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