STRUCTURE AND FUNCTION 2: INTEGUMENT AND ALIMENTARY SYSTEMS - 2024/5
Module code: VMS1004
This module will present the student with the structure and function of the integument and the alimentary systems in the various veterinary species. Cases will underpin the presentation of this material to provide context and integration between the disciplines of anatomy, histology, physiology and embryology. Students will use dissection and laboratory sessions to develop their technical competencies. The PBL cases will be used to underpin the anatomy and physiology and to enhance team learning and the development of independent learning skills.
School of Veterinary Medicine
BASU Christopher (Vet Med)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 71
Lecture Hours: 26
Seminar Hours: 4
Practical/Performance Hours: 13
Guided Learning: 10
Captured Content: 26
Prerequisites / Co-requisites
Introduction to the basic gross structure and development of the integument, including hair, wool, feathers, hoof and horn and associated organs such as mammary, sweat glands and anal glands.
Structure and development of the bovine udder, and comparative gross and cellular anatomy of the mammary glands of other species.
Animal behaviours or clinical signs observable with Integumentary system disease – e.g. atopy, ear disease, scooting.
Introduction to the alimentary system using a monogastric animal as an example (dog).
Structures and development of the oral cavity, salivary glands, stomach (s), intestinal tract, liver and pancreas
Introduction to gross structural variation in different species (e.g. ruminant / equine / porcine) and how does nutrition determine dental and gut structure and function
Comparative structures of oral cavity e.g. dentition / salivary structures, tongue, pharynx. Introduction to the cellular structure of the components of the alimentary tract
Rumen complex and the hindgut of the horse, variations in the hindgut and their function.
Comparative hepatic and pancreatic structure.
Lagomorph, rodent, avian, fish and reptilian alimentary systems.
Introduction to alimentary system physiology and gut as a defence system
Oral cavity function including prehension, mastication, tongue physiology and salivary secretion and swallowing reflexes.
Stages of digestion, where they occur and variation with nutrition
Single stomach function e.g. glandular secretions and digestion.
Comparative ruminant fore stomach function including rumination.
Comparative Intestinal tract function including - large intestinal variations (e.g. equine, rabbits and wildlife) digestion.
Liver and pancreatic function and integration with digestive functions.
Physiology of the gut in birds, fish and reptiles
Animal behaviours related to the gastrointestinal system – quidding, choke, regurgitation vs. vomiting, colic pain, diarrhea, tenesmus
Integument anatomy practical: examination of prosections including common integument, horns, hooves, claws, footpads and glands
Applied Anatomy of the Skin and Digestive System in Small Animals and Horses: clinical examination and imaging of integumentary and GI body systems
Gastro-intestinal tract comparative anatomy practical: examination of prosections including oral cavity, salivary glands, gastro-intestinal tract and associated organs
Dissection of the gastro-intestinal tract in rabbits and ruminants, including instrument handling
Online virtual practicals to support the above in-person practical content
Avian, lagomorph and reptilian alimentary tract prosections incl above in other practicals
Comparative integument and gut histology in various species
PBL Case: Skin – Normal skin physiology/anatomy scenario with PBL training
|Unit of assessment
|Oral exam or presentation
|FACE-TO-FACE (CLOSED BOOK) ORAL GROUP PRESENTATION 15 MINUTES
|ONLINE (CLOSED BOOK) MCQ AND SAQ EXAM FIXED START TIME (2 HOURS)
Problem Based Learning - the alternative assessment to the group oral presentation is an individual oral examination
The assessment strategy is designed to provide students with the opportunity to demonstrate understanding of the laboratory components, PBL, content knowledge and integration of the various components of practical materials.
Thus, the summative assessment for this module consists of:
PBL assessment – 10%
Content knowledge examination – 90%
Formative assessment and feedback
Verbal feedback in practical sessions
Practical lab reports
- In this module, students will acquire an understanding of the anatomy and physiology of the integumentary system and the gut. The integumentary system comprises the skin, hair, horn, hoof and associated glands including the mammary gland. Building upon their experience of safe handling and restraint of domestic animals in the first module, students will conduct basic clinical examinations that enable them to recognise the range of normal structure and function of the skin and gut. They will be able to understand how the integument system and the gut may impact on the overall condition and appearance of the animal. Students will also acquire an understanding of the anatomy and physiology of the gastrointestinal (GI) system. Through basic clinical examination they will recognize normal and be aware of abnormal function. They will understand how the gastrointestinal system relates to environmental, management and nutritional factors.
|Understand the structure, function and development of the integumentary and gastrointestinal systems
|RCVS KU 1, 3
|Understand the anatomical and physiological differences of the GI tract in different species and how these relate to the animal's diet
|RCVS KU 1, 3
|Apply functional and structural knowledge of the integument and alimentary systems to basic clinical examination of veterinary species
|RCVS KU 1, 3
|Assess animal behaviour relating to the effects of pain and/or dysfunction of the GI system
|RCVS D1C 37, KU 9
|As this is the first module in which Problem Base learning will be introduced, the students will also be able to formulate a hypothesis to explain the problem while gaining basic knowledge
|RCVS KU 1, KU 2
|As this is the first module in which Problem Base learning will be introduced, the students will also be able to in higher-order thinking by evaluating prior knowledge with an understanding of the presented problem
|RCVS KU 1
|As this is the first module in which Problem Base learning will be introduced, the students will also be able to organise their own group learning sessions
|RCVS KU 11
|As this is the first module in which Problem Base learning will be introduced, the students will also be able to communicate effectively with their group
|RCVS KU 11
|As this is the first module in which Problem Base learning will be introduced, the students will also be able to experience and participate in peer-group learning
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enhance the students technical skills using dissection practicals and handling of prepared anatatomical specimens
Encourage the students to integrate their knowledge across multiple body systems
Initiate the students physical examination skills by introducing clinical examination practicals, in collaboration with other 'Structure and Function' modules
Introduce the problem based learning format and team learning
The learning and teaching methods include:
Lectures, flipped classroom, small group discussions,
Practicals involving dissection, digital microscopy, review of radiographic and ultrasound images of the gut, clinical examination of various species, problem based learning cases
Lectures, practical and PBL hours
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: VMS1004
The Surrey Framework consist of the attributes: employability, global and cultural capabilities, digital capabilities, sustainability and resourcefulness and resilience. This module includes the following key topics which further develop one or more of the attributes as indicated. The problem-based learning activity provides the students with the opportunity to work together in groups of approximately 10 to develop their digital capabilities, their resourcefulness and resilience. The students will formulate learning objectives, search databases for information, collate their information in a shared digital repository, and will compose a clear way to communicate their solution to the clinical problem, usually in the format of a PowerPoint presentation.
Programmes this module appears in
|Veterinary Medicine and Science BVMSci (Hons)
|A weighted aggregate mark of 50% is required to pass the module
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.