Knowledge Exchange Session Schedule

The Use of ChatGPT to grade SOAP assignments (Peggy Root)
Step1 = explanation of exactly how a generative AI tool works. Step 2 = interactive discussion during which participants will be asked to brainstorm about what should go in the prompt provided to the artificial intelligence (AI) tool. Step 3 = results of a study done at the CVM comparing use of ChatGPT to a human grader

Building Skills with Confidence: Feedback and ‘Feedforward’ ...What's missing? (Abby Brown)
Effective learning requires a safe environment where students and instructors embrace mistakes and feedback as part of skill development. Kolb’s Cycle guides student learning through preparation, practice, and refinement. Labs emphasize skill performance, student self assessment, instructor feedback/’feedforward’ and supervised practice. Students’ skill progression is assessed using low stakes ‘check-ins’ based on a competency scale. Improvements in skill performance and student self assessment leads to continuous improvement fostering students confidence and competence over time.

Teaching Spectrum of Care Case by Case (Kendra Dauenhauer)
In this knowledge exchange session we will discuss teaching Spectrum of Care concepts to students using real life cases from the Urgent Care schedule at the Lewis Small Animal Hospital. Details will include giving tools to students to make informed, evidence based decisions.

Harvesting Peer Reviews with Feedback Fruits (Perle Zhitnitskiy) This session introduces FeedbackFruits, a Canvas-integrated tool that streamlines peer assessment workflows. Learn how to create structured peer-review assignments with customizable rubrics, monitor student performance through an intuitive dashboard, and simplify grading processes—all while providing students valuable opportunities to develop feedback skills in courses of any size. 

Focused Integrated Clerkship: An innovative approach for patient care (Anna Kucera) This presentation will share an innovative approach to a Longitudinal Integrated Clerkship (LIC) experience. At the University of Minnesota College of Veterinary Medicine (UMN-CVM), we created a Spectrum of Care Focused Integrated Clerkship (FIC) — a six-week rotation designed to facilitate students’ integration of spectrum of care practices in small animal clinical settings.

Where Does Pharmacology Fit in the New Curriculum? At the beginning of the current decade, medical pharmacology educators have determined core competencies in pharmacology for students in the health professions, including veterinary medicine 1-6 . A smaller international group of educators in veterinary pharmacology (Veterinary Educators in Pharmacology Special Interest Group, VEPSIG) 7,8 are further defining these competencies for Day One veterinarians and have begun to map them to pharmacology-relevant CBVE competencies 9. As we move towards revising the DVM curriculum in Phase 3 planning, it is essential that input from veterinary faculty and technical staff is considered. Questions for which feedback is needed include, but are certainly not limited to the following: Should some basic pharmacology concepts be introduced in physiology content? Should basic pharmacokinetic concepts be taught in a short stand-alone course in Year 2? (Dave Brown)

Competency-based assignment rubrics in a Pass/Fail grading scheme (Mixed & Food Animal Problems)  In this presentation, course coordinators will describe their experience implementing competency-based rubrics to evaluate case-based assignments in the Mixed & Food Animal Problems class. Briefly, instructors choose 2-5 competencies related to the main learning outcomes for each assignment and designate the target milestone for each. Submissions that do not meet the target milestones are flagged for required resubmission, with specific feedback given on how to improve. We will discuss our motivation in making this change, student and instructor feedback, and what we see as the benefits and challenges of this approach. (Erin Royster)

Anatomy in focus: Rethinking Anatomy in light of the Curriculum Revitalization This presentation will focus on the current and proposed changes to the structure of the anatomy courses. Anatomy I (CVM 6903) and Anatomy II (CVM 6908) are two of the Year 1 foundational courses in the DVM curriculum. These courses focus on the anatomy of the dog, cat and ungulates. They are primarily active learning based. We use multiple types of activities (including dissection) to promote learning, understanding, and application of anatomy to a clinical setting. (Sara Brown)

Teaching Efficiencies Survey Results (Jen Granick and Deb Freedman) This session will present the results of the Teaching Efficiencies Survey, highlight key findings, and explore potential options and opportunities for future support needs.

Email Efficiencies (Ryan Rupprecht) This presentation will focus on strategies for organizing your email workflow to increase efficiency and reduce clutter. We will explore techniques for managing inboxes, categorizing messages, and using tools to streamline email processes.