 1077
Student Outcomes
• Opportunity to volunteer and give back to our community
• Education
o Application, application, application
o Work with practicing DVMs and CVTs
• Experience
o Again, application and practice skills
o Work with real patients and clients
• Challenge
o Flexibility
o Decision making
o Teamwork
Community Outcomes
• Reliable partnership
• Access to veterinary care
• Decreasing percentage of
animals that have never seen a
veterinarian or been vaccinated
• Increased vaccination rates
• Career awareness for students in community
Opportunities and Challenges
• Low costs, Large efforts
• Communications
• Optional experiences
• Locations
• Student group
• Clinical competency evaluation
• Motivated professional
students and community
partners
• Mutual benefit
Acknowledgements
• Minnesota DNR
– Lou Cornicelli
– Michelle Carstensen
– Erika Butler
• Native American
Communities
– Sheila Lafriniere
– Richard Jackson
– Rory Haaland
– Jessica Lamblez
• Hennepin Avenue
United Methodist Church
• University of Minnesota
– Brenda Schmitz
– Ron Joki
– Leslie Sharkey
– Vicki Wilke
• Globe University
• Student Leadership
• Veterinary Volunteers
• Corporate Partners
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