Curriculum Redesign in Veterinary Medicine: Part I.

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Curriculum Redesign in Veterinary Medicine: Part II.

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

The use of harvested white-tailed deer (Odocoileus virginianus) and geographic information system (GIS) methods to characterize distribution and locate spatial clusters of Borrelia burgdorferi and its vector Ixodes scapularis in Indiana.

Ixodes scapularis (Say) is the vector for Borrelia burgdorferi (Bb) the causative agent of Lyme disease (LD). The increased number and presence of ticks in the environment pose a significant health risk to people and many domestic animals including dogs, cats, and horses. This study characterized the distribution and expansion of I. scapularis and Bb and identified areas of increased risk of LD transmission in Indiana using geographical information systems (GIS) and spatial analysis. A cross-sectional sampling was performed for 3 consecutive years (2005-2007). A total of 3,412 harvested white-tailed deer (Odocoileus virginianus) were searched for ticks at Department of Natural Resources manned deer check-in stations. Hunters were asked for verbal permission to search the deer and to indicate on a road atlas where the deer was killed. All deer points were digitized into a GIS database. Identification of clustering in space and time for these organisms was performed using geostatistical software. Multiple spatial clusters of I. scapularis-infested deer were identified in western Indiana. B. burgdorferi was isolated from tick pools in 11 counties. In addition to the I. scapularis clusters, one spatial cluster of Bb-infected ticks was identified. Our current survey results and cluster analysis indicate that the western geographic regions of Indiana should be considered by the healthcare community to be at increased risk of LD compared with the rest of Indiana.