School of Veterinary Medicine and Science · School of Veterinary Medicine and Science CHAPTER 0 INTRODUCTION-5-Figure 2. Overall organisation of the School of Veterinary Medicine

School of Veterinary Medicine and Science

Royal College of Veterinary Surgeons2014 Follow-up Visitation

European Association of Establishmentsfor Veterinary Education

Stage 2 Self Evaluation Report2014


CONTENTS

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CONTENTS

0 INTRODUCTION .............................................................................. 1

1 POLICY STATEMENT ....................................................................... 25

2 ASSESSMENT OF STUDENTS, POSTGRADUATE EDUCATION AND…….…………...

STUDENT WELFARE ....................................................................... 39

3 ASSESSMENT OF TEACHING STAFF..................................................... 83

4 ASSESSMENT OF LEARNING OPPORTUNITIES ....................................... 95

5 ASSESSMENT OF TRAINING PROGRAMMES AND THE AWARD OF…………….……

THE TITLE OF VETERINARY SURGEON ............................................... 109

6 ASSESSMENT OF QUALITY ASSURANCE FOR CLINICS,………………………….…

LABORATORIES AND FARM ............................................................ 121

7 ASSESSMENT OF CONTINUING EDUCATION ........................................ 133

8 ASSESSMENT OF RESEARCH ........................................................... 141

9 ASSESSMENT OF INTERNATIONALISATION OF EDUCATION AND RESEARCH 153

10 ASSESSMENT OF CO-OPERATION WITH STAKEHOLDERS AND SOCIETY ...... 163

APPENDIX A BUILDINGS AND FACILITIES .............................................. 171

APPENDIX B STAFF PUBLICATIONS 2011 – 2014................................... 181


CONTENTS

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0 INTRODUCTION


CHAPTER 0 INTRODUCTION

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0 INTRODUCTION

Outline of the main features of the Faculty in the period since the last evaluation, or if there has not

been a visit, in the last ten years

It must be clearly stated when implementation of assessment procedures for quality control was started

and when the complete programme was first implemented

0.1 GENERAL CONTEXTUAL INFORMATION

0.1.1 The University of Nottingham

Nottingham is ranked within the top 1% of all universities worldwide and placed 75th in the

QS World University Rankings 2013/14. Placed 7th in the UK for research power by the

latest Research Assessment Exercise, Nottingham is a major research institution which

delivers work of international significance. The University of Nottingham provides

innovative and top quality teaching, undertakes world-changing research, and attracts

talented staff and students from over 150 nations. The University has over 43,500 high-

calibre students based at campuses in the UK, China and Malaysia and employs over 8,000

members of staff.

The Quality Assurance Agency for Higher Education awarded its highest possible

judgement to the University for the quality of learning opportunities provided to our

students and our systems for ensuring high academic standards, whilst in the latest

National Student Survey, Nottingham achieved an overall student satisfaction score of

88%, 3% above the sector average. More than 90% of research at the University of

Nottingham is of international quality, according to Research Assessment Exercise (RAE)

2008, with almost 60% of all research defined as ‘world-leading’ or ‘internationally

excellent’.

The University of Nottingham is a corporation formed by Royal Charter and holds charitable

status. Two main bodies are involved in the governance of the University, the Council and

Senate, which include representatives from staff and students. The day-to-day

management of the University is the responsibility of University Executive Board, which

comprises the Vice-Chancellor, Deputy Vice-Chancellor, Pro-Vice-Chancellors (PVCs), Chief

Financial Officer, Registrar and Chief Estates and Facilities Officer. The PVCs each have

responsibility for major areas of policy (e.g. Teaching and Learning, Academic Planning),

and responsibility for some functional areas, whilst the Registrar’s department delivers

professional services and informs policy making within the University on all student issues

and student recruitment, as well as corporate communications activity (Figure 1).



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Figure 1 Overall organisation of the University

The University has 5 faculties, with the School of Veterinary Medicine being one of four

schools in the Faculty of Medicine and Health Sciences, headed by the Dean of Faculty.

0.1.2 Development of the School of Veterinary Medicine and Science

In July 2004, the University of Nottingham announced plans to establish a School of

Veterinary Medicine and Science (SVMS), following discussions with the Royal College of

Veterinary Surgeons (RCVS), Higher Education Funding Council for England (HEFCE) and

East Midlands Development Agency (EMDA). Professor Gary England was appointed as

Foundation Dean of School in January 2005, and since this time has led the establishment

and development of the School, based at the Sutton Bonington Campus, 10 miles south of

Nottingham on the border of Nottinghamshire and Leicestershire.

The development of the School has provided an opportunity for quality assurance and

control to be integral to all aspects of the Schools activities such that it has become

engrained in School culture.

The School admitted its first cohort of veterinary students in September 2006, and

graduated its first cohort in July 2011. The RCVS held an interim visit to evaluate the



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School in February 2009, awarded recognition after a visitation in 2011, in which EAEVE

stage 1 accreditation was also achieved. A follow-up visitation was held in March 2014.

The veterinary programme is highly successful – it is rated top in the National Student

Survey (a position the School has held since it was established), rated top in the 2008 and

2014 Association of Veterinary Students surveys, rated best place to study Veterinary

Medicine in the Times/Sunday Times Good University Guide and the Complete University

Guide.

The School has recruited highly qualified students and also has a remit to widen

participation with around 30% of each intake from disadvantaged or non-traditional

backgrounds. In terms of application numbers, the School is the most popular Veterinary

School in the UK with over 90% of all applicants applying to us.

We take pride in our exceptional levels of student support which has resulted in a very

high student retention rate (93%), and our graduates are confident in their skills and

competences that are immediately applicable to day one of employment. Our graduates

are keenly sought after by employers, and graduates continue to engage with the School

through a successful alumnus programme; there is 100% employment within six months

of graduation, with an average starting salary of £27,000.

The School as a whole has been recognised for the quality of its teaching and

administration with our enthusiastic and entrepreneurial staff winning 10 Lord Dearing

Awards1 and being a finalist in Times Higher Education Leadership and Management

Awards for 3 consecutive years.

The success continues in research, with the School (in a joint application with the School of

Biosciences) being ranked top in research power in the 2008 RAE, despite only having a

nascent research portfolio.

0.2 INTRODUCTION TO THE SCHOOL OF VETERINARY MEDICINE AND SCIENCE

0.2.1 Organisation

The School has 557 undergraduate students across the 5 year and 6 year courses, 139

postgraduate students, including 48 on clinical training programmes, 14 postdoctoral staff,

90 academic and 58 support staff. We have an enthusiastic and entrepreneurial team of

1 The Lord Dearing Award Scheme recognises the outstanding achievements of University of Nottingham staff in

enhancing the student learning experience. Since its inception in 1999, over 100 members of staff, from a range

of different staff groups have received an award, many of whom have been nominated by the students they teach

and support.



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staff with a ‘can do’ attitude who are committed to the ongoing development and

expansion of the School’s activities.

The School is organised into three Academic Divisions and an Administrative Division,

which primarily act to provide a line management structure (Figure 2). The Divisions of

Veterinary Medicine, Veterinary Surgery and Animal Health and Welfare contribute clinical

and teaching input throughout all years of the course, whilst providing coherency to

research groups. In addition, in order to increase utilisation of academic staff, the

Academic Support and Administration Division undertakes a number of the administrative

functions traditionally fulfilled by academics.

A number of Sub-Deans have been appointed to provide strategic input into discrete

functional activities; these are supported by an administrative team or individual. The

School has established a number of focussed Committees, normally chaired by either a

Sub-Dean or a Head of Division. These Committees act to advise the Dean and

Management Team on policy and process, have a remit for quality and also have decision-

making power, (with strategic decisions referred to Management Team), and comprise

staff from across Divisions, with student representation where appropriate. All Committees

ultimately report into the School Management Team, which comprises the Dean of School,

Heads of Divisions, Research Sub-Deans and Teaching, Learning and Assessment Sub-

Dean.

Modules are convened such that modules in years 1 to 3 are convened by a non-clinical

member of staff and in years 4 and 5 convened by a clinical member of staff.

Research theme leaders have been appointed to guide the strategic development of each

of the School’s six research themes, in conjunction with a number of research convenors

who provide a focus for the development of research in the School by mentoring a small

number of staff.



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Figure 2. Overall organisation of the School of Veterinary Medicine and Science

Note:

This is a simplified organogram. The School has a number of 0.2FTE facilitators,

these report to the TLA Sub-Dean. A number of staff are appointed as module

convenors, research theme leaders and research convenors; whilst line management

is through Head of Division they also report to respective relevant committees.



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Likewise clinical rotation leaders are line managed by Heads of Division but have

strong linkage to both Clinical Director and Sub-Dean and module convenors.

0.2.2 Undergraduate education

The School offers 2 undergraduate veterinary programmes, a 5-year course and a 6-year

course including a Gateway / Preliminary Year (for widening participation and also high

achieving non-science students).

Our key aim is to educate and train veterinary students, providing them with the

knowledge, intellectual, practical and professional skills to fulfil the demands required of

them to succeed and develop as accomplished veterinary professionals. Our students are

equipped with a thorough preparation in all aspects of basic, applied and clinical veterinary

science, together with a capacity for deductive thought, problem solving and research.

The pedagogical philosophy is that a veterinary curriculum should be competency based

and comprise clinical veterinary science and clinical subjects delivered progressively in a

clinically integrated programme using a problem-oriented approach. By combining a

clinically focussed basic science curriculum and providing clinical learning opportunities

around first and second opinion cases the curriculum will deliver ‘Day One’ skills. By

providing an integrated research programme within the curriculum the School will produce

research-literate veterinarians with problem-solving abilities and a penchant for lifelong

learning.

The School aims to embrace, review and implement, where applicable, the latest

pedagogical techniques. Nottingham has developed an outcome-based student-centred

curriculum. The concept of student centeredness is that ‘what matters is what the student

learns, rather than what is taught’. This philosophy encourages students to learn in an

independent fashion, and they have responsibility for their own education.

The curriculum is delivered in the following manner

• A vertically (clinically) and horizontally (subject) integrated programme within a

strong basic science, systems-based modular approach emphasising the clinical

relevance of basic veterinary sciences and the scientific basis for clinical decision-

making

• Learning is provided in the first 4 years within body systems modules (e.g.

Cardiorespiratory System, Reproduction System etc), because our outcome-based

curriculum planning indicates that common diseases frequently present with clinical

signs that are system specific. Furthermore, such teaching allows students to gain

an overall picture of the body system by integrating more traditional subjects such

as anatomy, physiology and biochemistry. The systems-based approach provides

the cornerstone of species comparative veterinary science but is integrated into the



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whole animal within Clinical Practice in Year 5. Each body system module is

delivered once as a clinical science subject (during Year 1 or 2) and again as a

clinical subject (during Year 3 or 4)

• Teaching delivery is an effective innovative combination of didactic, practical, case-

based and directed learning, maximising the student experience through early

hands-on exposure to animals, clinical integration and the use of small group and

facilitated learning, underpinned by e-learning and e-assessment

• Problem-oriented learning based around clinical case scenarios from day 1 of the

course, developing problem-solving skills, utilisation of multiple resources and

ensuring lifelong rather than superficial learning

• Key theme ‘long' modules (including for example Personal and Professional Skills

delivered over 4 years) which are delivered parallel to the systems-based modules

• Research-integrated with all undergraduates undertaking a research project in Year

3 and graduating with a BVMedSci degree at that time

• Versatile enough to give an insight into the role of the veterinary surgeon in society,

including companion animal care, food production food science and public health,

and government research

Clinical experience provided within a lecture-free Year 5 delivered according to

species through a community-based teaching model which involves a number of

Clinical Associate Institutions with placed University academics (ensuring quality of

delivery and appropriate quality assurance and assessment). This approach

provides students with experience of first and second opinion and referral cases in

all domestic species, livestock and food production systems, wildlife conservation

and exotic animal medicine and results in the acquisition of ‘Day One’ competencies

(Table 1).

Innovative, bespoke and dictated by the needs of the evolving veterinary

profession, and will maintain high ethical standards

• Managed and operated in accordance with the highest quality and standards as

upheld by The University of Nottingham



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Table 1 Year 5 clinical rotations

Rotation Location WeeksSchool FTE

staff

Small Animal

Dick White Referrals 2 02

Pride Veterinary Hospital 4 3.0

PDSA 1 1.5

Dogs Trust 1 1.03

Twycross Zoo 1 1.04

Farm Animal

Scarsdale Veterinary Group 2 1.05

School Farm Animal Medicine and Skills 2 1.0

School Herd Health 2 1.0

Veterinary Public Health 2 1.0

Equine

Oakham Veterinary Hospital 4 2.0

Scarsdale Veterinary Group 2 0.5

Pathology

Veterinary Laboratories Agency

2

3.0

Minster Veterinary Practice 0

Introduction School 1 Various

Note:

Where DVM or Senior Clinical Training Scholars staff rotations at Clinical Associates,

these rotations are additionally overseen by the Clinical Director and Clinical Sub-

Dean.

In addition the Defence Animal Centre is a Clinical Associate used for year 1 teaching and

year 5 students spend time as part of the Scarsdale Equine rotation at DAC. Bell Equine,

Chine House, Dovecote Veterinary Practice, Pride Veterinary Hospital, VetsNow and XL Vets

provide formalised specialist Extra Mural Studies placements.

2 All 22 consultant veterinary specialists at Dick White Referrals have honorary University contracts

3 The rotation is staffed by 2 DVM students

4 The rotation is staffed by 1 DVM student

5 The rotation is staffed by 2 postgraduate Senior Clinical Training Scholars, together with 2 clinicians



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0.2.3 Postgraduate education

The research interests among academic members of School staff, together with the

collaborative nature of our research, and extensive state-of-the-art research facilities and

substantial and outstanding technical support provided by skilled laboratory technicians

provides an excellent environment for postgraduate training and education. The School has

a dynamic, vibrant and highly stimulating teaching and research environment which is

achieved through an international blend of students and researchers who are committed to

innovative learning and scientific discovery.

The School offers opportunities to study for MRes and PhD degrees, in a wide range of

veterinary, biomedical, biological and statistical research fields. Postgraduate studentships

are established under the research themes in the school. Studentships are available

through University-funded and externally-funded sources. The School does not offer

taught MSc programmes.

The School has developed two clinical PG Certificate courses; one aimed at new or recent

veterinary graduates to develop further clinical experience and the other in Small Animal

Rehabilitation. The clinical MVM / MVS and DVM / DVS degrees are commonly combined

with a clinical Certificate or Diploma (awarded by a European Specialty College), with

students normally based for the majority of their studies at one or more of the Schools’

Clinical Associates.

All postgraduate students are integrated into the University of Nottingham’s Graduate

School. The Graduate School based in the Trent Building at University Park, has a satellite

centre at the Sutton Bonington Campus. This centre offers facilities including social and

study spaces, computer facilities and seminar rooms. The Graduate School training

programme consists of more than 60 courses covering a range of skills identified as

essential transferable skills in the research councils’ joint skills statement. The skill areas

include communication skills, presentation skills, research management, time management

and career management.

0.2.4 Continuing education

The School has a Continued Professional Development (CPD) programme for practising

veterinary surgeons building upon strengths in clinical sciences, evidence-based medicine

and education.

In 2013/14, 24 courses were delivered in a range of topics for small, equine, and exotic

animals developing theoretical knowledge and practical skills. Most are delivered at the



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School, whilst some courses are delivered concurrently onsite and via distance learning

(with webinars and case discussions).

The School is a participant in the Biotechnology and Biological Sciences Research Council

(BBSRC) funded Advanced Training Partnership together with the School of Biosciences.

The Partnership targets the need within the UK industrial community for specific areas by

experts.

0.2.5 Research

Research is central to the activities of the School, both in terms of maintaining its position

at the forefront of national and international efforts in the field of veterinary and

comparative medicine but also as an integral part of the training and education for

undergraduate students.

The School has established itself as a centre of excellence in whole animal biology in line

with the overall aims of integrating veterinary biological research within the other relevant

schools at the University of Nottingham. This has been achieved by establishing excellence

in multidisciplinary research within key research areas and also through the Clinical

Associates, other associated Institutions and commercial organisations such that research

is relevant not only to the wider national and international veterinary, biomedical and

bioscientific communities but also to local consumers of biotechnology and veterinary

services.

The School undertakes research on many key aspects of companion animals and livestock

health and production and has a burgeoning interest in wild animal medicine. This research

utilizes a diverse range of scientific disciplines including epidemiology, pathology,

molecular biology, biochemistry, immunology, microbiology, physiology and bioinformatics.

The School has developed six focussed research themes:

• Comparative medicine - Investigating the pathogenesis and management of

naturally-acquired or induced non-infectious animal diseases as models of disease

in animals and man

• Animal infection and immunity - Elucidating mechanisms of infection, host immune

responses and the exploitation of host-pathogen interactions and other approaches

for the prevention and treatment of infectious diseases

• Population health and welfare - Documenting and modelling endemic disease in

animals with a view to improving animal welfare and disease prevention and

management

• Reproductive biology - Studying all aspects of reproductive biology including the

impact of the foetal environment on post-natal development



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• Veterinary education research - Capitalising on the establishment of a new

Veterinary School by investigating the impact of a novel curriculum and different

methods of delivery on learning outcomes

• Clinical veterinary research – Investigating the clinical basis of major animal

diseases and developing and implementing novel approaches to diagnosis and

treatment

These themes facilitate cohesive research within the School and also provide the basis for

staff communication to ensure student teaching remains up-to-date and is informed by

latest research. The research themes are not exclusive and many members of staff work

across a number of themes. The reason for this structure is to promote a collaborative

approach to research within the School and to encourage clinicians to work closely with

more research-orientated staff members.

0.2.6 Service and Society

The School engages with the veterinary profession in a number of activities ranging from

admissions, course development and review through to clinical delivery, specialist referrals

and laboratory analysis and consultations and continuing education courses, whilst the

wider community is also involved through the School’s ‘Active Communities’ programme

delivered by undergraduate students and staff and facilitated by central University

resources, as well as a number of locally-initiated staff and student activities.

The School hosts the Centre for Evidence Based Veterinary Medicine (CEVM). The over-

arching aim of the CEVM is to increase the awareness and use of evidence-based principles

in the veterinary profession, and works with a number of small animal, large animal and

mixed practices on a number of different research projects. The CEVM has developed a

toolkit for evidence synthesis to aid the effective delivery of evidence to practitioners, and

a freely accessible database of Best Evidence Topics (BETs) for vets in practice called

BestBETs for Vets6.

0.3 SCHOOL STRATEGY

0.3.1 School mission

The School of Veterinary Medicine and Science is a progressive, dynamic and diverse

community of educators, veterinary clinicians, researchers, and students dedicated to

improving the well-being of animals and people through innovation and educational

excellence, outstanding clinical and community service, and world-leading research and

technology transfer in basic, applied and clinical and basic veterinary sciences.

6 See http://bestbetsforvets.org



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Our strategic mission for the School is therefore threefold:

Education

To educate and train veterinary students, providing them with the knowledge,

intellectual, practical and professional skills to fulfil the demands required of them to

succeed and develop as accomplished and well-rounded veterinary professionals,

equipped with a thorough preparation in all aspects of basic, applied and clinical

veterinary science, together with a capacity for deductive thought, problem solving,

business skills, and research and committed to continued professional development

To provide a dynamic environment which will deliver an inspirational learning

experience drawing upon internationally renowned leading-edge pedagogic methods

and latest research advances

To provide an excellent student experience, whilst ensuring that the veterinary

profession maximises the potential contribution from all facets of society by

attracting and recruiting outstanding students from a diverse range of backgrounds

To communicate new advances and ensure lifelong learning through the provision of

continuing professional education to the veterinary community

Research

To initiate and conduct world-leading basic, applied and clinical research to improve

animal and public health and welfare, enhance clinical practice, improve economic

efficiency and safety of animal production, and deliver research-led veterinary

education

To apply and transfer knowledge, concepts and technology to improve society and

the economy, ensuring our research is relevant to our stakeholders; veterinarians,

the scientific community, UK and global animal industries, government and their

agencies and bodies, non-governmental organisations, students and the public at

large

Service

Provide outstanding service to members of the veterinary profession and wider

society as a whole, ensuring that we continually anticipate and incorporate their

future needs in all that we do.

0.3.2 School guiding principles and culture

Successful establishment of the School and ongoing delivery and continuous improvement

of the educational programme, research and service to society is a huge task, and is

achieved only in an environment in which everyone is prepared to be flexible and open.

Integrity and the ability to contribute to each individual’s maximum ability is the

foundation of the reputation of the School. We earn the respect and trust of people around

the University and beyond through behaviour that is professional, honest, open, friendly



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and fair. We seek to ensure that our students, University colleagues and staff are treated

fairly, with respect and with dignity, and that their voices and views are heard.

The School aims to make significant contributions to both teaching and research within

veterinary science, and a spirit of innovation will enable us to deliver these aims. We relish

the opportunity, and we are confident in our entrepreneurial ability to help shape the

future. This requires all of us, individually and in teams, to understand, anticipate, and

surpass the expectations of our students, colleagues and peers. It demands continuous

improvement in all activities within the School and the wider University. We do, of course,

recognise that we will sometimes fall short of our ideal aspirations, however, we will learn

from our mistakes and not be afraid to own up to our shortcomings, and act to improve in

areas where we could do better.

Resource allocation takes into account what is best for the School first and foremost.

The commitment and contribution of all School staff will determine our success. We value

the unique ability of each individual to contribute, and we intend that every member of

staff shall have the opportunity to participate fully, to grow professionally, and to develop

to his or her highest potential.

0.3.3 School vision

The School of Veterinary Medicine and Science will, by 2015, possess a national and

international reputation for veterinary education and basic, applied and clinical science

research. We will be distinguished for excellence and innovation in key activities, and be

recognised for the quality of our veterinary graduates, the ingenuity, applicability and

impact of our research and the contributions we make to society.

We will achieve our vision by:

Advancing and continuing to lead at the forefront of veterinary education in the UK,

whilst disseminating our approaches and achievements internationally

Consolidating and growing our existing research strengths to produce world-leading

outputs through internationally-recognised expertise

Contributing to the veterinary profession and wider society through excellence in

clinical delivery, specialist referrals and consultations and continuing education

courses and other engagement activities



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0.3.4 School strategic objectives

The strategy and implementation plan is developed as part of the University’s Academic

and Financial Strategy Framework (AFSF) process7.

Our strategy is to achieve at the highest standards in veterinary education, research, and

clinical work by creating an environment in which our staff can excel and deliver outcomes

of which they and the University are proud.

Education

The key strategy of the School is to advance and consolidate our position in veterinary

education, by focussing on continuous improvement and leverage of our pedagogic

processes.

The School leads the way in many aspects of curriculum design and delivery including the

assessment of learning. Maintaining our position is critical for continuing to lever this

advantage in a range of areas and its effects on staff and student recruitment as well as

success in securing funding for educational research.

Strategically we will work to consolidate our success nationally and internationally through:

• A process of targeted collaborative initiatives that, although exposing curricular

content to our peers in a controlled way, ensures a more transparent and open

process of dialogue. The Nottingham advantage of flexibility and the ability to adopt

and adapt in a way that is responsive and timely, means that we are able to more

effectively exploit the collaborative resource in terms of access to comparative data

as well as access to expertise

• Collaborative initiatives to cement relationships and increase efficiency and improve

the student experience

• Validation of our unique curriculum and developed processes. Where the School has

shown innovation, it is critical that the impact of that innovation on the student

experience (including their learning) is validated. The School will continue the

process of self-evaluation of learning, and especially assessment of learning, through

both qualitative and quantitative methods. Outputs will be used as part of an on-

going process of curriculum development; challenging our assumptions and practice

towards further enhancing student learning

7 The AFSF process links the University’s strategy with its approach to financial planning and investment,

performance monitoring and management, and incentive and reward. As a result, all Schools have medium-term

strategies with implementation plans and agreed KPI targets, and all Professional Service units have agreed

medium-term strategies



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• Continued and improved student engagement in the development of the curriculum.

Although students are active members of the School Teaching, Learning and

Assessment Committee, we will engage with the students and recent graduates more

closely to understand and respond to their needs in terms of feedback

• Utilising our strengths in clinical curriculum design and delivery to provide innovative

and relevant Continuing Professional Development and clinical postgraduate courses

for veterinary practitioners and others

Research

Research at the School is integrated into the University structure where there is

established world-class research in biological and biomedical sciences. Our principal

stakeholders include veterinarians, the scientific community, animal industries (particularly

agriculture and the pharmaceutical industry), breeders, grant-awarding bodies,

government agencies and bodies, non-governmental organisations and not least our

undergraduate students.

Our strategy is to:

• Grow the volume of high quality research by performing basic, strategic, applied and

clinical veterinary research to improve understanding of:

o Animal and comparative physiology and pathology (including disease

pathogenesis)

o The interactions between disease-causing organisms, their hosts and the

environment

o Human disease through a comparison with equivalent animal disease

o The health and welfare of animal populations

o The promotion of global food security through prevention of livestock disease

o The delivery of educational material in a veterinary context

• Empower our research groups to develop new initiatives, integrate our clinicians,

nurture our early career researchers and support our staff with state-of-the-art

facilities within a vibrant and interactive community of researchers. Activities to

maximise research quality are supported through a mentoring scheme and school

funding opportunities, coupled with a thorough grant review process

• Collaborate between groups within the School and within the wider research

community. This is achieved through creating a critical mass of research scientists,

and continually updating research facilities and infrastructure. We are innovative in

developing a multidisciplinary research ethic that encompasses non-traditional

alliances (e.g. physics, maths and biology)

• Select the highest calibre postgraduate students, recruiting them to successful

research areas, providing experienced supervisors and supporting them with

dedicated Sub-Deans and a Postgraduate Senior Tutor. Postgraduates undertake a



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rigorous programme of training and are assessed by a thorough yearly evaluation

ensuring progression of able students

Our success therefore comes through providing an excellent student experience and

delivering excellence in research and services, which means we need to understand what

our customers and stakeholders want, manage relationships and take a high quality,

innovative approach to whatever we do, and be a responsible and responsive employer to

our staff. Our high level strategic objectives are shown in the following strategy map

(Figure 3).

By meeting these objectives the School will:

• Provide an excellent quality student experience which delivers research-informed

training enabling our veterinary students to examine, diagnose and treat animals,

and contribute to animal production whilst maintaining the animal’s health and

welfare, protect humans from zoonoses and ensure high-quality food products of

animal origin for human consumption. The training will comply with both RCVS and

EU requirements and guidelines

• Undertake high quality research, provide postgraduate and specialist training and

play a role in continuing veterinary education

• Provide services to members of the veterinary profession and the community as a

whole



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Figure 3. School strategy map



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0.4 THE SCHOOL OF VETERINARY MEDICINE AND SCIENCE’S APPROACH TO

QUALITY ASSURANCE

The School has embedded quality within its culture, such that there is a wide recognition of

the importance of quality assurance and control. The School, as part of the wider

University, is guided by the strategies, procedures and policies set at Faculty and

University level, including internal review of the School and its operations. In addition the

School has put in place additional mechanisms for quality associated with various aspects

of the School’s operations, by providing proactive frameworks and guidance tools to ensure

quality is embedded in delivery and outputs. Likewise quality control measures have been

put in place to reactively gauge and monitor quality standards, including input from

independent external experts. External evaluations are undertaken periodically by the

Royal College of Veterinary Surgeons (2009, 2011, 2014) and the European Association

Establishments for Veterinary Education (2011, 2014).

The quality assurance and control measures were first implemented in 2006, and have

developed as the School successively grew with each additional cohort until the first

undergraduate cohort graduated in 2011; however the School perceives quality

improvement as ongoing and as such there is constant evolution of quality assurance and

control mechanisms.

Table 2 summarises the key tools for quality assurance and control in the School for each

EAEVE assessment procedure; note these documents or procedures in addition to

Committees. The Schools quality related mechanisms for the assessment procedures are

further described in Chapters 1-10. Key documents are provided in Appendices, with

others available in the dataroom during the Visitation.

Table 2 Key tools for quality assurance and quality control

Assessment

procedure

Key tools for quality assurance and quality control

(formal documents are shown in italics)

AP1. Policy

statement

Quality Manual

Academic Financial and Strategy Framework

RCVS and EAEVE evaluations

Research Assessment Exercise

AP2a

Admission of UG

students

Quality Manual

Admissions process

Admissions made through the centralised UK-wide UCAS system

Staff training procedure



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Assessment Centre evaluation guidelines

Occupational Health review

Induction procedures

Student administration system

AP2b Assessment of

UG students

Quality Manual

Module convenor training

Assessment guidelines for module convenors

Assessment guidelines for students

Question writing guidance

Student handbook

Routines for pre-and post exam review

Electronic delivery of assessments

Competency Assessment Record

Exam Board review

External Examiners reports

Assessment performance feedback to students

Appeal procedure

EMS database

Student representation on committees

AP3a Postgraduate

education

(Academic track)

and AP3b

Postgraduate

education

(Professional track)

Quality Manual

Supervisor training

Student handbook

Student feedback

Annual review and monitoring

Examiners reports

Appeal procedure


AP4

Student welfare

Quality Manual

Annual Tutor training

Tutoring statement

Extenuating Circumstances process

Expression of Concern process



-20-

Absence Monitoring

Disability Liaison Officer

Student feedback

Student mentorship scheme

Personal Tutor

Veterinary Family

School Welfare Officer

University Support

External Support

AP5

Teaching staff

Recruitment procedure

Induction process

PGCHE requirement for new staff

Associate Teaching Programme

Staff development training

Staff training records

Peer Observation of Teaching

Student feedback

Annual appraisal

Lord Dearing Award

AP6

Learning

opportunities

Quality Manual

Student feedback

Safety policies

Module review



AP7

Training

programme and

award of the title of

Veterinary Surgeon

Quality Manual

Student Evaluation of Module survey

Student Evaluation of Year survey

Student Evaluation of Teaching survey

Module review

External Examiner reports

Student barometer



-21-

National Student and Association Veterinary Students Surveys

Alumni outcomes survey

Quantitative Data Set

School Teaching and Learning Review


AP8

Clinics, laboratories

and farm

Government, University and School Safety policies and manuals

School Safety Handbook

Local laboratory rules and regulations

Staff and student training

Laboratory management and maintenance

Laboratory induction and support

Safety audits of research and teaching areas

Risk assessments

Incident reporting policy

Occupational health policy

Veterinary Medicine Directorate audits of pharmaceuticals

management

Code of Conduct for Laboratories

Disaster Recovery plan

Personal Protective Clothing Policy

Final year rotations handbook

Final year Health and Safety Document including Radiation

Safety

Student small holding responsibilities document

Policy on Access to Teaching Animals

Agreement for Student Livery

Policy on Use of Kennels

EMS handbooks

AP9

Continuing

education

Peer Observation of Teaching

Attendee feedback evaluation

AP10

Research theme organisation

Research grant approval process



-22-

Research Ethical review policy


Research Assessment Exercise

AP11

Internationalisation of

education and

research


AP12 Cooperation

with stakeholders

and society

Website and Twitter

Social media (Twitter) guide

Outreach activities

Alumni Facebook site

Open Days, Science Day

1 POLICY STATEMENT


CHAPTER 1 POLICY

-25-

1 POLICY STATEMENT

1.1 FACTUAL INFORMATION

Please address the following points:

The relationship between teaching and research so that research education and research quality can be

distinguished

Faculty’s strategy for quality and standards

Organisation of the quality assurance system

Responsibilities of organisational units and individuals for the assurance of quality

Involvement of students in quality assurance

Ways in which the policy is implemented, monitored and revised

1.1.1 Strategy for quality and standards

The School has embedded quality within the culture of the School such that there is a wide

recognition of the importance of quality, and quality is implicit in the normal activities of

the School. The School’s quality assurance and control policy and strategy is detailed

below:

Operating to high standards with clear and measurable quality assurance and

control is crucial to the operation of the School and therefore our strategic position

has been to provide defined Standards to which we operate, clear Procedures that

enable these standards to be maintained and where necessary measureable Goals

for us to achieve

The principal Standards are provided in the University Quality Manual but are

supplemented by additional Standards defined by the School and by defined

Procedures to which we operate; these govern our teaching, research and

operational activities. Internal monitoring by the School enables short-term changes

in quality to be effected, whereas benchmarking externally beyond the University

facilitates sharing of good practice and longer-term changes in quality to be

achieved

Our key objectives are to operate at a high standard whilst being transparent, fair

and efficient, ensuring confidence and validity in all that we do, whilst facilitating

satisfaction for all of our stakeholders and achieving the potential for early detection

of problems should these arise

Our philosophy for quality is a cycle of activities for quality assurance, commencing

with adopting (University) and developing (School) quality assurance Standards and

Procedures, and following this with quality control, monitoring outcomes, taking

appropriate actions, and establishing or revising Goals

Commitment to quality by all staff is essential to an effective standards and quality

assurance and control programme, and ensuring quality therefore requires that all


CHAPTER 1 POLICY

-26-

staff are involved and educated in quality procedures, and are empowered to

improve quality, or recognise the first port-of-call for information when this falls

outside of their area of experience.

The strategy is designed to achieve the following outcomes:

To ensure the highest standards and implementation of best practice across the

School’s operations

To assure the quality and standard required for a veterinary degree as determined by

the RCVS and EAEVE

• To facilitate delivery and dissemination of high quality, internationally recognised,

education and research which addresses the needs of stakeholders

1.1.2 Organisation of the quality assurance system

The School, as part of the wider University, is guided by the quality-related strategies,

policies and procedures set at Faculty and University level. These cover all aspects of the

University’s operations and whilst some policies and procedures relate to legal obligations

(e.g. in the areas of safety, employment), others reflect the University’s first guiding

principle to “provide excellence in all we do: from top quality teaching, research and

professional management that provide rounded support to all our students and staff, to our

relationships with our alumni and communities, we aim for excellence in all areas”.

The University works within national policies and procedures affecting Higher Education in

the UK. Three key national bodies impacting on teaching are the Quality Assurance Agency

(QAA), Higher Education Funding Council for England (HEFCE) and Higher Education

Academy (HE Academy). The University Learning and Teaching Committee has overall

responsibility for the University's academic quality and standards, and reviews, develops

and implements the University's teaching and learning strategy. It receives reports from

and advises University Quality and Standards Committee, Academic Appeals and Academic

Misconduct Committees and from Faculty Teaching and Learning Committees, and has

representatives from all Faculties, Senior Tutors, international campuses, undergraduate

and postgraduate students.

The University Quality and Standards Committee oversees the application of all University

regulations, policies and procedures in respect to quality and standards, including

programme and module approvals and withdrawals, appointment of External Examiners,

review of annual monitoring reports. It also oversees the application of the Quality Manual

procedures across the University.

The University’s Quality Manual is a valuable source of information for staff and for

students. It tries to set out as clearly as possible the University's policies and procedures

relevant to both teaching and supervision of undergraduate and postgraduate students


CHAPTER 1 POLICY

-27-

(both taught and research). It was established in 1995 and aims to support the University

in its aim to assure the quality of its learning, teaching and supervision.

The Quality Manual provides the regulatory framework governing teaching and learning at

The University of Nottingham and its provisions have regulatory force. Primary

responsibility for compliance with the Quality Manual lies with Schools. The various

sections of the Quality Manual state those circumstances where a School must seek

approval at the University level for an action. The Registrar's Department has responsibility

for interpreting the Quality Manual and therefore for determining whether the action of a

School is in accordance with the Quality Manual and whether approval at the University

level is required. If a School is informed that an action is outside the provisions of the

Quality Manual but nevertheless wishes to purse that action, the Registrar's Department

(or equivalent) will arrange for the request to be considered on behalf of Quality and

Standards Committee.

It is the Dean of School's responsibility to keep his/her School's practice under review and

in line with the Quality Manual. The Dean of School may delegate those responsibilities

but where this is the case it should be formally documented and appropriate protocols

established. Compliance with the Quality Manual is checked by the University School

Teaching and Learning Review teams.

The Quality Manual is consonant with the Quality Assurance Agency's Quality Code for

Higher Education and the European Standards and Guidelines. By complying with the

Quality Manual Schools are complying will be adhering to the QAA Expectations and

Indicators.

The University is committed to maintaining the highest standards of integrity, rigour and

excellence in all aspects of research. There are two University Committees associated with

the quality of research. The Research Board reviews strategy and implementation

associated with research and research postgraduates. It comprises representatives from

academic Schools together with University Heads of relevant Professional Service teams.

The Research Ethics Committee ensures quality assurance of the process and procedures

for providing ethical review, and has representatives from academic Schools, University

Heads of relevant Professional Service teams, student representation and external lay

members.

The University ensures that all research is conducted according to the appropriate ethical,

legal and professional frameworks and standards, through a Code of Research Conduct and

Research Ethics. This Code provides a comprehensive framework for good research

conduct and the governance of all research carried out across the University. The Code

underpins the University’s commitment to maintaining the highest standards of integrity,

rigour and excellence in all aspects of research. The Code is a fundamental component of


CHAPTER 1 POLICY

-28-

the research environment, which is characterised by a culture of research integrity, good

research practice, and the development and training of researchers at all stages of their

careers. The Code outlines the duty of researchers including their responsibilities towards

all participants of research including humans, animals, the environment and cultural

materials, and it provides a basis for the transparent and appropriate communication and

dissemination of research findings. The University welcomes the national framework for

good research conduct and governance published as the Concordat to Support Research

Integrity and endorses the Concordat as a recipient of public funding for research. The

Code has been reviewed to be consistent with the commitments and aims of the Concordat

and is the basis for applying research integrity across the University. The Code and its

implementation are reviewed on an annual basis by the University’s Research Ethics

Committee and on a tri-annual basis by consultation across the institution. These reviews

take into account changes and recommendations from external research funders, Acts of

Parliament and other legislations. All reviews are undertaken by the University’s Research

Ethics Committee in conjunction with and ratified by the University's Research Board, and

coordinated by Research and Graduate Service.

Quality management in relation to internationalisation and stakeholder engagement are

managed by University Professional Services (International Office and Marketing,

Communications and Recruitment).

Documents associated with the University’s quality management processes are available

on the University website and internal Workspace (intranet).

In addition to the University-level Committees mentioned above, at Faculty level, there are

a small number of Committees that relate to quality of teaching and research. On a

weekly basis an operational Faculty Management Meeting (Dean of Faculty and

Heads/Deans of Schools) and monthly Faculty Board and quarterly Administration Board

meetings review strategic and operational issues common across the Faculty. The twice

yearly Faculty Teaching and Learning Board ensures two-way communication on the

University’s Teaching and Learning Strategy information on teaching and learning. The

twice yearly Faculty Research Board considers strategic and operational research issues

across the Faculty. All Committees will receive input from relevant School Committees and

will provide feedback to and from the relevant University-wide Committees in order to

inform revisions to the University’s quality assurance system.

The School complies with all university-level processes and procedures but has, within the

context of University quality management system, some limited autonomy to develop and

implement further quality assurance mechanisms and controls specific to local

requirements (such as to meet professional body (RCVS and EAEVE) requirements) or

areas out with the University system (such as clinical education). The quality management


CHAPTER 1 POLICY

-29-

system that has evolved in the School integrates processes where possible (particularly in

relation to undergraduate education).

The School has established a number of focussed Committees for quality assurance and

control, normally chaired by either a Sub-Dean or a Head of Division (Figure 4). All

Committees ultimately report into the School Management Team which comprises the

Dean of School, Heads of Divisions, Research Sub-Deans and Teaching, Learning and

Assessment Sub-Dean, and also to any Campus, Faculty or University Committees for

review, monitoring or audit purposes. These Committees are responsible for quality

assurance and control, with operational support by functional teams in the Academic

Support and Administration Division, including a dedicated Quality Assurance Officer. Sub-

Deans and their Committees will normally therefore develop process and policy

frameworks to assure quality, and receive data and reviews from operational teams,

individuals and central University functions to monitor standards through quality control. A

quality feedback loop is enacted so that quality assurance frameworks can be refined

where necessary.

Documents associated with the School’s quality management system are available on the

Schools intranet (Workspace) and shared electronic folders.

Figure 4 School Committees


CHAPTER 1 POLICY

-30-

1.1.3 Responsibilities of Committees and individuals

Staff are supported with operational procedures and guidelines for internal quality control

and quality assurance of the teaching and research programme. Responsibility for quality

and standards ultimately rests with the Dean and the School Management Team, with the

delegation of responsibility for the assurance, monitoring and enhancement of quality to

relevant School Committees, operationalised by all functional teams and enacted by all

staff.

The Teaching, Learning and Assessment Committee is the central focus point for ongoing

assurance and enhancement of the quality of teaching as a whole. The TLA Committee is

aided in quality assurance activities operationally by the Teaching Learning and

Assessment Team and specifically by a Quality Assurance Officer (part of the TLA Team).

The Research Committee is the primary focus for all aspects of quality in relation to the

research programme of the School. Postgraduate quality assurance is overseen by the

Postgraduate Committee with links to the TLA and Research Committees as appropriate.

The School’s policy is that staff are empowered to deal with issues as they arise, such that

issues are resolved at the lowest levels, escalating as needed to Sub-Deans, line managers

or senior School management. Unexpected events would follow the same mechanism,

with the Dean, Deputy Head of School and Director of Academic Support available 24

hours a day to deal with emergencies; they are able to contact Senior Management in the

University to quickly seek advice or to resolve developing issues. In addition however the

University and School have a number of policies to follow in the result of catastrophic

events, for example, the School Disaster Recovery Plan.

1.1.4 Ways in which policy is implemented, monitored and revised

School activities are based on the Academic and Financial Strategy Framework (AFSF) and

implementation plan defined as part of the Schools 3 year strategic review cycle. The AFSF

details strategy and defines organisational performance objectives and targets, associated

with three main areas of the University’s strategy: Excellence in Education, World

Changing Research and Global Reach. Various data, including external benchmarking is

provided by the University and School to inform strategy.

As detailed previously, committees and their associated functional teams are the

responsible units for implementing, monitoring and revising the components and activities

of the quality policy for School activities, overseen by the School Management Team.

All School staff have a thorough induction process that covers critical aspects of quality

assurance and standards, including signposting and training for the University and School

Standards, and ‘walking through’ School Procedures by relevant Divisional, Sub-Deans and


CHAPTER 1 POLICY

-31-

functional team heads. These activities are supplemented by information charts and flow

diagrams that document the Standards and Procedures and which are located on the

School’s Workspace intranet site. Clear communication of our strategy for quality and

updating of our progress is achieved via standing reports to the monthly Staff Meeting

from various Functional and Divisional Heads and the Sub-Deans for Teaching Learning

and Assessment, Research, Postgraduates, Admissions, and Extra Mural Studies.

University and external bodies are involved in holistic quality control of teaching and

research. The University conducts a School Teaching and Learning Review involving a

range of internal and external inputs at least once every five years for each School. This

systematically checks on Schools’ level of understanding and compliance with the Quality

Manual and is a process which includes strong student participation. Furthermore the

University Executive Board initiates a number of quality related cross-University reviews on

an ongoing basis to address specific issues – as part of these reviews the School is

required to provide commentary on quality-related activities (e.g. a 2014 review of the

overall student experience).

External quality reviews are also undertaken by the RCVS, EAEVE, Quality Assurance

Agency and Research Assessment Exercise.

At School level, annual performance monitoring against the AFSF is undertaken by the

University and results in formal review against university-wide performance measures

associated with National Student Survey (NSS) overall satisfaction, undergraduate entry

tariff score, actual vs. budget contribution, research income per staff pay and staff /

student ratios. This review also evaluates the execution of the implementation plan

developed to realise the Schools strategy.

Policy monitoring at School level is an ongoing activity that results in a continuous

appraisal of the effectiveness of the quality policy, through ongoing evaluation of its

component quality related procedures and processes. Data provision for ongoing and

specific policy monitoring interventions (e.g. when a review of a certain procedure is

specifically identified as being required) is provided by functional support teams or other

individuals responsible for the activities as appropriate, and may include datasets provided

by the University or from University systems such as the Management Information hub

(which centralises various data including student numbers, applications, awards, and

research funding).

Revision of the quality management policy at University level is a responsibility of

University Committees – the School is able to feedback through Faculty Committees to

relevant Committees and directly to responsible Professional Services Units through their

ongoing feedback and review consultations (e.g. the Academic Services Division, who have


CHAPTER 1 POLICY

-32-

a responsibility for teaching and learning governance, frequently consult all Schools for

feedback on proposed changes in the Quality Manual).

Revision of the School quality policy and component standards, procedures and goals is

undertaken by Committees and the School Management Team, based on ongoing

monitoring. Periodically, Management Team or the Dean may also instigate a change or

review of an aspect or procedure if it is believed that there is room for improvement (e.g.

2014 review of research laboratory support).

Exemplary School quality management systems associated with education include

procedures associated with recruitment and admissions, curriculum and teaching

development, module management and review mechanisms, assessment (from blue

printing, results analysis and feedback), and student support. These systems all normally

employ Deming's management system model of plan-do-check-act (PDCA). In relation to

research we believe there are particularly good systems associated with grant and ethical

review, and research mentoring.

The veterinary profession and wider public are involved in the quality management system

of the School on a number of levels:

• Members of the veterinary profession and public are members of the Admissions

Committee

• Veterinary professionals undertake admissions assessments for undergraduate

students

• Appropriately qualified and briefed veterinary professionals and other individuals

deliver elements of teaching in the undergraduate programme

• Members of the veterinary profession and academics act as External Examiners on

both the 5 and 6 year programme

• Members of the veterinary profession (and farming and other animal-related

industries) supervise students on EMS placements and provide feedback about the

School’s processes and individual students

Staff of the School are members of various regional, national and international professional

bodies and associations and thus are able to develop working relationships with a variety

of veterinary professionals ensuring that external views are adequately represented within

the School. Two members of staff are members of the Council of Royal College of

Veterinary Surgeons with other staff having a presence on other RCVS Committees (e.g.

Primary Qualifications, EMS). The School founded the Council of UK veterinary Schools,

which was established to share best practice and address common issues. In addition lay

members are involved in the management of campus and University (e.g. as members of

the Campus Ethics Committee, University Senate etc).


CHAPTER 1 POLICY

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1.1.5 Involvement of students

Students are involved in quality assurance at national, University and School level. The

University student engagement policy covers the University of Nottingham’s arrangements

to ensure that students are fully involved and represented in all aspects of their learning

experience, and have a range of opportunities to engage in the University’s quality

assurance systems, at University level, at programme and academic level.

The University obtains regular feedback from students by a number of different methods,

including questionnaires, individual and group feedback meetings, representation on

committees at all levels of the institution, and participation in the periodic School Teaching

and Learning Review procedure. In addition, Schools are consulted on proposals from

Teaching and Learning Board and Quality and Standards Committees via Faculty Teaching

Committees, and these have student representation.

All UK Veterinary students are a member of the Association of Veterinary Students (AVS),

which is, as a representative body, committed to representing veterinary student opinion

on financial, education and welfare issues. AVS collects data, publicises the student opinion

in policy statements or lobbying the government. At national level all students also

undertake a tri-yearly Association of Veterinary Students Survey, in which various aspects

of student teaching, learning and support is evaluated for all of the UK’s 7 veterinary

Schools.

All final year students in the UK also complete the National Student Survey to provide

opinion and feedback on the overall student experience. The NSS results are available to

the public through 'Key Information Sets' (KIS), which are published on the websites of

universities and colleges and the national Unistats website.

All students are involved in quality assurance in the School in a number of areas, which

with the exception of rotation feedback, are not compulsory:

Student Evaluation of Module questionnaires (SEM), completed at the end of every

module

Student Evaluation of Teaching questionnaires (SET), completed on all academic staff

Student Evaluation of Year questionnaires, completed at the end of every academic

year

Rotation feedback, completed at the end of every 2 week year 5 clinical rotation

Yearly student survey (‘Student barometer’) conducted by the University

Additional student surveys on specific aspects of the course/school as necessary

Individual students also commonly directly contact relevant Sub-Deans, the Director of

Academic Support or the Examinations Officer with feedback on an ongoing basis. The

School also has an open door policy providing access at any time during the working day to


CHAPTER 1 POLICY

-34-

all teaching and support staff; any student feedback is either directed to the appropriate

review mechanism or addressed and actioned if appropriate.

In addition undergraduate students elect a School Educational Representative, who is the

lead representative for the students. Each undergraduate year and each postgraduate

programme also elect 2 representatives. These students provide input to:

Learning Community Forum meetings

TLA Committee meetings

Postgraduate Committee

Student membership of other relevant Committees and Sub-Committees at Faculty,

Campus and University level

Veterinary students are generally highly motivated and engaged and the School also

includes students in ad-hoc focus groups to address or discuss specific issues as they arise

on an ongoing basis. The Sub-Dean for Teaching, Learning and Assessment and the

Director of Academic Support also meet the School Academic Rep for ad-hoc discussions

on various issues.

The feedback from these mechanisms is collated, reviewed and addressed by the relevant

individual or Committee; this is detailed in section 3.1.3. Feedback on student feedback is

provided, (e.g. as part of the examination feedback process). In addition, at the start of

each academic year, a dedicated session is held so that the students are provided with a

summary of their feedback and how issues raised have been addressed for the prior year

and also details changes in their forthcoming year based on student feedback raised by

students in the year above them.

1.1.6 Relationship between teaching and research

The core strategic vision of the School is to successfully develop and deliver high quality

veterinary teaching and research, with a vision to establish a national and international

reputation for the School of Veterinary Medicine and Science. Research is therefore central

to the activities of the School, both in terms of maintaining itself at the forefront of

national and international efforts in the field of veterinary and comparative medicine but

also as an integral part of the training and education for undergraduate students.

The University is research-led and the School delivers research-informed undergraduate

teaching together with postgraduate clinical and research programmes. The majority of

academic staff undertake research in one of the Schools 6 research themes. This research

includes basic science and subjects which form the foundations of our veterinary

curriculum and also clinical research, linking with Clinical Associates such that research is

relevant to both the local and wider veterinary, biomedical and bioscientific community.

Furthermore educational research is one of the Schools research themes and directly feeds


CHAPTER 1 POLICY

-35-

into improving the quality of all aspects of our educational programme. A number of staff

have undertaken Masters and Doctoral qualifications in education.

The School believes that it is vital for undergraduate students to gain knowledge,

understanding and skills in contemporary research in order to develop problem solving

abilities and develop a penchant for lifelong learning. The undergraduate degree is

therefore research-integrated such that all undergraduates undertake a 12 week research

project in Year 3 and graduate with a BVMedSci degree at that time. In the final year

students gain expertise in evidence based veterinary medicine, with specific sessions

delivered by the Centre for Evidence Based Veterinary Medicine (CEVM).

There are separate quality management processes regulating the quality of teaching and

research in the School, albeit these are integrated where they overlap in the year 3

research project and in relation to postgraduate research projects. Research quality in the

School is clearly distinct to research education, but also intimately linked in that the quality

of research feeds into providing a high quality educational experience.

1.2 COMMENTS

The School believes that it has a robust quality management system that builds and

furthers the extensive University quality management systems.

The School has been top in the National Student Survey and the Association of Veterinary

Student surveys since the School has been established.

In the 2008 Research Assessment Exercise, the School of Veterinary Medicine and Science

joint submission with the School of Biosciences in the Agriculture, Veterinary and Food

Science Unit of Assessment was ranked first in the country for the power of its research

with 95% of its activities classified at an international standard.

In the most recent QAA Institutional Audit (2009) the University received the highest

possible commendation and was praised for a number of features, including the

contribution of the Graduate and Student Service Centres to supporting and enhancing the

student experience and the University's systems for listening and responding to the

student voice.

1.3 SUGGESTIONS

There is excellent quality management in particular associated with Teaching, Learning and

Assessment, the School believes the PDCA approach could be more formally extended to

Research and Postgraduate-related quality management activities.


CHAPTER 1 POLICY

-36-

Figure 5 AP1 Policy Statement Flow Chart

2 ASSESSMENT OF STUDENTS, POSTGRADUATE

EDUCATION AND STUDENT WELFARE


CHAPTER 2 STUDENTS, POSTGRADUATE EDUCATION AND WELFARE

-39-

2 ASSESSMENT OF STUDENTS, POSTGRADUATE EDUCATION AND

STUDENT WELFARE


2.1.1 Undergraduate Education

Admissions

How are students assessed when applying to study veterinary medicine and to what extent is the system open

for foreign students?

How and by whom are the assessment procedures developed and by what means is the result validated?

The School provides a range of information to pre-applicants: all UK Secondary Schools are

provided with a School brochure, detailed information is available on the School website,

and the School holds 4 interactive Open Days for pre-applicants per year. In addition the

School visits secondary schools across the UK on request to provide admissions talks or

demonstrations, and attends local country and career fairs. A dedicated email address is

established for pre-applicant enquiries to provide consistency of communication.

The School of Veterinary Medicine and Science selection process has been developed with

consideration of attributes and qualities required of a new veterinarian as articulated in the

RCVS ‘Day One Competencies’ and ‘Code of Professional Conduct for Veterinary Surgeons’.

The Admissions process for undergraduate students is overseen by the Admissions Sub-

Dean and reviewed annually by the Admissions Committee, which comprises School and

University staff, external veterinary professionals and local secondary school teachers, and

considers information such as progression rates.

Communication with applicants is only through the Admissions Team, and a separate email

is established for applicants.

Home/EU applicants

All applications are considered equally on merit. The admissions process is divided into

four phases and tests for academic achievements and potential, and personal attributes

that demonstrate candidates' aptitude and motivation for veterinary medicine and surgery.



-40-

Phase I: On-line questionnaire and Situational Judgement Test

All students apply to Nottingham through the national Universities and Colleges Admissions

Service (UCAS). After application, students are requested to complete an on-line

questionnaire. This provides an opportunity to provide further evidence that the applicant

has the motivation, ability, attitudes and attributes for a career in the veterinary

profession.

In addition students complete a Situational Judgement Test (SJT), designed to assess

individuals’ judgement regarding situations encountered in a target role. It assesses key

attributes that have been identified as important for veterinary students. It builds on UK

medical Doctor selection methodologies and was developed in conjunction with

psychologists. It tests for professional integrity and trust, empathy and building client

relationships, team work and resilience. Only students with the top 50% ranked SJT

scores enter Phase II.

Phase II: Academic review

UCAS forms are reviewed to determine whether the applicant has the academic attributes

that we believe are necessary for a veterinary career. The School does not consider

predicted grades. Regular weekly meetings are held to consider complicated cases. All

applicants that meet minimum grade requirements enter Phase III.

Phase III: Non-academic personal qualities review

Personal and referees’ statements on the UCAS form and further information provided by

applicants is assessed to determine personal attitudes and attributes, and written

communication skills. A further requirement at this stage is that applicants must have

completed six weeks of work experience. Candidates are ranked and the top

approximately 400 applicants are invited to attend our Assessment Centre.

Phase IV: Assessment Centre

The aim of this final phase of the selection process is to assess and select candidates who

are academically able enough to cope with the course, who are motivated towards a career

in veterinary medicine and science, who have insight into the implications of this career

choice and who have, or appear to have, the potential to acquire the personal and practical

skills expected of veterinary practitioners. No student is admitted without

interview/assessment. All staff attend training and are provided with written guidelines

enabling an effective and robust method of assessment in an environment where all

candidates are treated equally and respectfully.



-41-

The interview is conducted by two members of staff, one of whom is a veterinary

professional (either School staff or from the wider professional community). The interview

involves live animals and uses a scoring scheme to evaluate the depth of: motivation,

insight into a veterinary career and interest in veterinary topics together with

communication skills, animal orientation and personal attitudes and attributes. A practical

aptitude assessment is undertaken by all applicants. During the assessment, applicants

deal with animal material and clinical information and are scored using a scheme that

assesses enthusiasm and aptitude including observational and analytical skills and animal-

orientation. A team working assessment is conducted in a group situation and assesses

the individuals' ability to work with a peer group.

Offers

All Assessment Centre data is compiled and standardised to reduce any differences in

marking between assessors. The information is reviewed by the Admissions Team and

Admissions Sub-Dean; applicants are then telephoned by one of their interviewers and

made a conditional or unconditional offer, or are rejected by letter. Any offer is made

subject to a Criminal Records Bureau check and Occupational Health assessment. All

students offered a place on the course are required to accept the Veterinary School Code

of Practice by signing a Student Entry Agreement; this ensures that the student is aware of

the specific objectives and standards for professional attitudes and behaviour required by

the School and the profession.

The School also offers Preliminary Year and a Gateway Year courses. These courses share

an identical curriculum that provides students with the relevant knowledge of biology,

chemistry and animal husbandry required for later years of the course; progression to the

5 year course is automatic on passing the year. Years 2 to 6 follow the curriculum of the

5-year course. The Preliminary Year has been designed to increase diversity in Veterinary

Medicine and Surgery by conversion and upskilling of able students. The course is

specifically developed for students who do not have the required science qualifications for

direct entry into Year 1 of the 5-year BVM BVS programme, but have achieved good A-

level grades in other subjects, can demonstrate equivalent academic competence or

potential in vocational and other qualifications, or possess relevant experience. The

Gateway Year is designed to widen participation by recruiting students who would not

normally enter the profession and have not yet shown their true potential or achievement

due to a range of disadvantaging circumstances and who do not have the required science

grades for direct entry into Year 1 of the 5-year BVM BVS programme. Admissions to both

these courses follow an identical process to those applications for the 5-year programme.



-42-

International applicants

All applications are considered equally on merit against Home and European candidates.

International qualifications therefore need to be equivalent to our Home / EU

requirements. International applications are reviewed by the Admissions Sub-Dean,

supported by the School and University Admissions functions and the International Office.

For international students the applicant may be telephone interviewed, and some leniency

may be given regarding the full 6 weeks work experience, dependant on local conditions8.

International applicants must also meet English language criteria (British Council IELTS

test with a minimum score of 7.5).

Admissions policies and procedures are validated through feedback on the performance of

students on the course and reviewed at Admissions Committee.

During Clearing (the period when national secondary school results are available in

August), the Admissions Sub-Dean and Admissions Officer will decide on acceptances for

students who have marginally failed to achieve their academic offer, however in practice

this is a very small handful of students, as admissions experience has meant that the

number of offers made in general matches the places available.

At Clearing, students are provided with a wide range of information to help induction and

enculturation into the School (e.g. campus map, clothing and equipment brochure,

congratulations card, Guild brochure, equine livery reservation form, new student

information guide, student entry agreement, student handbook, study skills booklet,

survival leaflet, Vet Society information, module details). Students are telephoned by their

Personal Tutor to welcome them to the School.

A welcome week (Fresher’s Week) provides for wide variety of induction events including

an Opening Ceremony, School tour, initial animal handling practical on Day 1, Tutorials,

Social events, Tutor group social events, a visit to Twycross Zoo (a Clinical Associate),

together with introductory talks on safety, School structure, the curriculum, assessment,

student support and EMS). In addition students receive profiles of all staff members, their

equipment and clothing and laptop computer.9

8 A short introductory course on animal handling and animal husbandry is organised for all new international

students prior to Freshers’ Week.9 All students on the 5 year course are provided with a laptop computer – all teaching material is only available

online.



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Table 3 Assessment of student’s admission

Notes:

Number of applications is for the 5 and 6 year courses

Data is compiled from qualifications on first entry to the School (to the 5-year course,

Preliminary/Gateway Year course)

Data excludes students who have suspended and re-entered Year 1 and students

who move up from the Preliminary/Gateway Year to Year 1 of the 5 year course

‘Foreign students’ includes students from all non-UK countries

Undergraduate assessment

Student performance must be assessed regularly.

Please describe the underlying system(s), its adequacy, system validation and results of the past two years,

(year n and year n-1).

Please provide records of the process and include examples of formative and summative assessment (flow

chart from learning objectives to examination results, including the way students are informed).

What are the means to cope with problems in the student assessment system?

In respect of examinations; do students have to pass them within a certain time; how many retakes are

allowed and to what extent have students to pass examinations before they can start other courses?

How is student assessment communicated to the students and what, if applicable, is the student involvement,

e.g. is there participation in a joint committee?

Assessment strategy

The University is committed to ensuring that methods of assessment are effective in

measuring student attainment of the intended learning outcomes and that assessment

policy and practices are effective in monitoring the validity, equity and reliability of

assessment.

2014 entry 2013 entry 2012 entry

Number of students applying 1873 2022 1865

No. of students admitted with A levels 139 120 120

No. of students admitted with degrees 10 13 7

No. of students admitted with other

qualifications8 22 16

% foreign students 2% 6% 9%

Assessment of

selection criteria

Good x x x

Acceptable

Needs improvement



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The School is fully compliant with the University’s Quality guidelines and procedures, which

are set in the context of external quality assurance frameworks. To this end, there are

rigorous rules, regulations and processes for assessment and progression which apply to

the School including, for example, disability requirements, e-assessment, moderation,

external examiners, etc. The School is responsible for ensuring that the rules and

regulations for progressing from one stage of a programme to another and for qualifying

for an award are publicised to students through appropriate channels. Any changes to

regulations or arrangements for examinations are ratified by the TLA Committee and if the

change is outside normal guidelines, by the University Quality and Standards Committee.

The assessment strategy within the veterinary course has been devised by an Assessment

Working Group of the TLA Committee, and is kept under constant review. It is a co-

ordinated program of assessment designed to align the progress of the student towards

overall clinical competency in order to meet RCVS Day 1 competencies. The strategy is

designed to assess day 1 competences and skills and underpinning professionalism and

knowledge across all 5 years of the course by employing the most educationally valid

assessment methods, applicable to the learning outcomes being assessed.

The use of assessment to encourage learning supports the development of students as

lifelong learners; this is an approach which is adopted in many other aspects of the

curriculum delivery. Therefore, in addition to measuring student attainment, the School

emphasizes the use of assessment to facilitate student learning and individual progress.

This is achieved through the use of formative assessment followed by timely and

constructive feedback in all modules of the 5-year course. Students are given the

opportunity to participate in a formative assessment for each of the different exam formats

throughout the year. Students receive feedback from summative assessments, including

feedback against learning objectives, Portfolio pieces etc. During final year, specific

individual feedback is given to students after Directly Observed Procedural skills (DOPS)

assessments and also at the end of each rotation in the Rotation Professionalism

Assessment (RPA), students record this feedback and are encouraged to use it to track

their progress and develop action plans to support future learning. Remedial help is

provided to all students who fail through Module Convenors, Personal Tutors and the

Student Progress Committee.

Assessment system

Examination guidelines are provided to all students in their Student Handbook, available

online and in hard copy and is supplemented by information available online in the

University’s Quality Manual. In addition, the assessment type (and progression

requirements) for the programme overall and each module is published on SATURN (the

University’s student administration system), and is further reinforced at the start of each

module. Students also receive a detailed document published by the Examinations Officer



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detailing times and dates of examinations, information on formats, extenuating

circumstances, regulations and frequently asked questions. Mark schemes and criteria for

non-online assessments are also normally provided to all students. The Student Handbook

details clear criteria and expectations across the full range of available marks (i.e. 0-

100%).

All members of staff teaching on a module or rotation are required to submit questions for

the module formative assessment and summative online and other examinations. Staff

are advised of the number and format of questions per module or rotation based on the

credit weighting of the module or time allowance of a rotation. To ensure content validity,

such that a representative sample of the taught course is examined, the assessment for

each module is blueprinted to the module learning objectives. This process is completed by

the Module Convenor and ensures that for any given topic, the number of items in the

module assessment is in proportion to the time spent teaching and learning. In addition it

prevents repetition of assessment of learning objectives within the different exam formats.

All staff are trained in the relevant assessment technique prior to acting as an assessor for

a summative assessment. All questions and papers are reviewed by the Module Convenor

/Rotation Leader, and another member of the module teaching team, and then by the

Teaching, Learning and Assessment Sub-Dean before formal sign off with External

Examiners.

In Years 1 to 4 skills, behaviours and knowledge are assessed through a variety of

summative examinations whilst in Year 5 students undertake a range of examinations for

the assessment of practical and clinical skills, professionalism, clinical competence and

knowledge.

Table 4 Assessment type per module for Years 1 to 4

ModuleAssessment and contribution

to module mark

D11MSK Veterinary Musculoskeletal System 1 Online assessment (67%), Spot test (33%)

D11AHW Animal Health and Welfare 1 Online assessment (67%), Short answer (33%)

D11CRS Veterinary Cardiorespiratory System 1 Online assessment (67%), Short answer (33%)

D11LCB Lymphoreticular Cell Biology 1 Online assessment (67%), Short answer (33%)

D11NEU Veterinary Neuroscience 1 Online assessment (67%), Spot test (33%)

D11PPS Veterinary Personal and Professional Skills 1 IT Project (100%)

D12AHW Animal Health and Welfare 2 Short answer (67%), Verbal presentation (33%)



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D12ENI Veterinary Endocrine & Integument System 1 Online assessment (67%), Spot test (33%)

D12GIL Veterinary Gastrointestinal System 1 Online assessment (67%), Short answer (33%)

D12PPS Veterinary Personal and Professional Skills 2 Scientific report (100%)

D12REP Veterinary Reproduction 1 Online assessment (67%), Spot test (33%)

D12URI Veterinary Urinary System 1 Online assessment (67%), Short answer (33%)

D13PPS Veterinary Personal and Professional Skills 3 Objective Structured Clinical Examinations (100%)

D13PRT Veterinary Practical Techniques Online assessment (40%), OSCE (60%)

D13PVS Principles of Clinical Veterinary Science Online assessment (67%), Short Answer (33%)

D13PRO Veterinary Research Project Supervisors assessment of experimental work and

laboratory book (10%), Research manuscript

(65%), Defence Viva (25%)

D14CRS Veterinary Cardiorespiratory System 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14ENI Veterinary Endocrine & Integument System 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14GIL Veterinary Gastrointestinal System 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14LCB Lymphoreticular Cell Biology Online assessment (60%), Clinical reasoning

assessment (40%)

D14MSK Veterinary Musculoskeletal System 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14NEU Veterinary Neuroscience 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14PPS Veterinary Personal and Professional Skills 4 Online assessment (50%), Business Plan (50%)

D14REP Veterinary Reproduction 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14URI Veterinary Urinary System 2 Online assessment (60%), Clinical reasoning

assessment (40%)

D14VPH Veterinary Public Health Online assessment (60%), Spot test (40%)

Notes:

In addition students in years 1 and 2 undertake a set of cross-module OSPEs (see

below) that must be passed before progression to year 4

There are also yearly Portfolio and Skills Diary requirements



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Years 1 to 4

Knowledge is principally assessed in the examinations which are held online (all modules

also include a formative online knowledge based assessment) and also through spot tests

and short answers, online question formats are:

Diagrammatic questions which comprises an image with 4 or 5 areas to be defined by

the candidate dragging and dropping the appropriate marker on to the correct area of

the image

Assertion-Reason questions where one statement which consists of an assertion and

a reason, linked by the word BECAUSE has a number of possible outcomes. The

answer is always one of the following:

Assertion Reason

True True Reason is a correct explanation

True True Reason is NOT a correct explanation

True False

False True

False False

Extended Matched questions (EMQ) - which include a lead-in statement and have a

list of greater than 8 and less than 20 possible answers from which students select

the correct option for a number of questions

Multiple Choice questions (MCQ) - consisting of a question with a single best

response and preferably 4 and a minimum of 3 distracters

Case/Problem based set - consisting of a minimum of 4 and a maximum of 6 parts.

Sets can consist of all, or a combination of, the 4 question formats as above. In this

question design once a question has been answered the student cannot change their

response. In this way the correct answer can be given within the next question, thus

allowing the case to develop.

The School has determined that a number of skills and behaviours must be demonstrated

on the programme and uses a variety of assessment tools to reflect this:

Coursework (e.g. individual pieces or group projects)

Presentations to academic staff and peer groups

Short answer clinical reasoning examinations

Short answer spot test examinations

OSPEs (Objective Structured Practical Examinations)

OSCEs (Objective Structured Clinical Examinations)

DOPS (Directly Observed Procedural Skills)

Individual research projects for in-depth subject knowledge understanding,

dissertation, presentation, etc.

Reflective Portfolios for professional behaviour and attitudes

Structured Portfolio viva assessments

Completion of a Skills Diary



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DOPS exams (held in years 1 to 3) assess animal handling in a realistic situation. Students

must attempt all species areas in their first year and there is no limit to the number of

resits available, students indicate when they feel ready to be assessed are required to

demonstrate that they are competent in handling small animals (cat or dog, small mammal

or exotics), horse, cattle, sheep or pig. Feedback is immediately provided, and subsequent

individual training is available if needed.

Specifically in relation to the Year 1 and 2 OSPEs and Year 3 OSCEs, a range of skills from

each of the 10 basic skill areas taught throughout the course are tested; not all areas are

assessed in each year. The ten skill areas are:

Professional practice

Clinical examination

Handling and restraint

Emergency situations

Diagnostic skills

Laboratory techniques

Anaesthesia and pain control

Surgical skills

Routine care and husbandry

Case management

Year 5

Year 5 students undertake a range of assessment to evaluate:

Application of knowledge and understanding - to inform the process of clinical

decision making

Practical skills and clinical competences - a set of practical skills, and the ability to

effectively integrate knowledge and abilities within the framework of the clinical

setting based on RCVS Day One competencies

Professionalism

Knowledge

Formative feedback regarding a student’s knowledge is provided within the Clinical Practice

modules by means of case discussions and rounds and also through a formative online

assessment.

End of Year 5 examinations (Finals) evaluate knowledge through an on-line MCQ

examination. This is a higher level multiple choice (in the same format as Years 1 to 4),

around a series of cases scenarios or vignettes, where clinical information is presented and

must be interpreted with the aim of testing understanding and basic application of

knowledge. The assessment tests integration and application of knowledge developed over

the first 4 years of the course, and applied in a clinical context during Year 5.



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Skills

Core skills learnt during Years 1 to 4 of the course are built upon and reinforced through

the use of self-certification validated by the use of randomized allocation of Directly

Observed Procedural Skills (DOPS). These are performed in Year 5 Clinical Practice Modules

using case material in the performance of normal duties and activities and assessed by an

appropriate clinician. DOPS are student driven and contextual with the selection of the

DOPS to be assessed appropriate to the caseload of the clinical rotations.

There are 52 skills each representing core skills defined by the RCVS first day

competencies. There is an ongoing process of review and revision of all skills, including at

the end of the academic year, involving University and Clinical Associate clinicians and

External Examiners.

To support the operational processes around the skills assessment, the School has

developed an online, Microsoft Sharepoint based Competency Assessment Record (CAR)

System. This manages and delivers the entire skills assessment process from assignment

of an individual DOPS assessment to a student on rotation, though to storage of the

documentation as evidence of its successful completion. Students are aware of the full

required DOPS skill set through descriptors in the CAR and have access to the DOPS

assessment forms.

The students drive the assessment process for their DOPS examinations by indicating when

they feel they have reached a level of competency comparable to a day-one graduate.

Then, according to a number of defined criteria, the CAR system assigns a DOPS as a

means of quality assuring the students perception of their own abilities. The DOPS process

recognises the fact that different individual assessment opportunities will, due to the fact

that they are conducted on real animals in a real clinical situation, be of variable difficulty.

To address this potential variability:

• Assessors are trained in both the process and assessment of competency and there

are video examples of DOPS being conducted for reference and benchmarking

• Assessor variability in terms of pass/fail is reviewed by a Clinical Sub-Dean

It is therefore a responsibility of the student to maintain the system as ‘live’ reviewing

competence where necessary even if previously self-certified. To qualify to sit the Finals

examination, students must have certified themselves as competent in all 52 skills, and 10

DOPS have been examined and passed. Immediate feedback is given. Usually 1 or 2 DOPS

is performed per rotation. Ten DOPS (1 per skills group) have to be passed at first attempt

during rotations, one from each of the following skill areas:

Communication

Clinical examination

Veterinary public health

Emergency medicine and care



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Diagnostic imaging

Laboratory diagnostics

Anaesthesia

Surgical skills

Advanced paraprofessional skills

Therapeutics

Once a DOPS from each of these skill areas has been passed correctly, the level of self-

certification is deemed appropriate and no further DOPS assessments are performed in this

skill area. However, if a DOPS is failed the student must re-certify themselves in that

competency and a further DOPS in that skill area will be required to be passed. It is

therefore possible for a skill to be evaluated a number of times until it is seen to be at the

point of competence. Each DOPS is either passed or failed and carries no marks towards

Finals.

Professionalism

Critical steps in the development of professionalism are embedded in all aspects of the

course and therefore can be seen as a component of many assessment points. In addition

there are 2 distinct assessment points for professionalism in year 5:

At each clinical rotation the professional skills and behaviours of every student is

assessed by all staff working with the student within the rotation with reference to

the RCVS Code of Professional Conduct. Students are assessed under the Rotation

Professionalism Assessment System as part of the CAR, the outcomes of which are

that the student either passes (with or without merit) or fails that assessment. When

a student fails a single rotation they meet with the Clinical Review Group (a sub

Committee of the Exam Board) confirms the fail and determines an action plan,

which may or may not entail repeating that rotation. Further support may be given

by the Student Progress Committee if required. If a student subsequently fails a

second rotation, they are deemed to have failed the overall Rotation Professionalism

Assessment and must repeat the whole final year.

The second defined assessment point is that of the Final examination, part of which is

the defence of the Portfolio. This takes the form of a viva during which aspects of

professionalism based around competencies, professional behaviour and attitudes

and continued personal development are explored. Students are assessed on 5

portfolio pieces, with at least one piece from each of the categories A, B and C of the

‘Day 1 competencies’.10 Marks are awarded for demonstrating areas of learning

including reflective ability, awareness of personal limitations, approach to continuous

lifelong learning and needs assessment. Students are required to be able to

10 A - General Professional Skills and Attributes; B - Underpinning Knowledge and Understanding;

C - Practical Competences



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demonstrate a knowledge of the profession and professional conduct and explain the

value of a Portfolio in its entirety to professional development.

Clinical Competence

The highest level of learning for the veterinary undergraduate is the integration of the

knowledge, skills and competencies synthesized over the years of training to enable

effective clinical reasoning demonstrated within a framework of professional values and

behaviours.

Students undertake a clinical reasoning assessment in Finals. This tests the student’s

clinical reasoning and decision-making skills based on authentic clinical situations.

Problems and situations are described in short case vignettes, based on data concerning

the clinical problems that occur frequently in primary veterinary care, to achieve a

representative sample of cases. The online system allows a unidirectional approach

meaning candidates who chose the wrong option for their case can be brought back on

track with further information, increasing the uniformity of this assessment.

Assessment delivery and review

All assessments are delivered by the TLA Team and Examinations Officer, in conjunction

with academic staff as required, for example, for OSPEs. Various contingency plans are in

place to deal with any problems if they arise (e.g. queries over questions, loss of electrical

power, injury, computer failure etc). The end-of-year MCQ based exams are delivered

online using bespoke eAssessment software (Rogo); this allows access pre- and post-

examination and review of questions by External Examiners, and tracking of question

modification and performance over time. The University has developed a system to track

assessment of learning objectives which is integrated with Rogo, and provides increased

feedback to students on the basis of their exam performance.

All marks are moderated by someone other than the first marker. Methods of moderation

utilised in the School include:

A standardisation process has been put in place to ensure consistent use of mark

schemes and to improve interrater reliability; this process is applied to all written

assessments, including spot tests, clinical reasoning exams, short answer questions

and coursework. A sample of scripts are marked by all assessors, this is followed by a

standardisation meeting where allocation of marks is discussed in each of the sample

scripts and the mark scheme is amended so that its interpretation is consistent

between examiners. The remaining scripts are then marked using the amended mark

scheme

Trialling of practical assessments against marking criteria

Sampling, either by an External Examiner or by an internal second marker

Additional marking of borderline students, high marks and fails



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Additional marking where there is significant disparity between the different elements

of assessment for an individual student, in a unit or across the programme

Additional marking or standardisation where there is significant disparity between the

marks of different markers in a particular unit or programme

Standard setting of online questions, using Ebel’s method which assigns an

examination question to one of the nine categories based on its relevance and

difficulty. Judgements are then made about the percentages of items in each

category that borderline test-takers would have answered correctly, and a pass mark

is calculated based on these percentages (such that an ‘easy and essential’ question

contributes more to a pass mark than a ‘hard, nice to know’ question). A small

working group specific to each module assesses all questions for the end-of-year

examinations. The assessment marks and the standard set pass mark for a module

are normalised to the required 50% pass mark

There is a thorough internal quality assurance and control process associated with the

marks for modules and rotations. This involves:

Initial data input and review by the TLA Team

Marks collation and calculation by the Examinations Officer

Students being able to feedback on any assessment queries or issues directly to the

Examinations Officer

Review of the performance of each summative question for the module against

available data (e.g. performance of cohort for each question against the standard or

mark assigned, review of cohort performance against previous cohorts) by the

Module Convenor, and further review by the TLA Sub-Dean

Review meeting between TLA Sub-Dean, Examinations Officer and Module Convenor,

at which any potential changes where problems have been identified (such as

removal of poorly performing questions, student comments) are discussed in detail

Verification checks of module marks and year marks by the TLA team

Internal Exam Board review of marks and discussion of any changes

The University's Charter requires that all assessments for courses and modules forming

part of the programme of studies required for University Degrees, must involve one or

more independent External Examiners. The role of the External Examiner is to ensure that

degrees and other awards are comparable in standard to those in similar subjects in

universities throughout the UK, and that marking and classifications are of an appropriate

standard in comparison with other universities. The School has appointed 2 or 3 External

Examiners for each year of the 5-year course. The External Examiners contribute

significantly to the assessment process and are key to ensuring a robust and appropriate

assessment of the course. Comments from External Examiners are considered by the TLA

Sub-Dean and reported at Exam Boards. The role of the External Examiner includes:

Reviewing and approving draft examination questions

Reviewing marking schemes to determine if they are of an appropriate standard



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Discussion of any post-assessment changes with individual Module Convenors

Attending the relevant Examinations Board

Considering failures at resit if a student is leaving the course

Providing an annual written report

Moderating a sample of scripts, with other scripts available to an External Examiner

on request

All results from examinations are entered onto SATURN (the University’s student

administration system) and form the official University record of student performance.

Students are able to access this transcript from their student portal through a system

termed Bluecastle, however students in years 3 and 5, and all resitting students are

required to meet or telephone their Personal Tutor to receive results. Failing students from

all years are advised to get in touch with their Personal Tutor to receive information

relating to resits or pastoral support; students are informed by letter of resit requirements

and are offered an invitation to an appointment with the Student Progress Committee.

Modules are reviewed yearly, with a review document presented to TLA Committee, on

which there is student representation. The review incorporates results of both formative

and summative examinations in terms of module performance and any External Examiner

comments.

Students have at least 2 weeks revision prior to the end-of-year examinations. Within

module assessments are scheduled within the modules timetable and the dates of all

assessments are advertised at the beginning of each academic year to all students. Exams

are held in relation to requirements of the curriculum:

Years 1 and 2: January and June

Year 3: May

Year 4: September and May

Year 5: June

The pass mark for modules in the Preliminary/Gateway Year is 60%, and 50% on the 5

year course. Students have to pass all examinations before they enter later years of the

course. Students must complete the veterinary course within 10 years and cannot take

more than 3 years to complete 1 year. Students are allowed only one retake opportunity

for a module. For year 1 and year 2 OSCEs and year 3 OSCEs students are required to

pass 70% of stations. Students who fail a station are required to resit a station from the

same skill area. Students are given two resit opportunities to achieve a pass in 70% of the

OSPE or OSCE stations before year 4.

Feedback is available to all students, with detailed feedback and remedial help provided to

failing students. All students are able to claim extenuating circumstances which are

reviewed under University procedures by a Committee comprising Senior Tutors, Welfare



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Officer, Disability Liaison Officer, Examinations Officer, and the Chairs of Student Progress

Committee. If a claim is upheld, the student is able to have a further sit at a failed

assessment. Students who are dissatisfied with the outcome of an extenuating

circumstances claim are able to have their claim independently reviewed under a

University mechanism.

Table 5 Results of student performance (% mean overall year mark)

Year 2013/14 2012/13 2011/12

1 65% 66% 64%

2 67% 68% 66%

3 66% 67% 68%

4 66% 66% 67%

5 67% 67% 69%

Student results per module for the last 5 years are available in the Visit dataroom.

Extra Mural Studies

Students are required to complete 38 weeks of Extra Mural Studies (EMS) in order to

satisfy the requirements of the BVM BVS degrees and meet the recommendations of the

RCVS.

EMS is supported by an administrative team, with academic and strategic input from the

Student Placement Sub-Dean. This team aids students in selecting suitable EMS

placements from an extensive database if required, and provides administrative support

around booking of placements, guidance for hosts, insurance and safety information and

assessment of and feedback from, and about, students.

The School uses a Microsoft Sharepoint database system which allows students to identify

placements based on search criteria and geographic location, linking to relevant websites

including the RCVS practice directory, and also contains prior student recommendations on

placements. Feedback and completion of EMS can be tracked through the system.

Students are provided with EMS handbooks which detail specific learning objectives for

each type of EMS placement and provides sources of further information. Students discuss



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their action plans for EMS with their Personal Tutor at each formally timetabled tutorial,

together with feedback about and from placements.

Animal Husbandry EMS

Twelve weeks of animal husbandry EMS are required to be undertaken in Years 1 and 2 in

order to meet the requirements of the BVMedSci degree. Students are required to

undertake placements as shown in Table 6.

Table 6 AHEMS placements

Nature of work Minimum periodMinimum number of animals

on farm /unit

Lambing 2 weeks 200

Pig 2 weeks 60

Equine 2 weeks Commercial establishment

Dairy 2 weeks 75

Other None N/A

Clinical EMS

Students are required to undertake 26 weeks of Clinical EMS (CEMS) in order to graduate

with the BVM and BVS degrees. They can only undertake CEMS once AHEMS is completed,

and are only able to complete up to 6 weeks before the end of Easter vacation of Year 3 of

the course.

The 26 weeks CEMS at Nottingham is structured as in the following Table 7.



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Table 7 Structure of Clinical EMS

Nature of work Type Minimum period

Elective Specialist Practice

Formalised – the type of experience

(farm, small animal or equine) is

chosen by student but organised by

the School at Specialist practices and

attended by all students11

4 weeks

Out of Hours

Formalised – organised by School at

Pride Veterinary Centre and attended

by all students

1 week

Other

Free choice - student selected based

on learning needs, likely career choice

and discussion with Personal Tutor

21 weeks

The majority of CEMS will be carried out at a first opinion practice. Students are

encouraged to experience as many clinical situations as possible and to attend a range of

practices, including specialist practices. This allows students to practice a wide variety of

clinical, personal and professional skills, whilst experiencing a range of management

systems and processes.

2.1.2 Postgraduate Student Education: Academic track

Postgraduate education may be performed at different levels, e.g. Master or PhD-programme.

Please specify the specific admissions procedures for national and foreign students separately for each

programme and how these procedures are developed and advanced.

The School offers MRes and PhD academic track postgraduate programmes.

Applications are accepted in response to advertised studentships or following speculative

applications for all academic and professional track postgraduate positions. All applications

must be made online and applicants must complete a personal statement for their

proposed area of research, and forward copies of qualifications to the School. International

students must supply evidence of funding on application. Applications in response to

identified studentships are passed to the supervisors for review if minimum entrance

criteria are met. Speculative applications are sent to one of the Schools 6 research theme

11 Students, rather than choosing to attend the formalised CEMS at School linked Specialist practices, can opt to

undertake specialist EMS at another practice of their choice (Diploma holding staff are required to be employed at

the practice)



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leaders for consideration when appropriate, if minimum entrance criteria are met, and no

proposed supervisor is indicated (who would otherwise review the proposal). Speculative

applications are also reviewed by the Postgraduate Committee and as part of the research

project proposal and ethical review process by the Research Committee (as detailed in

Chapter 8). The Admissions process for postgraduate students is overseen by the

Admissions Sub-Dean together with the non-Clinical Postgraduate Sub-Dean and is

reviewed at Postgraduate Committee.

All Home and EU postgraduate applicants are invited to attend an interview in person at

the University. All international students are telephone interviewed. Interviews are

conducted with the proposed supervisors of the project and either the Postgraduate Sub-

Dean, or Research Sub-Dean or the relevant research theme leader. The School requests

references for each candidate selected for interview. Offers are made by the University on

the recommendation of the School, and may be conditional on any outstanding

qualifications or unconditional.

Minimum entrance requirements

The minimum entrance requirements for all students applying for postgraduate study

depend on achieving academic requirements as follows:

MRes: Applicants for an MRes degree should have obtained or are expected to obtain a

first or second class degree, or equivalent, in a relevant subject. Specific projects may

also require that the applicant holds a veterinary qualification.

PhD: PhD applicants should have obtained or are expected to obtain a first class or 2:1

degree, or equivalent, in a relevant subject, or hold a 2.2 degree and a Masters. Specific

projects may also require that the applicant holds a veterinary qualification.

Other and International Qualifications: The School will consider on an individual basis

qualifications taken by other students. The School may also consider evidence of relevant

personal, professional and educational experience. International qualifications need to be

equivalent to the Home / EU requirements. International applicants must also meet

English language criteria (British Council IELTS test with a minimum score of 6.5 for

academic track postgraduates), although offers may be made subject to students attaining

outstanding English language qualifications.

Describe the financial basis securing these programmes, the involvement of Faculty in the type of training

provided, the course work required and the procedures for assessment of the underlying scientific

programme(s).

How are post graduate students assessed, how is assessment communicated to the student and what are the

results of the last 2 years.



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The Postgraduate Committee, on which there is student representation, monitors student

progress and also discusses student welfare, support and operational issues associated

with postgraduates. The TLA Committee is the main quality assurance process route for all

programme matters associated with taught postgraduate programmes, after review by the

Postgraduate Committee. Postgraduate students are also represented on the Learning

Community Forum, which is able to discuss any matters (academic, welfare or social); this

is further detailed in section 3.1.3. Postgraduates are also able to raise any issues directly

to the Sub-Dean for Clinical Postgraduates and Sub-Dean for non Clinical Postgraduates

and with a dedicated Senior Tutor for Postgraduates.

The Postgraduate Sub-Deans meet each postgraduate student individually on a needs

basis; regular monthly coffee mornings are also held with the Postgraduate Administrator.

The School requires all postgraduates to attend a quarterly meeting, at which students

present work to their peer group and discuss progress and have an opportunity to meet

each other academically and socially. In addition, postgraduates are assigned to a

research theme and have the opportunity to present their work in a more informal setting

amongst colleagues in their own discipline. Postgraduate students may also access the

considerable support of staff within the Graduate School12.

Programme specifications have been detailed for each of the postgraduate programmes

offered (academic and professional track). The assessment type (and progression

requirements) for each programme overall and any components is published on SATURN

(the University’s student administration system). All postgraduate students are provided

with a Student Handbook that specifies examination regulations and guidelines; this is

available online and in hard copy. All postgraduate students are encouraged to develop a

portfolio of generic skills. The acquisition of these skills is supported by a range of training

programmes run by the School, the Faculty of Medical and Health Science, the Graduate

School and Professional Development. This ensures that students benefit from a high

standard of education and generic skills that are approved by the UK GRAD Programme13

training enabling them to become independent researchers with a range of specialist and

transferable skills. The skill areas include communication skills, presentation skills,

research management, time management and career development. Skill development is

encouraged by awarding credits for these courses.

12 A satellite of the Graduate School is based at the Sutton Bonington Campus

13 The UK GRAD Programme is primarily funded by the UK Research Councils and has a remit to support the

personal development of postgraduate students.



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MRes programme

There is no direct School funding available for MRes programmes, any studentships are

either self-funded, funded by external organisation or funded from research grants.

Students receive a stipend dependant on their funder’s contractual terms.

The 180 credit MRes programme is a one year course and provides a training programme

in a specific research area, in 1 of 3 named routes (veterinary science, veterinary business

and management and veterinary education). The course aims to enhance awareness and

understanding of latest veterinary science research developments, whilst providing tailored

in-depth training relating to the research interests of the student. Every MRes student is

allocated to a supervisor, or supervisors. The MRes degree course consists of two elements

- a single research project which runs continuously throughout the duration of the

programme and generic training in key skills, although it is possible to take advanced

taught courses, with the research project element reduced accordingly. Progression

through the year of study is closely monitored through regular meetings (a minimum of 10

per year). Normally each research submission will be examined by one Internal Examiner

and one External Examiner. These Examiners are required to have appropriate academic

qualifications, relevant expertise in the area of research being examined, and a suitable

level of experience in examining research degree submissions. The role of the Examiners is

to consider whether the information, arguments and results of the student's research work

as presented in the thesis meets the academic standards relevant to the degree.

A candidate for the degree of MRes is required after the period of directed study:

To demonstrate to the Examiners through attendance certificates that they have

pursued an adequate generic training programme to the value of 20 credits

To undertake and pass assessments, for all taught modules for which they have

registered

To produce a dissertation of a maximum 35,000 words (or equivalent) displaying

originality and technical understanding

To satisfy the Examiners regarding knowledge of the general field of scholarship to

which the subject belongs

If so required by the Examiners, to attend a viva voce examination held in the

University on the subject of his/her dissertation and the general related field of

scholarship

Candidates who fail to pass any of the taught modules will normally have one further

reassessment opportunity. A candidate for the degree of MRes whose dissertation fails to

satisfy the Examiners may, on the recommendation of the Examiners, may be allowed to

represent the dissertation in a revised form. The revised dissertation must be presented

within one calendar year of the original examination.



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PhD programme

The School is able to offer a range of PhD funding opportunities; studentships may be self-

funded, funded or supplemented by external organisations or funded from research grants.

Students receive a stipend dependant on their funder’s contractual terms, for Home/EU

students this is a minimum of £13,726.

A 3 or 4 year PhD degree involves specialist study, post-graduate training and original and

independent research on a specific topic under the supervision of academic members of

staff in the School. Additional supervisors consisting of at least one other experienced

member of staff (up to a maximum of 3 staff members) are also appointed to form a

Supervisory Committee. The research project may be carried out in the School or in

collaboration with industrial partners, other university departments in Nottingham or other

universities and private or publicly funded research institutes. In some cases students may

spend time at international academic establishments or research institutes. Students

undertaking the 4 year PhD programme normally complete a structured training

programme in the first year of study.

PhD students are subject to review annually. During their first year of registration the

status of PhD students as doctoral candidates is probationary and they are therefore

subject to Confirmation Review with an Internal Assessor by the end of that year (or at the

end of the second year for a 4 year PhD with taught element in year 1), which considers:

• A written report by the student on his/her progress and commentary by the principal

supervisor on the student's progress and attendance

• Confirmation that the required minimum number of supervision sessions has taken

place and that Supervision Records are available

• An interview of the student by an Internal Assessor and (if the School wishes) other

staff who have not previously been closely associated with the student's work

• Provision of evidence to the Internal Assessor that the student has attended and

passed any modules which form a compulsory part of his/her research programme

The possible outcomes of Confirmation Review are (1) confirmation of the status a PhD

student, (2) continuation of probationary status, (3) a recommendation for registration as

an MPhil or MRes student or (4) termination of registration.

At the end of their second year of study, PhD students are subject to Progression Review

by their principal supervisor. The Progression Review considers similar information to the

Confirmation Review. The possible outcomes of Progression Review are (1) confirmation of

the status a PhD student, (2) a recommendation for registration as an MPhil or MRes

student or (3) termination of registration.



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A final annual review of all research students (if they have not already completed their

thesis) includes a detailed consideration of progress, including progress made with writing

up, and a plan to ensure that the thesis is submitted within a maximum of four years from

initial registration. The possible outcomes are as per the Progression Review together with

the possibility that the student’s registration be exceptionally extended for up to one

further year.

Students who have completed their period of registered study (on a 3 year programme)

may enter the 12 month thesis-pending period. Students are required to submit a thesis

for examination after their period of registered study and before the conclusion of the

thesis-pending period. A student must give formal notice to their School of their intention

to submit their thesis. The thesis should not be more than 100,000 words.

Normally each research submission will be examined by one Internal Examiner and one

External Examiner. These Examiners are required to have appropriate academic

qualifications, relevant expertise in the area of research being examined, and a suitable

level of experience in examining research degree submissions. The role of the Examiners is

to consider whether the information, arguments and results of the student's research work

as presented in the thesis and as defended in the viva voce examination meet the

academic standards relevant to the degree. The Examiners are required to submit

independent reports on the thesis before a viva voce takes place, and produce a joint

report on the viva voce examination, and a make joint recommendation regarding the

award of the degree.

The School seeks to ensure that the viva voce examination takes place within 3 months of

the submission of the thesis. The viva includes questions designed to ascertain that the

thesis embodies the candidate’s own research. It tests the candidate’s general

comprehension of the field of study within which the subject of the thesis falls. It tests the

candidate’s acquaintance with the general literature of the subject, knowledge of the

relation of the work to the wider field of which it is a part, and the respects in which the

work advances, modifies, or otherwise affects this wider field of scholarship.

Following the viva voce examination the student is given immediate informal feedback on

the outcome of the examination with more formal details transmitted later in writing. The

Examiners may recommend to the University the following outcomes of examination:

Award of degree for which the student is registered

Award of the degree subject to correction of typographical errors within one month

Award of the degree subject to minor amendments to be completed within three

months,

Require the candidate to attend for a second viva voce examination and resubmit the

same thesis (which may be subject to minor amendments to be completed within

three months)



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Resubmit the thesis in a revised form within twelve months with/without attending a

second viva voce examination

That no degree be awarded and that the candidate is not allowed to present

him/herself again for examination for the degree for which the thesis was submitted.

Where a thesis has been resubmitted and/or a second viva voce examination has occurred,

the Examiners may recommend to the University the following outcomes of examination:

Award of degree for which the student is registered

Award of the degree subject to correction of typographical errors within one month

Award of the degree with minor amendments to be completed within three

months to the satisfaction of the internal examiner

Award of degree of MPhil without further conditions

Award of the degree of MPhil with minor amendments to be completed within three

months

No degree awarded and no further examination opportunity.

Table 8 Student numbers for postgraduate academic education

Note:

The table does not include suspensions or withdrawals

Mean impact factor has been calculated only from papers where the impact factor is

available

In 2013/14 postgraduate students published 54 papers, and gave 104 verbal and poster

presentations.

14 These students progressed to PhD

Type of programmeNumber students

enrolled

Number students

passed

Mean number

of papers per

student

Mean impact

factor

obtained per

paper

2013/14 PhD 89 19/19 0.61 2.18

2013/14 MRes 2 014 0 0

2012/13 PhD 77 14/14 0.43 3.02

2012/13 MRes 0 0 0 0

2011/12 PhD 52 7/7 0.29 3.21

2011/12 MRes 1 014 0 0



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2.1.3 Postgraduate Student Education: Professional track

In taking into account that professional specialisation may follow a national and/or international (e.g.

European) track, information must be provided on the following:

Types of programmes offered and admission procedures for national and foreign students

Cooperation with other institutions

Student assessment procedures and results

The School offers PG Certificate, MVM / MVS and DVM / DVS15 professional track

postgraduate programmes.

Admission

The application process for the professional track (i.e. clinical) postgraduate programmes

is identical to that of the academic track, albeit with differences in the minimum academic

entrance criteria.

PG Certificate in Veterinary Medicine and Surgery, MVM / MVS, DVM /DVS: Applicants are

required to hold a veterinary degree, and be a Member or Fellow of the Royal College of

Veterinary Surgeons with a legal ability to practise veterinary medicine in the UK, or

equivalent. They are required to have attended an EAEVE approved Veterinary School and

have undertaken a minimum of 26 weeks EMS.

PG Certificate in Small Animal Rehabilitation: Applicants are required to hold a veterinary

degree, veterinary nursing qualification and be a Member or Fellow of the Royal College of

Veterinary Surgeons or Registered Veterinary Nurse with a legal ability to practise as such

in the UK, or hold a physiotherapy degree (or equivalent).

Other and International Qualifications: International qualifications need to be equivalent to

our Home / EU requirements. International applicants must also meet English language

criteria (British Council IELTS test with a minimum score of 7.5 for professional track

postgraduates), although offers may be made subject to students attaining outstanding

English language qualifications.

As detailed above, quality assurance is provided by the TLA Committee (for PG Certificates

and year 1 of the DVM DVS as they are taught postgraduate programmes), after initial

consideration or monitoring by the Postgraduate Committee. Professional track students

have identical representation routes as academic track postgraduates.

15 The DVM / DVS programme is being renamed DVetMed / DVetSurg



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All professional track postgraduates are also required to attend quarterly postgraduate

meetings.

Programme specifications are published on SATURN (the University’s student

administration system). All postgraduate professional track students are provided with a

Student Handbook that specifies examination regulations and guidelines, this is available

online and in hard copy. All professional track postgraduate students are encouraged to

attend a range of training programmes run by the School, the Faculty of Medical and

Health Science and the Graduate School.

PG Certificate in Veterinary Medicine and Surgery

Junior Clinical Training Scholars (Interns) are registered for a 1 or 2 year Postgraduate

Certificate (PGCert) in Veterinary Medicine and Surgery. Studentships may be self-funded,

funded by the School or supplemented by external organisations. Junior Clinical Training

Scholars normally receive a stipend of £16,000 to £21,000, dependant on location and

specialism.

This one year 60 credit course provides appropriate focussed training in the candidates’

chosen clinical subject area. This is facilitated by appropriate exposure to clinical case load

and scholarly activity. Students are required to complete clinical practice (training and

study) under the direct supervision of specialist academic or Clinical Associate staff,

spending between 75% and 85% of their time engaged in supervised clinical activities.

Students select a species or discipline as the focus of their clinical activities. Clinical

training is through the management of cases under the supervision of specialist academic

staff and provides candidates with experience in their chosen field, and provides exposure

to an appropriate clinical caseload. Students gain comprehensive experience in all aspects

of the diagnosis, treatment and care of patients in the chosen area of speciality, and are

provided with an opportunity to undertake research in their area of interest. The PGCert

consists of 3 elements - a clinically-based research project, compilation of a clinical

portfolio and production of a clinical case report. Progression through the year of study is

closely monitored through a minimum of 3 supervisory meetings per year.

A candidate for the Postgraduate Certificate in Veterinary Medicine shall be required after

the period of directed study:

To submit a clinical Portfolio and attend a viva voce examination held in the

University on the subject of general field of scholarship

To submit a dissertation of a maximum 8,000 words (or equivalent) in a clinical

subject within the scope of the School. The dissertation should embody the result of

the candidate's clinical training, study and research displaying originality and

technical understanding.

To submit a case report



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A student, who at the first attempt, does not gain the passmark in any component will

have the right to a further reassessment in the failed component.

Results of the programme are relayed to students by their supervisor.

PG Certificate in Small Animal Rehabilitation Therapy

Studentships are self-funded on the Small Animal Rehabilitation Therapy PG Certificate.

This 60 credit course is designed for individuals in the veterinary and related professions

who would like to improve their understanding of the scientific principles and clinical

practice of the rehabilitation of the recovering veterinary patient in small animal practice.

The course covers all aspects of hydrotherapy, aqua therapy, and land based rehabilitation

in the small animal including the in-patient, the out-patient and the elite athlete. The

course is taught in conjunction with Dick White Referrals (DWR), a veterinary referral

centre that offers specialist care for small animals and K9 Hydro Services, who deliver

physiotherapy for small animals and is training centre offering a range of courses that are

approved by Professional Bodies.

The course is one module but divided into six units, delivered by a combination of

interactive e-learning and intensive advanced practical residential courses, of which the

clinical element for each unit consists of intensive 4 and 5 day placements. Units are

assessed by essay-style written and/or multiple choice question examinations coupled with

formative and summative assessments using coursework elements including practical

write-ups and assessments, and oral presentations. Students are required to pass the

module with a pass mark of 50%. A student, who at the first attempt, does not gain the

passmark in any component will have the right to a further reassessment in the failed

component.

Results of the programme are relayed to students by programme leaders.

MVM MVS programme

Senior Clinical Training Scholars are registered on a 3 or 4 year Master of Veterinary

Medicine (MVM) or Master of Veterinary Surgery (MVS) programme. Studentships may be

self-funded, funded by the School or supplemented by external organisations. Senior

Clinical Training Scholars normally receive a stipend of £19,000 to £21,000 dependant on

location and specialism.

The MVM and MVS degrees are to provide appropriate training to equip the candidate to

work at a specialist level in their chosen field, under the direct supervision of specialist

academic or Clinical Associate staff. The programme provides appropriate exposure to a



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clinical case load and scholarly activity to ensure that candidates are prepared for and

meet the criteria for assessment for the specialist clinical qualification in their field.

Students select a species or discipline as the focus of their clinical activities, and are

considered for either the MVM or MVS degree as appropriate. There are three elements of

MVM and MVS course:

Generic training to support the development of personal and professional skills

associated with clinical practice and research

Clinical training is through the management of cases under the supervision of

specialist academic staff and will equip candidates to work at a specialist level in their

chosen field, and provide appropriate exposure to the clinical caseload. Students

gain comprehensive experience in all aspects of the diagnosis, treatment and care of

patients in the chosen area of speciality. During clinical training students study their

chosen subject area, participate at rounds and seminars, and present case reports.

Students may also attend other centres of excellence in the field, and participate at

conferences and courses. Students are normally expected to undertake residency

training for membership of the relevant specialty RCVS, European and/or American

Boards. Candidates are required to demonstrate that at least 75% of their time

during the course is focussed on clinical activities through the compilation of a clinical

Portfolio.

Clinical Research is conducted, requiring the design and execution of a 35,000 word

research project16 in the chosen area of speciality. The dissertation should embody

the result of the candidate's advanced clinical training, study and research.

The MVM MVS programme is allied to the programme specification of the MRes and as such

as such annual mentoring, assessment and progression and the appointment of Internal

and External Examiners are on the same basis as those of a MRes.

A candidate for the degree of MVM or MVS is required after the period of directed study:

To demonstrate to the Examiners through attendance certificates that they have

pursued an adequate generic training programme

To undertake and pass assessments, for all taught modules for which they have

registered

To produce a dissertation of a maximum 35,000 words (or equivalent) displaying

originality and technical understanding. The dissertation should embody the result of

the candidate's clinical training, study and research displaying originality and

technical understanding

To attend a viva voce examination held at the University on the subject of his/her

dissertation and the general related field of scholarship as demonstrated by the

submission of a clinical Portfolio, satisfying examiners regarding knowledge of the

general field of scholarship to which the subject belongs

16 It is possible to take advanced taught courses, with the research project element reduced accordingly



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reassessment opportunity. A candidate for the degree of MVM whose dissertation fails to

satisfy the Examiners will be considered for reassessment as per MRes regulations.

DVM DVS programme

Students on the DVM DVS programme may be self-funded, funded by an external

organisation or funded from research grants. DVM and DVS students receive a stipend

dependant on their funder’s contractual terms, which is a minimum of £13,726.

The 3 or 4 year Doctor of Veterinary Medicine (DVM) and Doctor of Veterinary Surgery

(DVS) degrees offer a programme comprising a taught component of 1 year and 1 or more

major research projects over a minimum of a further 2 years. The aim of the DVM / DVS

programme is to develop research and clinical excellence in veterinary-qualified staff and

engage veterinarians from clinical practice into research. The degree involves specialist

study, post-graduate training and original and independent research on a specific topic

under the supervision of academic members of staff in the School17. Students are expected

to undertake 120 credits modules at Master’s level in research methods, critical appraisal

of literature and research planning. In addition students are required to submit a research

thesis. The research project may be carried out in the School or in collaboration with

industrial partners, other university departments in Nottingham or other universities and

private or publicly funded research institutes. In some cases students spend time at

international academic establishments or research institutes. Every DVM and DVS student

is allocated to a supervisor, or supervisors.

The DVM DVS programme is allied to the programme specification of the PhD and as such

annual mentoring, assessment and progression and the appointment of Internal and

External Examiners are on the same basis as those of an PhD.

A candidate for the degree of DVM or DVS must:

• Undertake and pass at 50% or above, assessments for 120 credits of taught

modules for which they have registered (normally during the first two years of the

course for full-time students):

Submit and pass a research portfolio (60 credits), comprising a minimum of 20

assets, evidencing research methods training

Produce a critical appraisal of literature (30 credits) in an aspect of clinical

research related to their research area. The critical review will be between

8,000-10,000 words

17 A specific stream has been run in Laboratory Animal Medicine, in conjunction with Oxford University, students

on this stream undertake taught courses at Oxford University



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Develop a research plan (30 credits) involving appropriate project planning,

evaluation criteria and assessment methods. The project plan will be between

6,000-8,000 words

• Submit a thesis of between 50,000 and 60,000 words


reassessment opportunity. A candidate for the degree of DVM / DVS whose dissertation

fails to satisfy the Examiners will be considered for reassessment as per PhD regulations.

Table 9 Figures for Senior Clinical Training Scholars

Table 10 Figures for Junior Clinical Training Scholars

18 Specialists are defined European, American or RCVS recognised Diploma holders or RCVS Specialists. 3 staff

are Large Animal Specialists and as such are counted in both Equine and Farm categories. In addition to species

specific Specialists there are 11 cross-species specialists on the School staff.

European Diploma

title offered

Number of diplomates

on staff (American,

European, or RCVS)

No. of Senior Clinical Training

ScholarsSuccess rate

2013/14 2012/13 2011/12 2013/14 2012/13 2011/12

DipECBHM 5 4 3 2 N/A N/A N/A

DipECVAA 2 2 2 1 N/A N/A N/A

DipECVS 3 1 1 1 N/A N/A N/A

DipECVDI 2 0 1 1 N/A N/A N/A

National track

specialisation

Number of Specialists

on staff18

No. of Junior Clinical Training

ScholarsSuccess rate

2013/14 2012/13 2011/12 2013/14 2012/13 2011/12

Equine 6 5 2 0 N/A N/A N/A

Small Animal 5 16 3 1 N/A N/A N/A

Farm 10 2 1 0 N/A N/A N/A



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Table 11 Figures for other professional postgraduate education programmes

Notes:

Tables do not include students who have suspended or withdrawn prior to

assessment

To date there have been no students examined for PGCertificate in Veterinary

Medicine and Surgery, MVM or DVM courses

2.1.4 Student Welfare

General and specific student support

The School, the University centrally and other students provide both conventional and

specialist academic and pastoral support to the students, with the aim that student support

should engage with every student to help them maximise their potential. Student support

is provided immediately from pre-acceptance and throughout the course.

The School employs a number of measures to ensure that students experiencing difficulties

with their studies or with any non-academic problems are identified and supported. In

addition students are directed to establish and maintain individual Portfolios and Skills

Diaries for self-support both during and after their studies. Alignment of support

processes, school philosophy and teaching reinforces core values (e.g. professionalism).

Programme

No. students Success rate

2013/14 2012/13 2011/12 2013/14 2012/13 2011/12

PGCert Small Animal

Rehabilitation3 4 0 4/4 3/3 N/A

DVM 9 8 4 N/A N/A N/A



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Figure 6 Student Support Network

The wider support network for undergraduate students is shown in Figure 6 and comprises:

Personal Tutor with a primary role to review academic progress and provide pastoral

support for any issues affecting progression

The Veterinary Family Scheme (Students and Personal Tutors)

In-School Support (e.g. Disability Liaison Officer (DLO), Year Administrators, Student

Welfare Officer and Administrator, Student Placement Team)

Senior Tutors

Student Progress Committee

Student mentoring scheme (Big Vet, Little Vet)

Sutton Bonington Hall Warden and Hall tutors

University Student Support Services, including Counselling and Study Support

Other services such as the International Office, the Chaplaincy, the Multi-Faith Centre

and the Students Union, Nightline

Outside agencies, e.g. local Doctor, Samaritans, VetLife, Vet helpline

During term, the Student Welfare Team (Senior Tutors, Student Welfare Officer, and

Student Welfare Administrator) meet weekly to discuss and action general matters in



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terms of professionalism, pastoral and academic progress across the student body.

Members of this meeting are also interlinked with external bodies such as VetLife .

Academic support is provided predominantly by the School, and provides support to

learning utilising:

Pre-registration information packs

Pre-term animal husbandry training for international students

Induction and orientation weeks at the beginning of each year, including a Day 1

meeting with the Personal Tutor

Student handbook

Portfolio and Skills Diary

Provision of web-based learning environment that incorporates core curricular

material and details, and facilities for learning support (e.g. self-assessment, learning

objectives) and student feedback

Personal Tutor to review academic progress

Pairings of clinical and non clinical Personal Tutors / Mentors

Students in higher years (via the veterinary family and Big Vet, Little Vet system)

Extensive staff contact in practical classes

Small group case studies with dedicated group facilitators

Dedicated Student Placement team to facilitate EMS

Year-specific administrative staff

One-to-one access to a Year 3 project supervisor

Library facilities (paper-based and electronic)

Provision of a laptop computer to all 5 year course students

Computing facilities, and basic IT skills training with access to computer-based self-

learning packages

Twitter and flickr resources

24 hour access to study room and museum with extensive teaching resources

An open door policy providing access to all teaching and administrative support staff

Student Progress Committee19 for support of students with academic difficulties

Access to University support services (e.g. study support, dyslexia support, disability

support)

Progression rates and reasons for exit and flow are assessed periodically by the Senior

Tutors, Admissions Sub-Dean and TLA Sub-Dean.

19 The Student Progress Committee (comprising the student, Chair, Student Welfare Officer and Personal Tutor)

meets on a needs-basis to support and advise students with academic problems. The reporting line for quality

assurance, review and monitoring is to the TLA Committee.



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Pastoral and Welfare Support

Pastoral and welfare support is currently provided by the following means:

Personal Tutor, supported by Senior Tutors providing pastoral support and advice

Dedicated Student Welfare Officer and Administrator with the role to advise and

support students, liaising as necessary with other University support agencies

Disability Liaison Officer to provide a point of reference, advice and guidance for staff

and students in the School about disability issues and support

Pre-arrival Health Declaration questionnaire, reviewed by the University’s

Occupational Health team, identifies support requirements for each student and

assures fitness to study

Veterinary family and Big Vet, Little Vet schemes with older students providing

mentoring for younger students

Personal and Professional Skills module covering aspects of work-life balance

Access to University support and advice services (e.g. disability support, confidential

counselling, career development, advice and support on financial matters,

accommodation advice, legal advice)

The Student Guild and Student Union offers social and sporting activities together

with various support services including telephone help lines

Chaplains and prayer rooms for various faiths

Career development and job selection and application techniques are taught within

the Year 4 PPS module

For international students the University’s International Office provides extensive

induction, advice and support about, for example, scholarships and housing. The Centre

for English Language Education also provides support for students.

The School has instigated an ‘Expression of Concern process. Any student or member of

staff may raise a concern relating to a student’s academic abilities, including performance

on a clinical rotation, or for any other matter. The Concern is then reviewed by Senior

Tutors and is acted on as appropriate to the circumstances (e.g. pastoral support,

disciplinary proceedings etc).

Personal Tutor

The Student Welfare Team administers a pastoral Personal Tutor system, liaising very

closely with the School and University support services. Personal Tutors within the School

are important to both the academic and personal development and progress of their

tutees. Students are assigned a Personal Tutor for the entire 5 years of a course; they also

are assigned a Clinical Mentor. Personal Tutors are only assigned groups of students every

other year (so that they might have responsibility for students in Year 1, 3 and 5 for



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example), and they are closely paired with another Personal Tutor and the Clinical Mentor

to create the Veterinary Family from year 1.

The Personal Tutor’s role is to review academic progress and provide pastoral support for

any issues affecting progression, and to support specific academic requirements of the

course, including the review of the Portfolio, Skills Diary and planning and reviewing

placement activities and to provide a gateway to the extensive support mechanisms in the

University. Personal Tutors also provide examination marks for degrees, and also help

failing students across all years understand their weaknesses.

The School has timetabled tutorials within the Personal and Professional Skills module.

Each tutorial is structured so that a high quality of personal tutoring is provided in the

School and so that all students receive the same tutorial experience. In Year 5 students

are expected to undertake a minimum of 3 ad-hoc personal tutorials; these can occur in

person, by telephone or via video link.

Students are required to complete a ‘Personal Academic Record’ (PAR) which forms the

basis of any future reference provided for employment or other purposes. It summarises

academic and personal progress throughout the course, including the general areas

covered in the tutorial and the actions required, exam results and discipline record.

To broaden students’ personal development and improve employability, students are

encouraged to set realistic Personal Development Goals which relate to non-academic

issues. These goals are not compulsory and if students fail to reach a specified target,

there is no penalty.

Personal Tutors receive annual training or an update and are allocated a small budget for a

social event to aid tutor group integration. International students and students that are

identified as potentially requiring additional support are allocated to the most experienced

Personal Tutors.

Veterinary family

All new veterinary students in Nottingham are allocated to a ‘Veterinary Family’ for the

whole of their course. The main aim of the Family is to provide a framework for pastoral

support of students both horizontally in each year and vertically between years. The

family comprises

Two Personal Tutors and a Clinical Mentor

A Veterinary Family is established so that a Year 1 student will have a ‘parent’ who

will be a student from the Year 2 who is in the same ‘Family’



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In addition the VetSoc has established a voluntary ‘Big Vet, Little Vet’ mentorship scheme;

the majority of new students opt to be part of this scheme; training is available for this

scheme.

Postgraduate student support

In addition to the University Support mechanisms available for undergraduates,

postgraduates are able to access the support of the Graduate School. Complementary to

the support provided by the two Postgraduate Sub-Deans, the School has appointed a

Senior Tutor, dedicated to postgraduate pastoral and welfare support.

Measures taken to protect students from zoonoses

All students are required to have undertaken a course of vaccinations (or prove immunity)

prior to joining the School (TB and tetanus), and in addition are required to be evaluated

by University Occupational Health for any medical conditions that may require special

support or potentially may cause a risk to themselves, clients, patients or staff whilst on

the veterinary course.

PPE is required to be worn for all practicals, and is washed within the School, thereby

limiting any potential spread of zoonotic disease. The School specifically undertakes a

number of briefings and practical sessions during introductory weeks in year 1 (including,

for example, hand hygiene using fluorescent dyes) to embed the importance of personal

hygiene, PPE, biosecurity and health and safety; this is supported by extensive information

in the Student Handbook. All students undertake a safety induction and are required to

undertake risk assessments before and whilst on EMS. These procedures have been

reviewed by University staff and the Health and Safety Executive and found to be highly

appropriate and suitable for their purpose. All injuries, accidents and safety incidents are

reviewed by the School Safety Committee.

Student complaints

There is a documented University procedure for complaints. The School treats all

complaints seriously. In all cases, it is desirable that complaints are resolved informally

and quickly between the relevant parties, and that the formal University process is only

started if that fails.

2.2 COMMENTS

The School anticipates a further increase in retention and progression rates with the

introduction of the Situational Judgement Test, which specifically assesses resilience.



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The School has kept the assessment burden for students under review and has moved to

deliver assessments at two points in the year for years 1, 2 and 4.

During 2014 the School has implemented a system to map learning objectives with

assessments, allowing students to receive feedback against learning objectives based on a

traffic light system. This has been well received by students.

We feel that bibliometric data provided in Table 8 is erroneous for a growing School that is

not at steady state, due to the timelag between student enrolment and publication output.

We feel that there are good facilities at the Sutton Bonington campus and available in the

wider University to provide for student needs. The Schools student support network is

extremely comprehensive and provides for support in all aspects of academic, pastoral and

welfare areas, leveraging University and other external support where required. There are

many examples of positive feedback from both students and their parents regarding the

support offered by the School to students in difficulty.

The University has a strong relationship with the local Doctors’ surgery and evaluates the

provision of medical support to students on an ongoing basis within the context of National

Health Service and Primary Care Trust requirements and advice.

2.3 SUGGESTIONS

There is an opportunity to further coordinate postgraduate processes to improve

consistency and timeliness.



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Figure 7 AP2a Admissions Flow Chart



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Figure 8 AP2b Assessment of Students Flow Chart



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Figure 9 AP3a Postgraduate Education

(Academic track and Professional track - MVM MVS DVM DVS only) Flow Chart



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Figure 10 AP3b Postgraduate Education

(Professional track – PG Certificate only) Flow Chart



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Figure 11 AP4 Student Welfare Flow Chart

3 ASSESSMENT OF TEACHING STAFF


CHAPTER 3 TEACHING STAFF

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3 ASSESSMENT OF TEACHING STAFF

Assessment of teaching staff involves:

Evaluation by students

Evaluation by teaching success

Evaluation by scientific merit

Evaluation by students relates to teaching engagement, the didactic qualities, provision of support/learning

material and the raising of student interest in respect to lifelong learning. The Faculty should provide its policy

on the evaluation of the teaching staff by students and indicate when and how students are asked to record

their impressions and show they are involved in preparing the questionnaires.

In addition to evaluation by students the Faculty should lay out its policy to assess teaching success and

scientific merits and how the whole system of assessing teaching staff is managed and further developed.

Is there an award policy or other consequences taken, what are the measures taken /offered to improve

individual teaching qualifications?


3.1.1 Staff recruitment

The University utilises a thorough recruitment process that utilises the following stages20:

Writing role profile form and job description

Assigning a grade-to-role profile

Getting approval to fill a position

Advertising

Shortlisting

Selection and interview

The initial stages confirm that a role profile clearly defines the skills, experience and

qualifications required for the post and that the post is comparable to other posts at the

same level in the University. The job description will also state the necessary and

desirable criteria for selection.

Following local, national and international advertisement, a shortlist is compiled by

assessing applications against the identified criteria in the person specification. Decisions

are based on objective reasons and it is ensured that selection criteria are applied

consistently to all applicants. Shortlisting is conducted by at least two members of staff

20 For further details see www.nottingham.ac.uk/hr/local/recruiting



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and for all academic and teaching posts normally by the Dean of School and Heads of

Divisions.

Up to and including appointment at the level of Reader, University HR arranges the

interview panel, which will include the Faculty PVC or Dean as Chair, or an independent

Head of School or Senior Academic who has had Chair training, together with School

representatives. Professorial appointments include an interview panel comprising the Vice

Chancellor, Faculty PVC, Dean of Faculty, Dean of School, School representatives, and 2

External Assessors.

All interviewees for the posts of Lecturer and above, give presentations and a question and

answer session to School staff; these are scored by staff and the results provided to the

interview panel. The School has also initiated a process such that selected students attend

staff interview presentations for staff on teaching contracts.

Contracts for employment are only provided once appropriate references have been

received together with evidence of qualifications. Contracts are issued subject to clearance

at an enhanced criminal records check.

3.1.2 Staff development

Training and development

The School has a formalised induction process for all staff which is administered via the

Dean’s Office. On induction, staff training needs are discussed with the Divisional Head,

and appropriate courses are arranged. At yearly appraisals and at other times as the need

arises, development needs are considered between individuals and their line manager.

The School strongly encourages staff to develop and extend their teaching capacity and

staff at all levels are encouraged to improve their skills. A substantial budget is held by

the School and can be leveraged through application to the University’s Professional

Development Unit. A variety of development routes are available within the University,

School and externally.

The University’s Professional Development Unit21 provides development advice and courses

for all groups of staff though a varied programme of short courses and accredited

qualifications. Courses in themes such as professional and personal development,

leadership and management, and learning and teaching are delivered through a variety of

methods such as web based training, forums and traditional courses. In an average year,

School staff in total attend more than 300 training courses.

21 Further details are available at http://pd.nottingham.ac.uk/



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Teaching staff are given opportunities to develop and extend their teaching capacity and

encouraged to improve their skills. Opportunities for didactic and pedagogic training and

specialisation are available. The School’s position is that it expects all new non clinical

lecturers to enrol and complete the Postgraduate Certificate of Higher Education (PGCHE),

a nationally recognised training programme, run by the Professional Development Unit.

The PGCHE is accredited by the Higher Education Academy, and those completing the

course may apply for automatic recognition as a Fellow of the Higher Education Academy.

Clinical Associate staff, who are involved in teaching normally undertake the Associate

Teachers' Programme (ATP), an accredited qualification which provides eligibility for

Associate Practitioner status with the Higher Education Academy; to facilitate this the ATP

has been run at all Clinical Associate institutions as a ‘Train the Trainer’ programme.

The School facilitates attendance at University courses and in addition also organises a

number of relevant courses or workshops in-house on a regular basis on all aspects of

teaching, learning and assessment.

A number of staff are funded to undertake taught Masters and PhD courses in Education,

together with clinical qualifications. Staff are encouraged to join the Higher Education

Academy and undertake CPD relating to learning, teaching and assessment generally both

within and external to the University.

Many staff participate in intra-University cooperation to share and learn from best practice

elsewhere in the University, for example through the Faculty Education Research Group.

The School also has strong links with a number of other veterinary schools, where there is

collaboration in teaching development and training. In addition, many staff have attended

courses and congresses run by the Higher Education Academy Subject Centre for Medicine,

Dentistry and Veterinary Medicine, as well as presenting at national and international

conferences on veterinary education.

A ‘buddy’ Peer Observation of Teaching (POT) process is in place. All academics are

assigned to work in a group of 4 and are required to observe teaching of other members of

the group on a yearly basis. This allows them to improve their own curriculum literacy

whilst providing a mechanism for informal feedback to other academics in their group.

Appraisal and promotion

The University has a robust Personal Development and Performance Review22 process to

enable the School to manage salary progression in a way which ensures that individuals

22 Further details are available at

http://www.nottingham.ac.uk/hr/guidesandsupport/performanceatwork/index.aspx



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are appropriately rewarded, based on the contribution they make, clearly linked to the

objectives of the School. For individuals it provides the opportunity to be rewarded through

a goal-based process which is transparent and fair. Contribution is measured in a variety

of ways and includes

Teaching and assessment responsibilities and achievements

Research grants applied for and awarded

Publications

Supervision of research students, postdoctoral research assistants and postgraduate

clinical training scholars

Administrative duties and other contributions to the School, University, and external

bodies

Behaviours and values are evaluated against 5 competency groups:

Achieving and delivery

Personal effectiveness

Working together

Thinking and innovation

Managing, leading and developing others

The Review process enables the School to identify and respond to the development needs

of staff, including both short-term development and more long-term career aspirations.

Furthermore the process sets goals for the coming year.

The yearly appraisal process recognises excellence in teaching (and / or research);

additional increments can be awarded resulting in accelerated progression within a band.

Poor performance results in a review of development and support needs within the context

of University guidance on managing underperforming staff.

The University’s promotion process recognises a high level of achievement in 3 broad areas

of activity:

• Research and scholarship (research activity, (including research income and

publications) and standing within the UK and international research community)

• Teaching and learning activity (the criteria for promotion include teaching quality,

teaching leadership, educational research, teaching innovation and good citizenship,

including PhD supervision, outreach etc)

• Academic service (whether by offering e.g. leadership, management, administration,

collegiality, knowledge transfer or pastoral care within the University, or by engaging

on behalf of the University with the wider community)

All applicants for promotion are expected to demonstrate high achievement in the areas

applicable to the focus of their role and all must include evidence of academic service. Each

individual case will be judged on its merits. All academic staff may put themselves forward



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for promotion where they consider their knowledge, skills and experience match the

relevant criteria. The School considers each application individually and may choose to

support or not support them, prior to submission to the Dean of the Medicine and Health

Sciences Faculty. Following discussion by Heads of Schools, the Faculty may pass

applications to the University Promotions Committee and then if supported onto external

review. The University has no financial or number limit to the number of promotions made

each year.

3.1.3 Role of students in assessing staff

Students are involved in providing feedback on the quality of teaching and their learning

experience by the following methods:

Attendance at staff interviews

National Student Survey

Association of Veterinary Students Survey

Student Evaluation of Module questionnaires (SEM)

Student Evaluation of Teaching questionnaires (SET)

Student Evaluation of Year questionnaires

Rotation feedback questionnaires



Postgraduate Committee meetings

Yearly student survey conducted by the University



Informal feedback to Module Convenors and the TLA Sub-Dean

Ad-hoc focus groups convened around particular topics

All final year students in the UK complete the National Student Survey to provide opinion

and feedback on the overall student experience. The Survey comprises set questions and

also has the ability for students to complete open comments. The NSS results are made

available to the School and are reviewed and commented on by the TLA Committee.

Students are provided with information on their year noticeboards and Moodle.

All students also undertake a tri-yearly Association of Veterinary Students Survey, in which

various aspects of student teaching, learning and support is evaluated. The results of the

survey are reviewed by the TLA Committee. Students are provided with the information on

their year noticeboards and Moodle.

Academic staff are required to gather student evaluations on their teaching (SET); analysis

of the results is used for appraisal and promotion procedures and is confidential. Students

are requested to complete a standard questionnaire. Evidence from student evaluation of



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teaching is required for all Professors, Readers, Associate Professors, Assistant Professors,

University Teachers and other University of Nottingham staff with responsibilities for

teaching who have either a full-time or part-time (50% or more) contract with the

University. All teaching staff are evaluated by students so every year, an individual's

teaching is evaluated by students. The teaching chosen for evaluation, wherever possible,

fairly reflects an individual’s overall teaching load. The SET process is carried out by a

standard questionnaire comprising a set of 7 compulsory University-required questions and

other School-specific questions approved by the TLA Committee, on which there is student

representation. Results are analysed by the University’s Professional Development Unit

and are confidential to the assessee and Dean of School.

Student Evaluation of Module (SEM) is completed to gather feedback from students on

modules for curriculum development. A School-specific modified University standard

questionnaire is used, approved by the TLA Committee and is made available online to

students. The SEM is initiated by the TLA Team, and provided to students near the end of

each module. An analysis of module evaluations is made by the Module Convenor and is

detailed in the module review presented to TLA Committee, and is provided to students via

their year noticeboard and Moodle.

In addition the School has recently initiated a Student Evaluation of Year questionnaire.

This is completed to gather feedback from students on their experience of the year of

programme as a whole, and will be used to identify strengths and weaknesses, overlaps

and deficiencies. A School-specific questionnaire based on the National Student Survey is

used. An analysis of evaluations will be made by the Quality Assurance Officer and will be

presented to TLA Committee, prior to being published on student noticeboards and Moodle.

Year 5 students are required to complete feedback on each rotation. This information is

collated via a School specific standard questionnaire, approved by the TLA Committee and

is made available online to students. An analysis of rotation evaluations is made by the

Rotation Leader and is detailed in the rotation review presented to TLA Committee, and is

provided to students via their year noticeboard. Additional feedback is collected at

occasional meetings of the Schools clinicians.

Students are also commonly invited to focus groups run for modules or other specific

initiatives. Information from these focus groups is incorporated into the relevant review.

The Learning Community Forum meets on a termly basis. Its role is to discuss any

matters (academic, welfare or social) that are raised by either students or staff and to deal

with any concerns raised by students and staff and refer matters to an appropriate

committee if the LCF feels that a referral is necessary. In practice the majority of

operational issues raised at this meeting are resolved at the meeting, with other and policy



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or strategic issues referred to the TLA Committee or Postgraduate Committee, which also

have student representation, or to Management Team.

Students are also able to directly provide feedback and raise any relevant issues at TLA

Committee meetings and Postgraduate Committee meetings, and to Personal Tutors or for

postgraduates directly to the Sub-Dean for Clinical Postgraduates and Sub-Dean for non-

Clinical Postgraduates. Issues and outcomes are reported in the minutes of these

meetings.

Further information is gained from a yearly student survey conducted by the University

and student membership of other relevant Committees and Sub-Committees at Faculty,

Campus and University level. The University survey (‘barometer’) is reviewed by TLA

Committee.

In all routes of student feedback the relevant School Committee consider information and

implement any required actions, with the exception of any negative feedback received as a

result of SET, in which case the Dean and member of staff would consider required

improvements and/or development needs, in conjunction with the Divisional Head. These

measures may include further training, mentoring and in extreme cases removal from

teaching.

SET provides a distribution of answers to questions in a Likert scale:

1. Strongly Agree

2. Agree

3. Neutral

4. Disagree

5. Strongly Disagree

Average scores can be calculated for the assessment of individuals for each of 5 standard

University questions (Figure 12).



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Figure 12 Distribution of SET results for teaching staff for 2013/14 (n=75)

3.1.4 Awards for teaching excellence

In addition to the promotion route mentioned in section 3.1.2 and as part of the University

Reward Strategy, policies set out procedures whereby Managers within

Schools/Departments are able to reward truly exceptional individual or team performance,

in a limited number of cases, with immediate and substantive recognition in the form of a

one off payment at any time during the year.

Excellence in teaching is an integral part of the University’s mission and the Lord Dearing

Award Scheme has, since 1999, recognised the outstanding achievements of University of

Nottingham staff in enhancing the student learning experience. Since its inception, over

100 members of staff, from a range of different staff groups have received an award,

many of whom have been nominated by the students they teach and support. Such awards



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acknowledge the world-class input of staff in creating a student learning environment

which is supportive and nurturing, as well as challenging, creative and innovative. School

staff have won 10 awards since 2006, with 3 staff winning awards on more than one

occasion.

Year 5 students are able to nominate clinical and support staff at Clinical Associates for a

prize for those who have best aided their learning whilst on rotation.

3.2 COMMENTS

In addition to the formal feedback mechanisms for course and teaching, the School also

has an anonymous feedback box to collate all and any comments from students, staff and

visitors.

The School has a number of staff holding postgraduate education qualifications: 43 PGCHE,

1 PGCert Veterinary Education, 1 PGDip Medical Education, 4 MMedSci(Clin Ed), 4 MA

Higher Education, 1 MA pedagogy and education, 2 Educational PhD and 19 FHEA.

3.3 SUGGESTIONS



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Figure 13 AP5 Assessment of Teaching Staff Flow Chart

4 ASSESSMENT OF LEARNING OPPORTUNITIES


CHAPTER 4 LEARNING OPPORTUNITIES

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4 ASSESSMENT OF LEARNING OPPORTUNITIES

The technical term “Learning opportunities” encompasses a number of aspects, beginning with the provision of,

and advice on learning material to individual teachers, the provision of IT and library facilities at the Faculty

level and the creation of the academic environment that provides adequate opportunities for self studies and

interactions with the teaching staff beyond regularly scheduled lectures. Regular control and updating is

necessary.

The report on this topic must include how such a system is managed at the Faculty level, how critical control

point analysis is executed, who is responsible and to whom they have to report and to what extent students

are involved.


4.1.1 The student experience

The University is focussed on offering the highest quality experience, from the first contact of

students with the University, through learning, social, community and sporting activities, to

graduation and beyond. Strategies have been developed at University level to enhance all

areas of the student learning experience. The University has implemented a number of

initiatives to improve the student experience, commonly in conjunction with the Student

Union, and has recently initiated the Teaching Transformation Programme23 to establish a

consistency of quality in educational activities. The University believes that students should

quickly develop a long-lasting sense of disciplinary identity and belonging to their school

community; they should experience the best quality teaching in and beyond class contact

time, and they should be confident in the availability of academic and pastoral support

throughout their studies. At all times the School acts within the context of Faculty and

University strategies, providing feedback on an ongoing basis in relation to specific School

needs and priorities.

The School’s key aim is to educate and train veterinary students, providing them with the

knowledge, intellectual, practical and professional skills to fulfil the demands required of

them to succeed and develop as accomplished veterinary professionals. Our students are

equipped with a thorough preparation in all aspects of basic, applied and clinical veterinary

science, together with a capacity for deductive thought, problem solving and research.

This ensures that our students meet the requirements of the Royal College of Veterinary

Surgeons (RCVS) and are able to overcome the challenges that they will face in their

future careers through the provision of skills for life-long learning.

23 See http://www.nottingham.ac.uk/teaching/documents/theyearahead/yearahead2013-14.pdf



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The School feels that there is a strong and close relationship between staff and students, and

between the students themselves. This results in exceptional levels of student support

together with peer support and learning, for example, year 4 students teaching year 1

practical classes.

The School culture is one that expects excellence in all aspects of the student learning

opportunity and environment; this manifests itself in a range of behaviours, symbols,

routines and rituals which range from the ritual of the Opening Day ceremony, through to

the organisation and upkeep of the facilities, and the expected professional behaviour of

students.

There are various Committees at University, Faculty, Campus and School level, on which

students are represented, which monitor and review the quality of learning opportunities.

Specific strategies have been developed to direct, assure and control the learning experience

including e-Leaning strategy, estates strategy. At an operational level, the relevant

functional team and Sub-Dean, or Head of Division would normally act in an advisory

capacity for specific issues, liaising as necessary with University support functions; for

example, for advice relating to the provision of learning material, this would be the Teaching,

Learning and Assessment team and Sub-Dean. All Sub-Deans and Heads of Divisions are

members of, or report to the School Management Team and thus any review and monitoring

can be raised as necessary at a Management Team Meeting.

4.1.2 Learning opportunities

The School aims to embrace, review and implement, where applicable, the latest

pedagogical techniques. Nottingham has developed an outcome based student-centred

curriculum. The concept of student centeredness is that ‘what matters is what the student

learns, rather than what is taught’. This philosophy encourages students to learn in an

independent fashion, and they have responsibility for their own education. The teacher

moves away from a didactic, lecture-based deliverer of vast quantities of information and

becomes a facilitator of learning.

Veterinary curricula are traditionally effective in removing any tendencies by students to

self-motivate and learn from their own experiences. They are adept at delivering excessive

information and examining on a factual basis. The potential disadvantage of this approach

is that student motivation diminishes quickly, and dependency on pedagogy takes over.

The Nottingham curriculum allows students to have the opportunities to develop their own

learning goals. This encourages a more active approach to learning, building on prior

knowledge, and learning by doing, in order to assimilate and accommodate their own

learning. Using active learning techniques in the delivery of a curriculum should lead to the

students accepting responsibility for their own learning, both whilst on the course, and as a

preparation for lifelong-learning.



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Table 12 Curriculum hours undertaken by all students in 2013/14

Hours of training

Theoretical

training

Supervised practical

training

Lectures

A

Seminars

B

Self-

directed

learning

C

Lab and

desk based

work

D

Non-

clinical

animal

work

E

Clinical

work

F

Other

G

Total

First Year 183 66 109 59 73 45 16 551

Second Year 218 57 116 49 49 49 14 552

Third Year 75 4 39 12 12 63 391 596

Fourth Year 266 40 149 31 23 124 14 647

Fifth Year 0 0 0 0 0 824 5 829

Total 742 167 413 151 157 1105 440 3175

The Nottingham curriculum has minimised the amount of didactic lecturing in the

curriculum (Table 12). The lecturing that does take place is for short (45 minute) periods,

and often utilises active learning techniques such as buzz grouping and handheld

interactive voting software (TurningPoint®). Further teaching methods include small group

work in directed learning classes, seminars, demonstrations, computer-assisted learning,

practical work in the laboratory, dissection, animal handling and examination classes, and

an individual research project. The hands-on elements of the curriculum are also in line

with the student centred philosophy, as students have to engage with tasks and find

answers to their own questions, whilst live animal use stimulates and motivates students.

There are also individual Self Directed Learning (SDL) sessions timetabled extensively

throughout all modules. The skills needed to successfully implement SDL techniques such

as time management, evidence searching and self assessment are also taught in the

Personal and Professional Skills module (PPS), which runs throughout the first 4 years of

the course, delivering a wide range of generic and more veterinary-specific skills.

Learning objectives are delivered to students prior to every teaching session in years 1 to

4, with the exception of the problem-oriented learning type sessions, when they are

provided at the end of the session or week, whichever is appropriate. The problem-

oriented approach uses clinical case scenarios to inform students of the clinical relevance

of basic veterinary sciences. This approach develops problem solving skills, generic

professional skills, such as group working, critical thinking and communication, utilisation

of multiple resources and develops deep rather than superficial learning thereby equipping



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students for life-long learning. Opportunities for consolidation normally take place at the

end of the week with wrap-up sessions which encourage further questions and discussions

of the week’s learning.

The Nottingham curriculum is horizontally integrated so that body systems are taught in

blocks, and within that teaching the traditional preclinical and paraclinical elements such

that anatomy, physiology, biochemistry, pharmacology, parasitology, pathology, radiology

and clinical pathology are all included. The curriculum is also vertically clinically

integrated. Pre-clinical concepts are taught from a clinical perspective, so that students

can immediately see the relevance of the material, leading to a deeper learning

experience; essentially this is an authentic learning experience, providing real clinical

context for the basic sciences. As well as being taught in a stand-alone format, generic

skills such as communication are also heavily integrated throughout the curriculum. In the

later years of the curriculum, scientific concepts learnt in the clinical science components of

the programme are applied within in a clinical context. Basic science is also revisited during

Year 4, facilitated by timing of module overlap.

The School has decided that there is no requirement for a campus-based clinical hospital;

the clinical teaching (and indeed some of the initial years teaching) is completely

community-based using a dispersed teaching model with Clinical Associate organisations24.

This model is contractualised and compliant with RCVS guidelines for a dispersed teaching

model. The students undertake a series of species-based rotations that comprise small-

group clinical teaching in the hospital / practice / laboratory situation. Teaching and

learning is based upon observation, discussion and practical experience; students are

under the supervision of University academic staff placed at, and working within, each

institution. The relationship between the School and each Clinical Associate is managed by

the Clinical Director and his Sub-Dean, with operational responsibility by the lead School

clinician at each site. Quality assurance and control issues are fed into the relevant

responsible staff member or School Committee as appropriate.

Details on the quality assurance process associated with teaching, learning and assessment

are detailed in Chapters 2, 3 and 5. In summary, staff recruitment and development is such

that all academic staff are supported by the School in their development needs including

those associated with teaching. The quality of teaching content, delivery and outcomes are

considered by the School through Teaching, Learning and Assessment Committee and the

University’s Learning and Teaching Committee. Individual quality assessment for each

academic member of staff is provided by peer observation and Student Evaluation of

Teaching (SET) which is reviewed by the Dean of School. Functional teams and technical

teams, together with academic staff provide an overall quality assurance of learning

24 The University of Nottingham has great experience with this model, having used it for more than 30 years in

medical education



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resources. For example the TLA team assess non-content quality of lecture materials (for

example formatting of learning resources, compliance with disability requirements of

students etc), whilst the Module Convenor reviews lecture material content with reference to

the published learning objectives. Technical staff are involved in ensuring the School is

equipped and provide appropriate practical resources; they have the capacity and delegated

authority to procure items as required (subject to normal financial approval mechanisms).

4.1.3 Interactions with teaching and support staff

There are a number of academic, pastoral and social opportunities for students to engage

and interact with staff outside teaching sessions.

From an academic perspective, as defined and reviewed at the TLA Committee, all students

can interact, over and above normal teaching interactions with staff as follows:

Arrange specific meetings with any staff (e.g. teaching deliverers, Personal Tutors,

Senior Tutors, Module Convenors, Sub-Deans, Dean of School, support staff)

Electronically via the Moodle discussion forum or through email

Attend tutorials

Attend project supervision meetings

Pastoral and welfare support for undergraduate and postgraduate students affords a number

of possibilities for interactions with staff and is detailed in Chapter 2. The pastoral support

provided within the School is overseen by the Senior Tutors, who provide a frequent review

for the tutorial system to the TLA Committee, and are part of the wider University Senior

Tutor network. In addition they, the Welfare Officer and the Director of Academic Support

interact with relevant University Student Support Services on an informal basis and formally

through the Campus Amenities Committee, or via Management Team reporting lines. The

Disability Liaison Officer (DLO) provides specific support and advice to disabled students; the

DLO is part of a wider DLO University network. Students formally raise pastoral and welfare

concerns or suggestions via the Learning Community Forum. However, in reality specific

issues are commonly raised as part of the support network (e.g. to a Personal Tutor) and

forwarded to a Senior Tutor and/or Management Team for consideration (for example,

requests for funding to support student events).

Various social activities are organised: at a tutor group level, funds are available for all

Personal Tutors to host a veterinary family event or meal, at School level there are events

such as the Fresher’s Week Quiz, Fresher’s Week Zoo trip, the Dean’s Cocktail Party, the

Staff versus Student Sports Weekend, Staff and Student Christmas Mince Pie and Sherry

gathering, School Summer BBQ and Postgraduate Summer BBQ.



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4.1.4 Provision of learning resources including IT and library facilities

IT-enabled learning

The University of Nottingham has sought to promote a high quality teaching and learning

environment at both undergraduate and postgraduate levels by investing significantly in its

technological infrastructure and support teams. This investment was necessary to provide

the basis for effective development and implementation of e-learning across all its

curricula, campuses and modes of delivery. The environment is supported by a dedicated

University e-learning team as well as a number of resources aimed at supporting e-

learning. E-learning @ Nottingham (el@n) is a website resource that provides practical

advice, real-life examples and a community social networking tool to support the education

of professionals and support staff interested in e-learning at Nottingham. Monthly face-to-

face eLearning community events provide opportunities to share ideas across the

University. The University has also established a website for Promoting Enhanced Student

Learning (PESL). The PESL website has a strategic role to disseminate good and

innovative learning and teaching practice and to provide a variety of examples of good and

innovative practice25. The School is also involved in supporting the University’s Open

Access initiative.

The School has taken the decision to embrace the opportunities offered by Information

Technology to meet the expectations, and better support and enhance the educational

experience, by harnessing the abilities of today’s IT-literate undergraduate generation.

The School uses IT in all aspects of its interactions with students, from admission, pre-

registration through to computer-assisted learning and assessment. All teaching materials

are delivered online and supported through the Virtual Learning Environment (VLE)

Moodle. Moodle is used to organise and distribute course materials and schedules from a

central location, as well as enhance students learning through interactive activities and

resources. It allows rapid updating of materials and provides links to existing course

resources on the web. Communication between students and with staff is facilitated via

question/discussion forums and the dissemination of information to all students is easily

accomplished. No paper handouts are provided to students, instead all relevant resources

are available online, including presentations, briefing notes, and links to relevant videos,

databases and web resources. The School also uses audio recording (pod casting) and

video recording (vodcasting) to support the learning experience and to disseminate

information. The School has produced a number of videos to teach clinical skills, and is

also involved in the Higher Education Academy Centre for Medicine, Veterinary Medicine

and Dentistry-funded development of a student wiki (www.wikivet.net).

25 See http://www.nottingham.ac.uk/teaching/index.aspx



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Year 5 students on rotation at Clinical Associates and at the School, use a Microsoft

Sharepoint system, designed and built for the School and fully hosted and supported by

the University IS teams, termed “Competency Assessment Record (CAR)”). The CAR

system is also the main interface through which students review the practical skills on

which they are summatively assessed on rotations. Students use the system to indicate

when they have achieved a level of first day competency in each skill; the system then

allocates skill assessments to individuals at the different rotation placements as

appropriate. CAR is also one of the many ways in which students communicate with the

School and each other. In addition there are areas for sharing information on the rotations

between fellow students as well as areas through which key announcements may be made

by the School that are pertinent to their rotation. Staff are able to flag areas of minor

concern or weakness identified for a student on their rotation, so that these can be rolled

forward and reviewed by subsequent Rotation Leaders; this information is naturally shared

with the student. Furthermore the system allows for declaration and reporting of relevant

medical conditions and emergency contact details so that clinical staff have access to all

relevant information for a student. The School has also built a clinical coding system

within CAR which allows a student to record case details with which they have been

involved. This builds a searchable database of their clinical case experience over the

clinical years for each student (and the School) which may form part of their learning

Portfolio on graduation.

All students on the 5 year course are provided with a laptop computer from the School for

their own use at any time. Postgraduate students are provided with a desktop or laptop

computer, as required for the project, and a desk in a dedicated office. In addition all

undergraduate and postgraduate students are able to access School and Campus

Computer Rooms on a 24 hour basis. This provides an exceptional opportunity for all

students to undertake self-study and access educational and research resources as

required. Undergraduates are provided with a limited amount of free printing;

postgraduates have unlimited free printing. The School has high quality high speed

wireless networks throughout the buildings.

Due to the nature of the course, the School has a strategy to develop and embed imaging

and video within the teaching materials, and resources include

Several video cameras including broadcast quality high definition format and support

equipment such as lighting and sound recording

Video editing software with the capacity for high-definition video editing

A relational database of over 6,000 teaching images searchable through a web

browser (flickr) for all staff and Clinical Associates

Digital Slidebox, a repository for over 500 digital slide images

As detailed in section 2.1.1 the end-of-year MCQ based exams are delivered entirely online

using online assessment software Rogo, which is integrated with a learning objective



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tracking database and provides functionality to allow feedback to students against their

attainment in learning objectives.

Lecture theatres across campus are fully equipped with the usual audio visual facilities

including video and slide projection, electronic visualisers, lecture capture facilities and

audio capture for podcasting etc. Investment in state-of-the-art audio-visual facilities has

been made throughout the teaching rooms of the School such that electronic whiteboards

are commonplace alongside usual AV equipment in lecture theatres, seminar rooms, small

group teaching rooms and laboratories. Students are able to borrow digital video and

photography equipment in relation to course activities. Teaching rooms at Clinical

Associates include computing facilities and in some cases electronic whiteboards or LCD

screens for presentations.

The School has established a dedicated high-speed data network between the School and

Clinical Associates, which mirrors the learning environment of the School to the associates,

such that students (and staff) have access to the same support and resources offered

when on the campus. Communication strategies include high-definition video conferencing

which has been installed at a number of Clinical Associates.

Postgraduate students have access to the range of IT facilities available to staff including

specialised software and high power computers as required.

The School has representation by the Director of the Academic Support on the Campus

Amenities Committee, the Campus IS Committee and Faculty IS User Group, all these

Committees provide a function to quality assure, monitor and review learning

opportunities, and provide a mechanism for two way feedback.

Library facilities

All students have access to all University libraries. The James Cameron Gifford (JCG)

Library based at Sutton Bonington holds a wide range of resources associated with animal

biology, animal welfare and care, veterinary sciences and allied subjects such as food

production and agriculture etc. Through their online student portal, students are able to

access an extensive range of library facilities including University of Nottingham Library

Online Catalogue that allows students to search for books, reports and journals that are

held across library services. In addition students have access to the eLibrary Gateway

which is a single interface via which all members of the University of Nottingham can

access electronic resources relevant to their subject. The University library policy includes

the purchase of eBooks where possible.

Students have 24 hour access to a range of learning resources in their small group

teaching room mini-libraries. This facility is valued by students and has resulted in



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extensive use of the rooms with students working together outside of normal teaching

hours. The resources include all course textbooks, all British Small Animal Veterinary

Association (BSAVA) Manuals, various other specialist and reference textbooks, skeletons,

models and posters. Mini-libraries have been set up at each of the Clinical Associates used

for placement in Year 5, together with the Year 5 seminar room and small group teaching

room. In addition to hard copy material the virtual learning environment, Moodle, hosts a

range of learning resources including embedded image and video resource hyperlinks to

other sites and reusable resources.

The School liaises closely (via the Teaching, Learning and Assessment Team) with the

Library team leader for the JCG Library. On a quarterly basis the TLA Team work with

Module Convenors to collate a list of resource requirements for the library, which are then

procured by the Library. Any feedback from the various School Committees (e.g. Learning

Community Forum, Postgraduate Committee etc) is taken into account when formulating a

list of requirements.

The nature of the undergraduate veterinary curriculum requires that students have

significant access to animals and animal materials throughout the 5 years of the course. All

major species of farmed animals and companion animals are available on the Sutton

Bonington Campus. In addition, formal, contractual links have been made with local

organisations and Clinical Associates to ensure a wide variety of availability of animals for

teaching basic sciences, animal husbandry and clinical subjects.

Teaching materials

Fresh and preserved complete and part cadavers of the major domestic species are used

for practical teaching of anatomy in Years 1 and 2. Specifically students work in groups of

3 or 4 to dissect the body regions of the dog relevant to the systems studied in specific

modules throughout Years 1 and 2. These dissections are supplemented with material

from other species as required, including human. Further use of cadavers is made in the

teaching of surgical techniques in Years 3, 4 and 5.

Entire skeletons of each domestic species and a variety of high quality plastinated

specimens, illustrative models and other learning materials are available in the museum,

clinical building and dissection room. Each small group teaching room holds a skeleton of

a dog and / or a cat, and various models. The School Museum also holds skeletons of less

common and exotic species.

The School has access to a vast range of animals for training purposes including dogs,

cats, horses, small and exotic animals owned by the School, staff and students and the

client bases of all Clinical Associates (e.g. Horses (250) and dogs (250) are provided at the

Defence Animal Centre, Melton Mowbray, and are used to teach animal handling and



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animal health and welfare, including farriery). The School has a dedicated smallholding on

site comprising cows, sheep, pigs, chickens and an apiary. Stables are available for 16

student horses. The School Small Animal Unit comprises cats, rabbits, birds, hamsters,

lizards, tortoises, snakes, etc. The commercial University Dairy Unit is part of the 1,000

acre University Farm and comprises 210 Holstein/Friesian cows and 140 followers. Live

animal anatomy classes take place in the Clinical Skills Laboratory and Clinical Skills

Centre26, in the manege, at the smallholding, Dairy Unit and also at the Defence Animal

Centre.

Post mortems are undertaken by pathologists (at the Veterinary Laboratories Agency) or

occasionally veterinary clinicians. Students are therefore able to gain access to a wide

variety of necropsies across the Clinical Associates during Year 5 Clinical Practice. There is

substantial use of exposure to necropsy material throughout the Year 4 modules in which

pathology teaching is embedded; here materials are harvested and presented to students

rather than being full necropsy examinations. This additional necropsy material derives

from the formal necropsies as well as local abattoirs and slaughterhouses particularly in

relation to the teaching of public health and food hygiene.

4.1.5 The physical academic environment

The School of Veterinary Medicine and Science is based at the University’s 1,000 acre Sutton

Bonington campus. The campus comprises, in addition the School of Biosciences, central

teaching and research facilities, the James Cameron-Gifford Library, student residences,

music room and sports centre, as well as essential amenities including a restaurant and

café,. In addition the Campus includes a commercial farm with dairy, pig and poultry

research units and crop science experimental areas and a licensed abattoir.

The School has been fortunate in having 3 bespoke major buildings developed specifically for

the School, these comprise teaching and research laboratories, dissection room, surgery

suite, clinical skills centre, small group teaching rooms, lecture theatres and seminar rooms,

staff and postgraduate offices. Other substantial building developments on campus include

animal accommodation, smallholding, stables, mock veterinary pharmacy, and post mortem

facilities. There has been investment where required to upgrade or supplement facilities at

26 The Clinical Skills Centre contains a wide range of equipment and resources to enable students to develop their

practical skills to a high level at all stages of their learning. It is staffed by veterinary qualified facilitators and

there is also a wide range of task sheets and information, enabling the students to self-direct and peer-teach

skills. Equipment is wide ranging and includes bespoke in-house part-task trainers e.g. equine IV model,

electronic epidural model, and commercially available simulators e.g. haptic cow, Critical Care Jerry. Development

of new models is carried out by technical and clinical staff, in consultation with the department of medical

engineering where required. A huge range of skills can be practised and feedback is collated regularly from

students utilising the centre to ensure new developments are appropriate for their learning. Validation of models

has also been carried out within year 3 research projects.



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the Schools Clinical Associates, this includes investment into a new primary and referral

hospital (Pride Veterinary Clinic), a new stable complex and student room at Oakham

Veterinary Hospital and a veterinary clinic at Twycross Zoo. Further details of facilities are

available in Appendix A.

The University Estates Division has the responsibility for enacting and operating a physical

environment conducive to providing adequate learning opportunities. Within the School, a

Senior Technician supported by the School Office Administrator is responsible on an

operational basis for identifying, coordinating and liaising with the Estates works team. A

Building Review Group comprises the School Building Coordinators and meets quarterly to

identify and discuss issues for resolution; this feeds into the Management Team Meeting,

and through representation by the Director of the Academic Support to the Campus Site

and Security Committee, which provides a function to quality assure, monitor and review

learning opportunities, and provides a mechanism for two way feedback.

The Director of Estates meets with the Dean and Director of Academic Support on a yearly

basis to review ongoing strategy and any operational issues.

4.2 COMMENTS

The School has recently (Summer 2014) expanded the number of year 1 and 2 small

group teaching rooms and plans to develop further rooms for years 3 and 4 and remodel

year 5 teaching facilities over the 2014/15 session.

4.3 SUGGESTIONS



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Figure 14 AP6 Assessment of Learning Opportunities Flow Chart

5 ASSESSMENT OF TRAINING PROGRAMMES

AND THE AWARD OF THE TITLE

OF VETERINARY SURGEON


CHAPTER 5 ASSESSMENT OF TRAINING PROGRAMMMES

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5 ASSESSMENT OF TRAINING PROGRAMMES AND THE AWARD OF

THE TITLE OF VETERINARY SURGEON

Information is requested on the following points:

Development and publication of explicit intended learning outcomes, including a description of essential

competences required at graduation (the so-called “day one skills”)

Procedures for formal curriculum and teaching programme approval and regular reviews

Application of the ECTS to your programme and evidence for its use

Procedures for monitoring delivery of the curriculum and the teaching programme

Assurance concerning the participation of students in quality assessment activities

Parameters assessed and procedures to monitor regular feedback from stakeholders and graduates

Provision of a structure that promotes life-long learning


The University works within national policies and procedures affecting Higher Education

in the UK. Three key national bodies impacting on teaching are the Quality Assurance

Agency (QAA), Higher Education Funding Council for England (HEFCE) and Higher

Education Academy (HE Academy). The University Learning and Teaching Committee

has overall responsibility for the University's academic quality and standards, and reviews,

develops and implements the University's teaching and learning strategy. It receives

reports from and advises Schools. It also oversees the application of the Quality Manual

procedures across the University.

Within the School the Teaching, Learning and Assessment (TLA) Committee is the focus

point for coordinating the development, timetabling and ongoing evaluation of individual

modules, the course and the quality of teaching as a whole ensuring concordance with the

Quality Manual. The TLA Committee is aided in quality assurance activities operationally

by the TLA Team and specifically by a Quality Assurance Officer (part of the TLA Team).

5.1.1 Development and publication of learning outcomes

The learning outcomes of the 5-year programme, were initially developed by a Curriculum

Working Group, established by the Veterinary School Project Group27 in 2005 using the

following process:

27 A Project Group, set up to guide the establishment of the Veterinary School comprised the Registrar, Chief

Financial Officer, Chief Information Officer, PVC for Research, School PVC, Director of Estates, Director of

Academic Services, Head of Planning and representatives from other Schools and Central Support Units as well as

the Dean of School and Director of Academic Support and Administration. The Project Group was led by Professor

Sir Peter Rubin.



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1. Identification of the type of veterinary surgeon the country needs in association with

stakeholders (e.g. Veterinary Associations / Divisions of the British Veterinary

Association, Government Vets, Veterinary Students)

2. Identification of the outcomes required of the educational process.

It has been vitally important that learning outcomes are explicit and clearly and

unambiguously defined, and are aligned to RCVS Day One competences, QAA Subject

Benchmark and EAEVE Subject Areas. The exit learning outcomes to be achieved by

the Nottingham curriculum are:

What the veterinary surgeon is able to do – ‘doing the right thing’

Competence in clinical skills

Competence to perform practical procedures

Competence to investigate patients

Competence to manage patients

Competence in health promotion and disease prevention

Competence in skills of communication

Competence to retrieve and handle information

How the veterinary surgeon approaches practice – ‘doing the thing right’

With an understanding of basic and clinical science

With appropriate attitudes, ethical understanding and understanding of legal

responsibilities

With appropriate decision-making skills, clinical reasoning and judgement

The veterinary surgeon as a professional – ‘the right person doing it’

Appreciation of the role of the veterinary surgeon within society

Aptitude for professional development

3. Identification of the curriculum content at a module and session level

4. Recognition of student progression through the curriculum and the learning

requirements at various stages

5. Identification of appropriate educational strategies

6. Identification of teaching methods, delivery and pedagogical approaches

7. Decision as to how the students will be assessed and the curriculum evaluated

8. Development of the educational environment, including support to students

9. Refining the detailed management and administration of the curriculum

10. Communication of the curriculum to all stakeholders

Benchmarking against 2 other UK Veterinary Schools was undertaken to evaluate the

balance of subjects within the curriculum. As a result of this and in combination with the

results of a debate and dialogue with a variety of stakeholders the individual allocation of

hours to subjects was developed, and was also reflected in the module credit weighting.

Thus the overall curriculum has been developed at a module level using outcome mapping

against RCVS Day One competences, QAA Subject Benchmark and EAEVE Subject Areas,

and included input from stakeholders.



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Any ongoing required changes to outcomes on a module basis are identified by a detailed

obligatory module review process and proposed by the Module Convenor prior to review

and approval by the Schools TLA Committee, to ensure that the relevant learning outcome

is met elsewhere in the curriculum. Learning objectives developed for each teaching

session, link to RCVS and EAEVE criteria and overall module learning outcomes. Changes

in outcomes in learning sessions are also reviewed in the module review process; when

new learning objectives are proposed they are reviewed by the School clinicians on the TLA

Committee to ensure that they are relevant to clinical outcomes.

Programme specifications, defining aims, delivery methods, assessment and learning

outcomes for a programme are reviewed and approved by the University’s Quality and

Standards Committee, after approval at the TLA or Postgraduate Committee (and

subsequently TLA Committee if applicable). Module specifications, comprising the same

information as programme specifications albeit at a module level are reviewed and

approved at the TLA Committee. Programme and Module specifications are updated

annually.

Programme and module specifications are available on the student administration system,

SATURN. Learning objectives for each teaching session are made available to students 1

week ahead of the teaching session through Moodle, the e-learning system.

5.1.2 Procedures for formal curriculum and teaching programme approval and

review

The University conducts a School Teaching and Learning Review (TLR) involving a range of

internal and external inputs at least once every five years for each School. The purposes

of the review are the following:

To consider the continuing currency and validity of programmes in light of

developments in research, professional and industry practice and pedagogy

(including the use of technology in learning and teaching), changes in the external

environment such as requirements of professional, statutory and regulatory bodies,

and continued alignment with the University’s strategy and mission

Whether students are attaining the intended learning outcomes and whether the

assessment regime enables this to be appropriately demonstrated

To highlight where improvements to provision are possible in order to enhance the

student learning experience and encourage the development of more inclusive

approaches to learning, teaching and assessment.

TLRs assess core teaching and learning activities in their institutional context, meaning

they consider the communication, coordination, and management practices within the

School. The review ensures that:



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Qualifications offered by the School are in line with the University of Nottingham

Qualifications Framework

The School adheres to the provisions of the Quality Manual

The School’s systems and procedures for dealing with staff and students are as

effective as possible and support the University’s claims to provide high quality

teaching and learning. The review should identify any areas of strength and

weakness, and offer support and guidance where appropriate

Learning outcomes of programmes have an appropriate match to relevant QAA

benchmark statements and are taught and assessed in a satisfactory manner.

It is anticipated that a Teaching and Learning Review will be undertaken in November

2014.

The School has put in place significant mechanisms for ongoing curriculum review and

evaluation.

Weekly reviews of small group facilitators

Individual module, rotation and subject area reviews (including module feedback,

external review, focus groups etc)

Evaluation of individual teachers by student evaluation of teaching and peer,

Module Convenor and Dean observation

External Examiner reports (see section 2.1.1)

Periodic review and accreditation by the RCVS and EAEVE

Modules are required to be reviewed on a yearly basis by the Module Convenor with the aid

of contributors to the module. A Module review meeting is chaired by the Module

Convenor; all those who have contributed to the module attend if possible. The review

meeting comprises 3 phases:

• Consideration as to whether delivery matched published learning objectives. Why

were there differences, what may have impeded success, what may be improved,

what worked well etc

• Review of feedback and comments from the multiple inputs collated for the meeting

• Plan for modification of both learning outcomes and proposed delivery strategies

A review document is subsequently presented to TLA Committee for discussion and review.

The document compiles information, including from the following sources:

Within Module feedback

o Output from meetings with technicians and key administrative support staff,

observation of teaching delivery by Module Convenor, de-briefing of facilitators

External lecturer feedback

o Feedback from external deliverers on the course

Student Evaluation of Module (SEM) feedback



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o This is a compulsory part of University regulations, questions relate to process

of module delivery: logistics, effectiveness and to a lesser extent experience.

Standard questions have been developed and a number of additional module

specific questions may be added by the Module Convenor

Student focus group

o Focus groups may be held with a random sample population of students uses

both generic and module specific questions focused primarily on the student

experience but may include questions on process and content

Examination process

o Results of both formative and summative examinations are reviewed in terms of

module performance

Clinical Associates

o Feedback from students is collected for each Year 5 clinical practice rotation on

an ongoing basis, and feedback is also collated from all School and Clinical

Associate staff involved in a rotation.

o School clinical staff meet frequently and provide feedback on student

performance in many areas

The TLA Committee also considers any pertinent comments from External Examiners on

the curriculum, actions resulting from feedback are reported at Exam Boards. The School

greatly values the input of all external evaluators, who include:

Experienced external academics or practitioners are employed on a consultancy basis

to undertake a comprehensive review of all aspects of each module or subject area

External examiners

Hosts of Animal Husbandry and Clinical EMS

Other non-School University staff

Clinical Associate staff

The School is required to submit a report as part of the University’s Annual Monitoring

process for all taught and research degrees. Schools are also provided with a quantitative

data set (QDS), i.e. statistical data produced at each subject level showing percentages of

First Class/Good/Distinction degrees, progressions, completions etc. The report covers:

Update on the status of actions planned as a result of the annual monitoring

process in the last Session and whether they have been implemented

Confirmation annual monitoring process completed

Changes to Programme Learning Outcomes

Changes to Curriculum and Delivery

Changes to Assessment

Student Performance

Comments on University Issues

Issues from External Examiner Reports

Other Comments



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Once the completed annual monitoring reports have been returned, the Students’ Union

will support Schools’ Course Education Reps to complete the section of the relevant section

of the form providing comment on the actions taken by the school in response to student

feedback. Academic Services will also provide comment on the External Examiners’

reports and responses received, plus any issues arising from consideration of the QDS.

Schools will receive feedback following consideration of their annual monitoring

submissions by Quality and Standards Committee.

It is noteworthy that a key focus of the School and University monitoring is review of

implementation and recommendations.

5.1.3 Application of ECTS to the programme

Each individual module has a credit value, which contributes to the academic year.

University of Nottingham credit values are translated into ECTS credit values by dividing

the Nottingham credit value by two. All graduates are provided with a Diploma Supplement

to their degree transcript on graduation, produced by the University of Nottingham which

follows the model developed by the European Commission, Council of Europe and

UNESCO/CEPES. The purpose of the Supplement is to provide sufficient independent data

to improve the international “transparency” and fair academic and professional recognition

of qualifications (diplomas, degrees, certificates, etc.). It is designed to provide a

description of the nature, level, context, content and status of the studies that were

pursued and successfully completed by the individual named on the original qualification to

which this supplement is appended.

The 5-year course is integrated vertically and horizontally, as such the School will not

accept transfers directly into the 5-year programme.

5.1.4 Procedures for monitoring delivery of the curriculum and teaching

programme

There is a strong ongoing commitment to monitor delivery. Methods include:

Evaluation of individual teachers by Student Evaluation of Teaching

Peer observation

Module Convenor observation

Dean observation

Module Convenor observation of external deliverers

Module Review (detailed above)

Student feedback (detailed below)

Yearly staff appraisal (detailed in Chapter 3)



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5.1.5 Role of students in quality assessment

Students are involved in providing feedback on the quality of teaching and their learning

experience by the following methods (as detailed in Chapter 3):

National Student Survey

Association of Veterinary Students Survey

Student Evaluation of Module questionnaires (SEM)

Student Evaluation of Teaching questionnaires (SET)

Student Evaluation of Year questionnaires

Rotation feedback questionnaires



Postgraduate Committee meetings

Yearly student survey conducted by the University



5.1.6 Parameters assessed and procedures to monitor feedback from

stakeholders

The veterinary profession and wider public are involved in the quality assurance of the

veterinary programme at a number of levels:

Members of the veterinary profession and public are members of the Admissions

Committee

Veterinary professionals undertake admissions assessments for undergraduate

students

Appropriately qualified and briefed veterinary professionals and other individuals

deliver elements of teaching in the undergraduate programme, and feedback through

the module review process

Members of the veterinary profession act as External Examiners on both the 5 and 6

year programme

Hosts of animal husbandry and clinical EMS provide feedback on student ability and

performance

Staff of the School are members of various regional and international professional bodies

and associations and thus are able to develop working relationships with a variety of

veterinary professionals ensuring that external views are adequately represented within

the School.

In addition lay members are involved in the management of the campus and University

(for example as members of the University Ethics Committee and University Senate etc).



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The School elicits feedback on how graduates (at 6 months post-graduation) feel prepared

for different aspects of clinical practice, this is reviewed by Management Team and fed

back as required to TLA Committee.

5.1.7 Provision of a structure that promotes life-long learning

The School puts high worth on the development of undergraduate self-learning and

problem solving skills, in preparation for life-long learning as a veterinary professional.

The Nottingham curriculum allows students, through facilitated clinical relevance and other

teaching methods to have the opportunities to develop their own learning goals. This

encourages a more active, deeper, approach to learning, building on prior knowledge, and

learning by doing, in order to assimilate and accommodate their own learning. Using active

learning techniques in the delivery of a curriculum should lead to the students accepting

responsibility for their own learning, both whilst on the course, and as a preparation for

lifelong learning. This is facilitated by the use of a Portfolio system for critical review and

reflection of personal development which is obligatory for all students and leads them

seamlessly into the Professional Development Phase devised by the RCVS to support

development of new graduates. Lifelong learning is also listed as a Day 1 Competency by

the Royal College of Veterinary Surgeons. It is hoped that by establishing a student-

centred curriculum this competency will be well established in graduates.

The basis of Evidence Based Veterinary Medicine (EVM) is good clinicians using good

science to make good decisions about their patients to benefit their health and welfare. To

be able to do this the veterinary profession needs high quality, relevant science made

readily available to them in clinical practice. Our undergraduates are taught practical skills

in evidence synthesis for EVM, which will prepare them for lifelong learning.

Furthermore the School is able to provide postgraduate programmes that are attractive to

the veterinary profession, indeed 35% of our postgraduates hold a veterinary degree.

Currently 17% of postgraduate students are Nottingham graduates, and 8% of our alumni

are undertaking postgraduate study at Nottingham and elsewhere.

The School Continuing Professional Development programme promotes lifelong learning;

our graduates and the wider profession are encouraged to undertake our courses.

5.2 COMMENTS

The School will be implementing an employer feedback mechanism in 2015, however to

date the Schools has gained a large amount of informal feedback on its graduates, and has

reviewed Unistats data on employability and salaries attained.



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5.3 SUGGESTIONS



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Figure 15 AP7 Assessment of Training Programme and

the award of the title of Veterinary Surgeon Flow Chart

6 ASSESSMENT OF QUALITY ASSURANCE FOR

CLINICS, LABORATORIES AND FARM


CHAPTER 6 CLINICS, LABORATORIES AND FARM

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6 ASSESSMENT OF QUALITY ASSURANCE FOR CLINICS,

LABORATORIES AND FARM

Provide information on the system(s) of quality assurance in the clinical area, laboratory diagnostic services

and farm facilities. List any existing accreditation from external quality assurance bodies.


6.1.1 School laboratories and Farm

Health and Safety

The University has a documented Health and Safety Policy, Codes of Practice and

Guidance. The University Safety Office is the primary contact point with the Health and

Safety Executive, The Environment Agency and the Fire Service. It also oversees all

aspects of health and safety, advises in developing safety policies or procedures and

monitors the implementation of safety policies (for further information see

http://www.nottingham.ac.uk/safety/safetyhandbook.htm )

The School aspires to be a centre of academic and research excellence and seeks to ensure

high standards in all areas including health and safety. The School expects, and is

committed to the following principles:

Attaining standards of health and safety which meet or exceed the requirements of

the University of Nottingham

Managers and staff/students working together to attain the highest standards of

safety within the School

Ensuring competence of staff and students through provision of information,

instruction, training and adequate supervision

Fostering a “no blame” culture to facilitate the reporting of all accidents, incidents

and near misses so that effective action can be taken to rectify deficiencies and

prevent reoccurrence

Monitoring health and safety performance and using the information to inform

decisions so that there is a continual improvement of health and safety performance

The Dean of the School accepts responsibility for ensuring that the highest standards

possible are met. The responsibility for health and safety follows down the line

management structure via Heads of Divisions to members of staff. The Dean is advised

and assisted by the Safety Committee which he chairs and by specific safety officers which



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are appointed by the Dean28. To ensure the highest standard of operation the School has

ensured representation from University advisors and student representatives on the Safety

Committee.

The School expects all staff and students to take reasonable care of themselves and others

who may be affected by their actions. Information on health and safety is widely available

to staff through the personal issue of the School Safety Policy, and access to the school

intranet, a dedicated safety notice board, staff meeting updates, and through postings on

Moodle. New starters have an induction into the building safety and the emergency

procedures of the University by the Safety Officer. This enables them to answer a new

starter questionnaire which will assist them in determining their nearest safety equipment

and escape route. Members of staff are then inducted into specific areas by the area safety

officers in charge, dependent on their job; staff may have occupational health reviews

dependant on job role. Health and Safety is a standing item on the weekly Management

Team agenda and Monthly Staff Meeting agenda. The School has a Safety Plan and a

Disaster Recovery Plan.

Students receive health and safety information in the student handbook, Moodle and

through the lectures and practical classes. The students are also asked to fill in a health

surveillance questionnaire which informs them and the School of potential areas of risk.

Students are provided with extensive health and safety guidance from day 1 of the course.

All students receive a briefing from the School Safety Officer, a detailed guide to safety as

part of their student handbook, written guidance associated with biosecurity, biosafety and

protective clothing, safety talks for specific laboratories, and on-farm working together

with practical sessions in biosecurity, sharps, hand washing and animal handling.

Emergency information and equipment is located in key areas of the School. First aid

stations and relevant first aid personnel lists are located throughout the buildings on all

floors and in laboratories. The School also has a defibrillator and trained personnel. Fire

fighting equipment is dependent on the area and is in the form of fire extinguishers. All

staff are required to attend fire safety training which is recorded in their individual training

record.

All risk assessments are stored electronically, by area, on the communal hard drive and

intranet. These are reviewed by the area Safety Officers and the Safety Committee. Paper

copies are available in the relevant areas. Area Safety Officers ensure that the relevant

controls are available as identified in the risk assessment. Where risk is controlled by

Standard Operating Procedures (SOPs) and Control of Substances Hazardous to Health

28 Specific School appointed safety staff include School Safety Officer, Deputy School Safety Officer, Biological

Safety Officer, Deputy Biological Safety Officer, Radiation Protection Supervisor, Deputy Radiation Protection

Supervisor Area Safety Officers for dissection and clinical rooms, and Buildings Officer.



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(COSHH) information, these are immediately available on electronic and paper copies. To

assist in the searching and filling out of SOP and COSHH information, an electronic

database is accessible through the School intranet.

To ensure that the School’s policies and procedures are implemented correctly pro-active

monitoring is carried out by the area Safety Officers and School Safety Officer. Audits of

areas are organised and implemented through the School Safety Committee, but

undertaken by the University Safety Office. Inspections of specific areas are also

undertaken by nominated personnel with an agreed checklist. Any issues and action are

recorded and progress monitored by the School Safety Committee. The School is required

to have an external safety audit by the University safety office every three years.

On Extra Mural Studies, the host and students are made aware of the importance of health

and safety whilst on placement using a coordinated approach. Students are given an

extensive health and safety briefing before their first placement. The host is informed of

the Schools requirements by written communication with the Student Placement Team

prior to the placement being finalised. The students are made aware of their own and their

hosts responsibilities by the Student Placement Team and by formal lectures. Students are

given a 24 hour telephone line enabling them to contact the designated School contacts for

any concerns including those relating to health and safety

The University of Nottingham requires all of its staff and students who are engaged in

research to maintain the highest standards of integrity in the conduct of that research. A

Code of Research Conduct provides a framework for the governance and quality assurance

of all research throughout the University. This Code requires that all researchers adhere to

the highest standards of performance and ethical conduct and to all applicable statutes and

Government guidelines in carrying out their research.

Staff must accept full responsibility for their own conduct of that research and the activities

of all staff, students and others under their direction or supervision. Researchers must be

honest and lawful in respect of their own actions in research and in their responses to the

actions of other researchers. This applies to the whole range of research work, outputs and

deliverables, including applying for funding, experimental design, generating and analysing

data, publishing results, and acknowledging the direct and indirect contribution of

colleagues, collaborators and others. Plagiarism, deception or the fabrication or falsification

of results shall be regarded as research misconduct and a serious disciplinary offence.

Researchers should declare and manage any real or potential conflicts of interest.

Laboratory quality assurance

The School’s research laboratories operate to the principles of Good Laboratory Practice

(GLP) SI 994, 2004. All staff and students are required to undertake an induction and



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training before being able to use laboratories; training records are held within the

laboratories. All users are required to adhere to safety protocols including the use of

clean/unclean zones, PPE, accident reporting and investigation.

The research facilities are maintained by the University Estates Directorate to the

appropriate standard. Defects are reported and allocated a unique number by the Estates

Directorate. The School maintains equipment with the laboratories. All equipment within

the research laboratories is monitored and validated using appropriate controls where

applicable. Validation of an instrument is carried out using either trained University

personnel, or by external contractors, using either commercial controls or standard

operating procedures (SOPs) that are peer-reviewed methods from papers or

manufacturer’s instructions. All equipment is serviced either by the manufacturer, or a

suitable company, to ensure correct outputs within manufactures tolerances are

consistently achieved. Servicing is carried out annually, however checks on instrument

status are carried out by trained technical staff as appropriate. SOPs are used to ensure

the end-user can generate the correct data from the instrument. To record these

instructions the School uses an electronic system to record all equipment SOPs which is

compliant to GLP. A specimen and sample management system is also available to

principal investigators to aid retrieval of archived material. It is the responsibility of all

staff, and in particular research team leaders and Principal Investigators to:

• Report any instrument that is damaged or seems to be malfunctioning to the

technical staff to allow controls to be put into place

• Manage all research data in accordance with the Data Protection Act 1998 and any

other legal provisions, conditions and guidelines that may apply to the handling of

personal information

• Ensure that personal records of research progress, including authorised laboratory

books, are maintained to the recommended or required standards, and that no

falsification of results occurs. Laboratory books must be signed and dated by the

researcher, and signed off by the supervisor

• Maintain records of sample and specimen provenance and storage. This material

should be available for a minimum of 7 years as per research handbook guidelines

The Senior Research Technician ensures issues relevant to laboratory quality assurance are

raised to the Laboratory User Group, and hence, if necessary to the Research Committee

and Management Team.

The NUVetNA service is a diagnostic service (trace element and metabolite, energy

monitoring and urine analysis) aimed at extending veterinary services to aid client herd

health and performance. The service collects feedback from clients, this is reviewed and

acted upon by the Director. A yearly review meeting of the entire business is undertaken

with the Director of Academic Support.



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The School runs a pathology service that provides a diagnostic gross pathology and

histopathology service to Clinical Associates and other local practices. The service is run

by three holders of European Diplomas in Veterinary Pathology. Necropsy reports include

both gross and histological descriptions, unless the latter are not necessary to establish the

diagnoses. When necessary, additional tests may be performed (e.g. bacterial culture,

molecular biology, toxicology) if agreed with the client. All cases are treated ensuring

traceability of all samples. Both biopsy and necropsy reports are performed following the

quality standards of the ECVP.

University Farm quality assurance

The University Farm Dairy Unit comprises 210 Holstein cows and 140 followers. Cows and

bulling heifers are housed in sawdust-bedded cubicles with straw bedded pens for weaned

and milk fed calves and dry cows. There is storage for silage, concentrate, sawdust and

straw. Cows are milked through 4 Lely Astronaut A3 robotic units. The unit is also a

Home Office designated research facility with handling and laboratory facilities plus

reception room, seminar room, a covered handling system with holding pen, race and

crush. The farm facilities have arrangements for both internal and external quality

assurance. The farm is part of the Red Tractor Dairy Assurance Scheme with milk supply to

ARLA/Tesco, and is entitled to use the ‘Red Tractor’29 mark. As a foodstuff manufacturer

the farm is subject to normal national quality assurance protocols. The farm and the

Schools smallholding is overseen by an independent veterinary Named Animal Care and

Welfare Officer. Research animals are subject to UK Government Home Office procedures

and oversight by an independent Named Veterinary Surgeon.

The farm services team work in accordance with the University of Nottingham policies and

report regularly and directly to a Farm Management Committee that comprises members

of both Schools, including senior clinical academic members of staff from the School of

Veterinary Medicine and Science. The management team assure quality as well as

continuously revising and monitoring practices to further improve quality.

29 Red Tractor is a food assurance scheme which covers production standards developed by experts on safety,

hygiene, animal welfare and the environment amongst other things. The Red Tractor logo on pack means food or

drink has met these responsible production standards and is traceable back to independently inspected farms in

the UK.



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6.1.2 Clinical Associates

Health and Safety

The University has a contractualised arrangement with our Clinical Associates not only to

provide a safe place for the delivery of clinical workplace learning, but also to maintain

standards through their own quality assurance processes that demonstrate commitment to

the monitoring and maintenance of standards.

All Clinical Associates have health and safety policies and procedures in place to meet

national requirements. The School undertakes to advise and assist Clinical Associates with

implementation of policies and procedures. Staff and students receive a detailed induction

and undertake to adhere to local protocols when they are working at or using Clinical

Associate premises. Clinical Associate safety is reported to the Schools Safety Committee

by the Schools Safety Officer who visits the Clinical Associates sites.

Laboratory and Clinical quality assurance

At each of our Clinical Associates quality assurance is part of daily clinical work: there are

published and widely disseminated clear policies, standard operating procedures (SOP),

training against those procedures, monitoring and recording of performance against

standards and an audit process for reporting and investigation of incidents.

The RCVS Practice Standards Scheme is a voluntary initiative to accredit veterinary

practices in the UK30. Through setting standards and carrying out regular inspections, the

Scheme aims to promote and maintain the highest standards of veterinary care. The

accreditations available within the scheme are:

Core Standards: These standards are relevant to all veterinary practices and

reflect mainly legal requirements which must be met in running a veterinary

practice, together with guidance as set out in the RCVS Code of Professional

Conduct

General Practice: A General Practice must meet all the Core Standards as well as

additional General Practice Standards. For Small Animal and Equine practices the

standards reflect the requirements of a primary care practice which also aims to

facilitate the achievement of high standards of clinical care, and encompass many

of the facilities required for veterinary nurse training standards. For Farm Animal

practices, the standards reflect both the requirements of a primary care practice

which promotes the achievement of high standards of clinical care, and also a

proactive approach to management, through the use of health planning, client

training and communication.

30 See http://findavet.rcvs.org.uk/accredited-practices/categories-of-accreditation/



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Veterinary Hospital: For Small Animal and Equine Veterinary Hospitals, the

standards reflect the requirements of a General Practice allied with additional

facilities and protocols for the investigation and treatment of more complex cases. A

Veterinary Hospital must meet all Core Standards and General Practice Standards in

addition to specific Hospital Standards

Table 13 shows the RCVS accreditation level and other accreditations, quality assurance

and control mechanisms at each Clinical Associate.

Table 13 Accreditations held by Clinical Associates

Clinical AssociateRCVS

Accreditation

Other accreditations/quality

assurance and control

mechanisms

Defence Animal Centre

Dick White Referrals

RIQAS QA scheme for the

clinical pathology

laboratory

Dogs Trust

Minster Veterinary Practice Core Standards

Oakham Veterinary Hospital

Equine and Small

Animal hospital

HBLB approved laboratory

status for testing CEMO

DEFRA approved centre

status for collection,

storage and distribution of

fresh, chilled and frozen

semen

BEVA approved practice

for Artificial insemination

PDSA

Pride Veterinary Hospital

Small Animal

hospital

Randox -Riqas scheme for

biochemistry analyser

CueSee scheme for

haematolyser and

biochemistry machine



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Twycross Zoo

Compliance with the

Secretary of State’s

Standards of Modern Zoo

Practice

EU Zoos Directive

Zoo Licencing Act (UK)

European Association of

Zoos and Aquaria

British and Irish

Association of Zoos and

Aquaria

Scarsdale Veterinary GroupEquine and Farm

General Practice

Randox -Riqas scheme for

biochemistry analyser

CueSee scheme for

haematolyser and

biochemistry machine

BEVA approved practice

for Artificial insemination

Veterinary Laboratories

Agency

Accreditation to ISO17025

by UKAS

6.2 COMMENTS

The School is establishing a Biobank, which to will address the major barrier to high quality

clinical and translational research - the difficulty in obtaining good quality clinical material

(normal and diseased) of know provenance: appropriately collected, histopathologically

typed and stored, along with all the relevant clinical details (including history, signalment,

associated blood-work, diagnostic investigations, images and outcomes). The School has

also employed a Biobank technician who has responsibility for collecting, coding and

storing material in the Biobank.

6.3 SUGGESTIONS



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Figure 16 AP8 Assessment of Clinics, Laboratories and Farm Flow Chart



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7 ASSESSMENT OF CONTINUING EDUCATION


CHAPTER 7 CONTINUING EDUCATION

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7 ASSESSMENT OF CONTINUING EDUCATION

The Faculty should describe its quality assurance systems to monitor and promote the design, implementation

and quality control of its own, or joint Continuing Professional Development (CPD) programmes in specific

areas of practical veterinary medicine and whether there is a legal basis or other official requirement for

continuing education.

This documentation should be accompanied by a list of courses offered in the preceding year (year n) and their

assessment by participants.


A key aspect of the University’s strategic plan is Knowledge Transfer. The University

Business Engagement and Innovation Services Team provides centralised support relating

to engagement with business in knowledge transfer and CPD.

The RCVS Guide to Professional Conduct makes it very clear that veterinary surgeons have

a responsibility to ensure that they maintain and continue to develop their professional

knowledge and skills. Continued Professional Development (CPD), whilst not yet

mandatory, is therefore viewed as the personal obligation of all responsible veterinary

surgeons and should be seen as the continuous progression of capability and competence.

The RCVS recommended minimum CPD is 105 hours over 3 years with an average of 35

hours per year.

The School delivers a number of one or 2 day CPD courses for veterinary surgeons in a

range of topics for small, equine, farm and exotic animals, by School clinicians at the

Sutton Bonington campus. These courses develop theoretical knowledge and practical

skills. One course is delivered concurrently onsite and via distance learning (with webinars

and case discussions). The courses are not credit bearing and are not assessed.

The courses are advertised and marketing nationally through website and advertising

materials. Alumni receive a 20% discount on prices.



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Table 14 Courses organised in 2013/14

Title of courseNumber of

participants

Total number of

hours of the

course

Satisfaction

rating by

attendees

Small Animal Clinical Nutrition 6 8 92%

Practical Small Animal

Echocardiography – an introduction16 8 96%

Introduction to Small Animal

Ultrasound18 8 93%

A Practical Approach to the Non-

Pregnant Cow – is Estrumate the

only answer?

8 8 92%

Husbandry, Medicine and Surgery

of the Pet Rabbit12 8 84%

Rectal Palpation Technique for

Colic Cases13 2 93%

Practical Surgery of the Hip and

Stifle Joint16 16 98%

Practical Approach to Diagnosis

and Management of Difficult

Canine Endocrine Cases

14 8 96%

Rectal Palpation Technique for

Colic Cases8 2 99%

Practical Approach to Lameness 6 8 98%

Reproduction in Equine Practice 6 8 99%

Management of Common Diseases

seen in Reptiles in General Practice5 8 97%


Ultrasound19 8 96%

Up to Date and Up to Scratch;

Pruritic Disease in the Dog and Cat12 8 96%

Practical Techniques for Equine

Practitioners14 3 98%



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Improve your Management of

Small Animal Cardiorespiratory

Disease

16 3 97%

Anaesthesia/Analgesia Refresher

Session22 3 96%

Equine Cardiology; Obtaining and

Interpreting the Echocardiogram7 16 93%

Evidence-Based Veterinary

Medicine; Making a Practical Start17 8 93%

Approach to the Pet Ruminant, Pig

and Camelid9 8 97%

Plates and Screws 10 8 95%


Ultrasound17 8 96%

Core Skills in Equine Medicine 8 8 99%

Chronic pain (Webinar) 10 1 N/A

Note:

The course rating mark is calculated from the total mark from 24 review categories

(5 item Likert scale)

The programme is strategically overseen by the CPD Sub-Dean and operationalised by the

CPD Officer who undertakes all aspects of the programme (communication with deliverers

and attendees, scheduling, organisation and evaluation analysis). The CPD Sub-Dean and

Officer have undertaken a number of national surveys to determine the needs of the

veterinary profession and within this context, individual courses are initiated by individual

clinicians in discussion with the Sub-Dean.

Quality assurance is similar to undergraduate teaching and ensures:

Learning objectives are defined

Teaching materials are developed and available to all attendees

Peer observation of teaching delivery

Quality control involves

Consideration of feedback from participants, by means of a paper based

questionnaire



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Consideration of feedback from session leader (encompassing consideration as to

delivery format, whether delivery matched published learning objectives, what may

be improved, what worked well etc.)

Evaluation of any improvements or changes for future sessions

7.2 COMMENTS

In addition the School is part of the BBSRC funded Advanced Training Partnership which

provides postgraduate level professional development in the area of agriculture and food

production for industry specialists across the UK. The training will be aimed at individuals

employed throughout the agri-food sector. The School will be developing and delivering

courses on poultry health.

7.3 SUGGESTIONS

A yearly report, summarising the CPD programme and its evaluation will be provided by

the CPD Sub-Dean to the Postgraduate Committee and Teaching, Learning and Assessment

Committees.



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Figure 16 AP9 Assessment of Continuing Education Flow Chart



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8 ASSESSMENT OF RESEARCH


CHAPTER 8 RESEARCH

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8 ASSESSMENT OF RESEARCH

The Faculty should describe the system of quality assurance it possesses to develop, maintain and audit

research programmes. Of particular interest is how research provides opportunities for student training, staff

promotion, how research methods and results are conveyed into basic veterinary training and to what extent

bibliometric methods are applied.

A list of publications of year n (prior to evaluation) and year n-1 should be added to SER 2, supplemented with

respective bibliometric data.


8.1.1 Research development, maintenance and audit

Research is clearly central to the purpose of the University and specifically the University

has a vision “to be recognised around the world for our signature contributions, especially

in global food security, energy and sustainability, and health”. Furthermore teaching is

research-led enabling students to creatively engage with new and exciting ideas, because

active researchers lead nearly all teaching and students pursue projects in world class

learning facilities. The University promotes academic freedom such that “all academic staff

and students should be able to follow their academic interests in order to engage in

research, teaching and learning of the highest quality. We value learning and knowledge

for their own sake, as well as for the social and economic benefit they can bring.”

Whilst staff are enabled with academic freedom, as detailed in section 1.1.2 the University

ensures that all research is conducted according to the appropriate ethical, legal and

professional frameworks and standards, through a Code of Research Conduct and Research

Ethics. The University’s Research and Graduate Services (RGS) provides support and

advice to staff ranging from opportunity identification and business development, pre-

awards, costings and contract negotiations, to knowledge transfer through technology

transfer and public engagement. RGS also encompasses post-award activity, managing

portfolios and specific innovation projects, in addition to commercialisation.

Quality assurance processes related to research in the School govern:

Research conduct

Quality of research proposals either submitted externally or internally

Ethical review and approval

Undergraduate and postgraduate research project approval processes including

ethical approval

Publications


CHAPTER 8 RESEARCH

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The importance of adhering to the expected code of research conduct is impressed on all

new members of academic staff and post-graduate students as part of the induction

process. The School has incorporated this code of conduct into the induction process, and

is available alongside a variety of other information and process definitions on the School

intranet. Prior to the Year 3 research projects all undergraduates are also made aware of

the School's and University’s expectations for research integrity.

The University of Nottingham has established 14 Research and Knowledge Transfer Priority

Groups31. These are areas of key focus, which support the delivery of excellence in

research and knowledge transfer. In order to provide a focus for the development and

maintenance of research in the School and to link to Priority Groups, activity within the

School is divided into 6 themes (see section 0.2). All research-active academic members of

staff are members of one or more themes. Themes act as homes or centres for activity and

discussion. Each theme is led by a theme leader or coordinator who ensures that the

members of each theme meet at least monthly for the purposes of general discussion,

highlighting funding opportunities and offering postgraduate students an opportunity to

present data informally to an informed audience and planning/formulating research activity

and grant applications.

The quality of research is further strengthened by internal initiatives developed by the

school. Thus, all academic staff are assigned a research convenor. In this, most academic

members of staff are aligned with a senior staff member who acts as a research mentor

with whom they meet once a semester to discuss research and funding opportunities, to

identify and cultivate collaborations and discuss career opportunities and development.

Research mentoring has been extended to include post doctorial scientists since it was

perceived that this stratum within the school had no formally structured career guidance.

In this latter case mentoring is performed by more junior staff at Assistant Professor level

since we believe that these staff will have more in common with the issues of early career

scientists than would senior staff; senior staff are also available for discussion as

necessary.

In addition we regard it as central to the overall research strategy of the School that

clinical academic staff join active research groups to facilitate their own research

development and contribute their unique skills to research projects. To fulfil this policy of

inclusivity we try to ensure that constructive relations are forged between clinical staff and

non-clinical staff and include the latter in active research groups.

The School has made finances available for every academic staff member to have a pump-

prime fund, and to fund postgraduate students and postdoctoral research assistants,

including opportunity for matched funding of externally funded PhD projects. Furthermore,

31 See http://www.nottingham.ac.uk/research/priorities/index.aspx


CHAPTER 8 RESEARCH

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the School maintains a strategic fund to support specific requests which align with the

School research strategy. Consideration is given to these requests by the Research

Committee and if supported are recommended to the Management Team. Staff are able to

apply for additional University and Faculty funds, including a new Assistant Professors

fund, to access pump priming or other funds. The School also retains a yearly budget of

£750 per academic member of staff to fund attendance at conferences relevant to their

professional interests; approval is by the relevant Head of Division. In addition funding is

provided to support a weekly lunchtime seminar programme.

The School was one of the first Schools at the University of Nottingham to develop and

implement a quality assurance process associated with research applications and

proposals. This encompasses the lifecycle of a research project from inception and

application for funding through to delivery. The aim of the grant proposal mentoring

system is to ensure submission of high quality proposals through scientific and ethical

scrutiny and to ensure that the financial aspects of the proposal have been adequately

considered. Initially the intention to submit a research proposal is notified to the relevant

research convenor through a concept note. The proposal is reviewed from the point of

view of scientific quality either by the Research Convenor or, if it falls outside their

capacity to review, by an appropriate university staff member who is able to do this. An

initial ethical review of the proposal is also carried out in-house by the School Clinical

Ethical Review Panel which comprises clinical and non-clinical staff plus an expert in

bioethics. This panel evaluates whether projects fall within the Veterinary Surgeons Act or

the Animals (Scientific Procedures) Act. If the latter, projects are referred to the University

Ethical Review Committee. All projects, (including PhD proposals and undergraduate

projects) are reviewed in this way. Following this initial approval, a full research proposal

is developed and reviewed by the Research Convenor, whilst in parallel the financial model

and implications are reviewed by the School Finance and Research Team and final

approvals gained by the University’s Research and Graduate Services team, prior to formal

sign off by the Director of Academic Support and Administration and / or the Dean of

School. To increase success with national research funding bodies (e.g. BBSRC) the final

proposal is also reviewed by a panel of senior academics, including preferably a member of

staff external to the School; this Panel comprises staff who have successful managed large

grants and/or are on decision making bodies for grant awarders. Grant proposals to the

EU are well supported by RGS both in terms of proposal and consortium structure and

development of the financial model. The University is also served by an experienced

consultant with long experience in EU funding.

For postgraduate research projects the subsequent process involves confirmation of

funding, choice of supervisors and detailed project description and content and these are

signed off in a similar manner. Undergraduate projects are subsequently reviewed from a

funding and resource implication basis by the Director of Academic Support and

Administration.


CHAPTER 8 RESEARCH

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All publications are logged on a searchable database.

IPR issues and potential for commercial development arising from research activity are

dealt with centrally by RGS under standard procedures and terms.

8.1.2 Staff development and promotion

In addition to the research convenor process and research theme mechanism detailed in

the previous section, the University and School run various training courses on research

management and research techniques, including at University level a development course

for research leaders, and in the School monthly statistics workshops.

As detailed in Chapter 3, the University’s academic staff promotion process recognises a

high level of achievement in three broad areas of activity:

• Research and scholarship

• Teaching and learning activity

• Academic service

All applicants for promotion are expected to demonstrate high achievement in the areas

applicable to the focus of their role and all must include evidence of academic service; for

candidates for the teaching and learning track, evidence of educational research is

required. Criteria for promotion and details of the application process including indicative

achievement and outcomes required are available to all staff.32

The University has a robust Performance and Development Review process that enables

the School to manage salary progression in a way that ensures that individuals are

appropriately rewarded, based on the contribution they make, clearly linked to the

objectives of the School. Specific goals associated with research are discussed with the

appropriate Head of Division.

Bibliometric methods may be used for Performance and Development Review and

promotion processes.

8.1.3 Research-led teaching

The University is research-led and the School aims to deliver research-informed

undergraduate teaching together with postgraduate clinical and research programmes.

32 See

http://www.nottingham.ac.uk/hr/guidesandsupport/promotionandregrading/promotion/documents/newfolder/app

endix1level6criteria.pdf


CHAPTER 8 RESEARCH

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This research includes basic sciences and subjects that form the foundations of our

veterinary curriculum. These basic sciences and research findings are delivered in a

variety of learning sessions throughout all years of the programme. For this reason the

School places great importance on basic and clinical research since it should inform and

advance the curriculum. All staff are encouraged to integrate latest research methods and

results into teaching, this is implicit in the development of all learning objectives and

teaching materials, and would be considered in module reviews.

The School believes that it is vital for undergraduate students to gain knowledge,

understanding and skills in contemporary research in order to develop problem solving

abilities and develop a penchant for lifelong learning. The School has incorporated a

significant 50 credit Research Project module into Year 3 for all students, supported by

learning in Year 2 Personal and Professional Skills. Specifically the aim of the Research

Project is to provide students with:

An appreciation of the value of research in modern veterinary medicine and science –

particularly how research contributes to furthering veterinary knowledge

An understanding of the possibilities for a career in research whether this be pure

research, governmental or commercial or other forms of applied research

Skills in discovery and hypothesis-driven veterinary science that will be of value in

practice and which forms the basis of understanding the practice of evidence based

veterinary medicine

Acquisition of new technical skills

Skills relating to planning, analysis, evaluation and writing of a research project from

the point of inception to publication and to illustrate to students that this is

something that that could be achieved while in practice

Development of critical thinking skills

Development of lifelong learning skills

Both staff and student may initiate projects. Students are provided with detailed

information on the research project process, timelines, guidelines etc before reading

profiles of all academic staff. Students can then approach any member of staff to discuss

ideas, staff may already have projects that they which to offer, alternatively the student

can design their own project. Any students who have not found a suitable project by

January of year 2 are required to rank their interest in a provided list of project areas.

Students are also encouraged to develop their own research projects. In such instances

students are matched with staff early (by the end of November) to ensure that students

have adequate support to develop their project robustly.

The Research Project module requires students to design and enact a research programme

over a maximum of a 12 week period in the Autumn term. Prior to starting their research

projects students are provided with an introductory week of didactic and practical sessions

covering diverse aspects of research methods, study design and statistics . Weekly advice


CHAPTER 8 RESEARCH

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sessions are also provided to students to ensure adequate support for their research

projects. It is normal for the workload to be uneven during the project, but students are

expected to spend at least 30 hours per week working. At least 3 formal meetings will

take place with the supervisor, spread evenly throughout the project. Meetings will be

recorded in the student’s Research Personal Academic Record. Informal meetings may be

held be more often if necessary.

Students conduct their research projects at a variety of locations, dependant on the choice

of project:

• Placement in a research group at the SVMS, working in collaboration with existing

academic, post-doctoral and post-graduate scientists

• Placement in a research group at the SVMS in a joint project with a second school

e.g. Biosciences, Biomedical Sciences, Biology, Mathematics, Pharmacy or another

relevant School. This will be either as a result of existing collaborations or a new

collaboration set up for a specific project.

• Placement at one of the Clinical Associate Institutions

• Placement with other institutions in the UK or abroad33, including, for example,

Novartis Animal Health and the Animal Health Trust.

• Other options (by discussion with Project Supervisor)

Students are provided with a detailed guide, letters of introduction, confidentiality

agreements, health and safety inductions, health and safety evaluation forms and other

materials as appropriate to their project. Students are required to log activities and as a

good quality assurance practice for record keeping, are provided with a laboratory book.

This is an essential tool and is examined and scored by the supervisor).

All academic staff are expected to supervise up to two Year 3 undergraduate projects. The

involvement of research-active staff in all teaching and especially in supervising Year 3

projects ensures that this part of the course is often carried out at a level which is

sufficiently high for scientific publication in peer reviewed journals and is additionally

quality assured through the university quality system. The project has led to a number of

students being identified and targeted for postgraduate study on graduation.

In addition there are several opportunities for undergraduate students to be formally

involved in research both within and outside the School, in addition to the Research

Project, including:

Students are able to undertake 6 weeks of research as part of EMS

The School provides opportunities for some students to be involved in summer

research projects

33 To date students have conducted projects in the USA, Switzerland, Norway, Australia, Cyprus, Chile, Tunisia

and India.


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Students are able to apply for the Leadership Program for Veterinary Students at

Cornell University

Competitive funding has been available from the University and commercial and

charitable organisations such as the BBSRC, Wellcome Trust, the RCVS Trust and

learned societies (e.g. Society for General Microbiology) for students to undertake

vacation research projects and intercalated degrees after year 3 or 4 (MSc and PhD)

The School offers suitably qualified graduates excellent opportunities to study for PG

Certificate, MRes, PhD, MVM / MVS, DVM / DVS degrees, in a wide range of veterinary,

biomedical, biological and statistical research fields. All of these programmes, including all

clinical postgraduate qualifications require the submission of a research thesis.

Postgraduate students are recruited from a diverse range of clinical and scientific

disciplines including veterinary science, equine science, farm animal health, pathology,

molecular biology, biochemistry, immunology, microbiology, physiology, epidemiology,

statistics and bioinformatics. Each postgraduate research student is allied to one of the

Schools 6 research themes. Postgraduate students work directly with our academic and

research staff (see section 2.1.2). Output from postgraduate students is monitored by the

Postgraduate, TLA and Research Committees.

8.1.4 Research outcomes and knowledge transfer

Research outcomes and outputs are assessed by the Research Committee, a variety of

information is evaluated including grant submissions, conversion rates, income

demographics, at School level and by individual. In addition the Research Sub-Deans

normally produce an annual report on research activity including information on:

Research strategy

Research income

Grant submissions and success rates

Publications

Postgraduate studentships

Post Doctoral Research Assistants

Key challenges for the year ahead

The major external audit for the quality of research is the UK-wide Research Assessment

Exercise. The Research Assessment Exercise is conducted jointly by the Higher Education

Funding Council for England (HEFCE), the Scottish Funding Council (SFC), the Higher

Education Funding Council for Wales (HEFCW) and the Department for Employment and

Learning, Northern Ireland (DEL). The primary purpose of the RAE 2008 was to produce

quality profiles associated with research performance, the esteem in which research is held

and the internal research environment. In the 2008 Research Assessment Exercise, the

School of Veterinary Medicine and Science joint submission with the School of Biosciences

was ranked first in the country for the power of its research with 95% of its activities


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classified as being of an international standard in the Agriculture, Veterinary and Food

Science Unit of Assessment.

The University’s strategy is to foster world-changing research by addressing problems and

challenges which affect societies and people on a wide scale. Success entails developing

ideas, creating discoveries and generating value and benefits by exchanging knowledge

that generates real economic, social, environmental and cultural impact. As such the

School places emphasis on attempting to ensure that the research conducted at the School

has meaning and can be applied to stakeholders needs. The School has been successful in

managing large scale knowledge transfer and applied programmes, for example a £2.5m

co-operative research partnership with DairyCo (UK body that represents dairy farmers) in

which the School has designed and implemented the “DairyCo mastitis control plan”34.

This project won the University 2014 Knowledge Exchange and Innovation Awards for

Business Engagement.

A list of publications by School staff for 2011 - 14 is included in Appendix B.

8.2 COMMENTS

In the 2 years 2012/13 and 2013/14 there have been 50 publications (peer reviewed

journals) and 40 presentations at conferences by our undergraduates on the basis of work

conducted during their research projects. In addition, because academic staff are also able

to use these projects as pump-priming activity it has also led to research grant proposals

from a number of staff.

29 of our 351 (8%) alumni (graduated since 2011) are undertaking postgraduate study

(against a national average of 3%)

8.3 SUGGESTIONS

34 See http://www.mastitiscontrolplan.co.uk


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Figure 17 AP9 Assessment of Research Flow Chart


CHAPTER 8 RESEARCH

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9 ASSESSMENT OF INTERNATIONALISATION OF

EDUCATION AND RESEARCH


CHAPTER 9 INTERNATIONALISATION

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9 ASSESSMENT OF INTERNATIONALISATION OF EDUCATION AND

RESEARCH

The institution should describe the system it possesses to promote and assess the development of international

post-graduate education and of co-operating research projects with other countries, including developing

countries.

Of particular importance is the description of the measures of encouragement used to engage veterinary

students and new graduates in international mobility of training (e.g. EU programmes such as Erasmus,

Socrates, Tempus, Marie Curie etc) as well as the effectiveness of such activities.


University strategy and support

For the University internationalisation is ‘at the heart of everything we do as a university’

and it believes that by internationalising core and support functions it will produce

graduates who are empowered to excel in a global environment and will allow delivery of

world-changing research35. Internationalisation is key to the University’s mission: “we are

committed to providing a truly international education, inspiring our students, producing

world-leading research and benefitting the communities around our campuses in the UK,

China and Malaysia. Our purpose is to improve life for individuals and societies worldwide.

By bold innovation and excellence in all that we do, we make both knowledge and

discoveries matter.” Global reach is one of the University’s 8 strategic strands, with

internationalisation embedded holistically in each of the other 7 strands.

The University's internationalisation strategy, ‘Knowledge without Borders’, is driven by the

principles associated with partnership and reciprocity and underpinned by quality and

social responsibility. The strategy is broadly defined and encompassing, with a long-term

aspiration that internationalisation is embedded across all relevant University activities.

The core components of the strategy can be categorised under two broad headings:

Organisational structure

The creation of a distributed organisational structure based on ‘home’ campuses in

the UK and two international campuses in China and Malaysia to reflect the

University’s commitment to being genuinely international.

35 Further details are available at http://www.nottingham.ac.uk/internationaloffice/documents/knowledge-

without-borders.pdf



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Organisational activities (across all campuses)

Community, curriculum, exchange and study abroad

International partnerships and transnational education

International student recruitment

Social responsibility and development

Research

International alumni

Supporting business systems

The University reaffirms in its internationalisation strategy that it does not and will not

pursue validation or franchise activity overseas.

Around 25% of students at the UK campus are from outside of the UK; there are around

8,000 students studying at the Asian campuses. The University is committed to increasing

study-abroad opportunities for all students. There is a network of over 350 institutions

worldwide involved in the field of student and staff exchange, including the Universitas 21

network36 and a number of other internationally-renowned universities on a university-

wide basis. The University promotes the Erasmus Exchange Programme, a European-wide

initiative based on subject-specific exchange agreements between Schools at Nottingham

and academic counterparts at partner universities across Europe; exchanges and visits can

be for staff or students37. The University ‘Developing Horizons’ scheme is a student

exchange programme that allows students at Nottingham to exchange with students from

African partner educational institutions.

Undergraduate or postgraduate students can also have an opportunity to spend a semester

/ year abroad at one of the overseas campuses in China or Malaysia, through the Inter-

Campus Exchange programme. Students must be studying for a degree in Nottingham

which is also offered at either the China Campus or the Malaysia Campus38.

Alongside exchange relationships, the University has developed a series of teaching

partnerships to deliver degree programmes at undergraduate and postgraduate level.

International Partnerships and Transnational Education activities are encouraged where

they can make a positive contribution to the University’s Internationalisation Strategy.

Examples of these types of links include:

Joint or double awards and progression agreements

36 Universitas 21 (U21) is an international network of leading research-intensive universities, of which The

University of Nottingham is a founding member. The Universitas 21/University-wide programme is a competitive

programme that offers full time undergraduate and postgraduate students the opportunity to study at one of a

number partner universities, for one semester or one academic year.37 Under the Erasmus programme, students can choose to undertake a semester or year long study placement

and/or a work placement. Study placements take place at one of the 215 partner universities across Europe.38 The Inter Campus Exchange programme is not available to veterinary undergraduate students



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These programmes can include 2+2 degrees where the first 2 years are spent

at an overseas institution and 2 years at any of our campuses. Other examples

could be a 1+3 degree where the first year is a stand-alone foundation

programme at an overseas institution

Split site PhDs

The Academic Partner PhD scheme is particularly aimed at partner academic

institutions that want to up-skill their academic staff by investing in doctoral

education. Students register on a University of Nottingham PhD programme but

most or all of their time is spent at their overseas institution

The international PhD programme involves a link between two prestigious

academic institutions to attract the best postgraduate researchers. Students are

awarded 2 PhDs from 2 institutions. The Inter-Campus PhD Scheme is aimed at

encouraging joint supervision of PhD students across University of Nottingham

campuses in the UK, China or Malaysia

E-learning and in-country teaching

A variety of different technologies can be used to deliver courses using the

internet, interactive video conference facilities and Moodle. There are examples

within the University where courses are being delivered using a mix of teaching

modes or “blended learning”

The University believes that it has global research and knowledge transfer activities which

are enacted through major institutional partnerships and extensive individual

collaborations. The University has a number of funds that can be accessed to promote

projects with other countries, including the Developing Futures scheme which offers funds

for staff to work with a partner institution in the developing world, and the Developing

Solutions Fund which has helped to support more than 700 students from developing

countries of the Commonwealth and the rest of Africa to study in the UK and now also at

our China and Malaysia campuses.

The International Office provides a wide ranging support service for key aspects of the

University's internationalisation strategy. Based in International House on the Jubilee

Campus, and with out-posted offices in Brazil, China, Mexico and Malaysia, the

International Office is made up of 40 FTE staff. The remit of the International Office covers

student exchanges and study abroad, non-UK student recruitment, international

scholarship administration, specialist support services for students, staff and academic

visitors from overseas, relationships with overseas partners and sponsors, transnational

education initiatives and support for the University's overseas campuses.



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Internationalisation at the School

Student internationalisation

The School recruits the best applicants onto its programmes irrespective of origin (with

the exception of funding limitations for research projects). Non UK students therefore

need to meet the same admission requirements as UK students. There are 49 non UK

undergraduate students (9%) and 46 non UK postgraduate students (33%).

Veterinary students are able to spend time on EMS placements in non-UK countries up

to a maximum of 4 weeks for AHEMS and 12 weeks for CEMS (to ensure that students

meet essential experience requirements for practise in the UK). Students have spent

time in countries as diverse as the India, Peru, and Zimbabwe gaining animal

husbandry and clinical EMS experience, and have attended an exotics summer School

in the Czech Republic and also undertaken internships including:

Cornell University, USA

The Randwick Equine Hospital, Australia

VCA Bay Area Veterinary Hospital, USA

As part of the Year 3 research project, students have conducted research at a variety of

establishments including leading research laboratories in Australia, USA, Norway.

Cyprus, Switzerland and India, as examples:

The Novartis Research Centre in St Aubin, Switzerland has hosted a several students

to conduct various projects

3 students have spent time at the Animal Health Centre, Morrinsville, New Zealand

A student conducted stem cell research at Weill Cornell Medical College, New York

Calgary Veterinary School hosted a student to undertake a bovine and equine stem

cell project

Universidad de Concepcion, Chile has hosted a student to study drug resistance in

liver fluke

2 students have been based at International Animal Rescue, Goa, India to undertake

rabies research

The School does not participate in the student ERASMUS scheme, as it is not possible

to generally accommodate or finance visiting students. Nottingham undergraduate

students could undertake an ERASMUS or Universitas 21 exchange, but this would be in

addition to the 5 year programme and cannot replace study at the School as a result of

the unique structure of the Nottingham curriculum. The School considers individual

visiting students on a case by case basis. Staff have also taken advantage of the

ERASMUS scheme, including short trips to potential research collaborators in Europe.



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Students, as part of the International Association of Veterinary Students (IVSA), have

undertaken a number of exchanges with other European and wider institutions (e.g.

The Faculty of Veterinary Medicine of the Aristotle University of Thessaloniki, Greece);

each year the School hosts the visiting students for a week.

Clinical and non-clinical postgraduate students are able to conduct research abroad,

within the remit of their study programme and project outline. The University provides

a number of funding opportunities and mechanisms to support students, in addition to

ERASMUS and Universitas 21, especially to spend time at the Ningbo and Malaysian

campuses. Postgraduates from the School have spent time at the Malaysian campus, in

addition postgraduates have spent time on exchange at various international

organisations including 4 students at the China Agricultural University, Beijing (PhD

exchange programme as part of the BBSRC China Partnering Award and also funded as

part of the University’s Global Food Security initiative).

All undergraduate and postgraduate students are able to attend international

conferences within the financial constraints of their projects. The School considers

individual visiting international postgraduate students requests on a case by case basis.

There are a range of scholarships at School and University level to support international

travel at both undergraduate and postgraduate level. These are advertised to all

students and are awarded on a competitive basis and students have been very

successful in obtaining these scholarships.

Staff internationalisation

The School has an international mix of staff, including staff from 13 non UK countries,

of whom 15 staff are from EU countries other than the UK and 11 staff are from outside

the EU.

Staff including postdoctoral research assistants are encouraged by the School and

University to consider various funding options for mobility including the Marie Curie

Scheme. Staff have been on various funded short research visits including Cornell

University, USA, University of Córdoba, Spain, University of Vienna, Austria).

Internationalisation of research

International research collaboration is a vital component of the Schools research

strategy. The School will apply to the EU TEMPUS scheme as available. There have been

3 recent major EU-funded projects in the School:

Novel Technologies for surveillance of Emerging and Re-emerging Infections of

Wildlife (WildTech) has developed a state-of-the-art pan-European surveillance



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system to monitor existing, emerging and re-emerging infections in wildlife. The

project, coordinated by Nottingham, has funding of 6 million Euros, 13 partners and a

network of over 22 wildlife specialists in European and neighbouring countries.

Partner countries benefit by obtaining an increased understanding of the prevalence

of selected diseases in their own country but also have access to the developing

technology through a training programme during the course of the project. The UK

partners include Twycross Zoo

Reproductive Effects of Environmental Chemicals in Females (REEF) is investigating

how potentially-toxic substances could be affecting fertility. The project has funding

of 2.9 million Euros, and 6 partners

Sustainable animal production: an integrated and multifactorial approach (Prohealth)

investigating the genetic, nutritional and management basis for production disease.

Nottingham is a partner utilising the array technology developed in Wildtech to

explore the host response to these diseases. The project has 22 partners and is

worth 8.9 million Euros

Staff are members of international research networks and international societies,

attending international conferences and workshops. School staff have specifically

developed a number of other international research collaborations, including

participation in research programmes in developing countries, for example:

A research project funded by the BBSRC and DFID is aiming to develop a vaccine

strategy for the control of Malignant Catarrhal Fever, and involves field trials in

Tanzania

A joint RCUK-MoST project using microarray technology to explore the frequency of

mixed mycobacterial infections in cattle in the UK and China and its effect on the

capacity of the host to respond in the diagnostic skin test. The partnership is with

the China Agricultural University

The School has hosted 2 BBSRC China Partnership Awards and 1 BBSRC India

Partnership Award in which collaborations with selected Chinese/Indian academic

institutions are initiated or strengthened through joint research projects

The School has signed a Memorandum of Understanding with the China Agricultural

University, Beijing, and is developing proposals for undergraduate, postgraduate and more

general research opportunities.

Internationalisation of clinical service

School and Clinical Associate clinicians are members of various European and International

clinical colleges, including holding Board positions39; they have also undertaken work

39 Andrew Robinson, Partner at Dovecote Veterinary practice is President of the Federation of Veterinarians of

Europe.



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abroad, including surgery on gorillas at Ape Action Africa in Cameroon, feral cat trap-

neuter-return for International Cat Care in Portugal and providing CPD for Society for the

Protection of Animals Abroad (North Africa), and World Small Animal Veterinary

Association Congress (Cuba).

9.2 COMMENTS

Starting in November 2014, the School is a member of an international cancer research

consortium funded by the Swedish government linking Lund University, Beijing Genomics

Institute and Harvard University. Postgraduates will be enabled to undertake fully funded

exchange visits between the participating institutes.

The School receives requests for, and hosts many visits from Veterinary Schools worldwide

to review and learn from our veterinary curriculum and organisation.

9.3 SUGGESTIONS



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Figure 18 AP10 Assessment of Internationalisation

of Education and Research Flow Chart

10 ASSESSMENT OF CO-OPERATION WITH

STAKEHOLDERS AND SOCIETY


CHAPTER 10 STAKEHOLDERS AND SOCIETY

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10 ASSESSMENT OF CO-OPERATION WITH STAKEHOLDERS AND

SOCIETY

The institution should provide proof that it regularly publishes up to date, objective and accurate information,

both quantitative and qualitative, about the study programme. This information should be readily accessible

and should not be used simply as a marketing opportunity. The institution should describe to what extent it

meets its own expectations. Published information might also include the views and employment destinations

of past students and the profile of the current student population.

Is there an alumnus association and how does the Faculty maintain communication with former students?


10.1.1 Information provision

The University publishes a wide variety of information for its stakeholders and the society

at large; this encompasses the University Plan, and the Annual Review through to

information for business, research funders, current and prospective students. The QAA

Institutional Audit in 2009 confirmed that the University has developed and implemented

systems which ensure that reliance can reasonably be placed on the accuracy of the

information it publishes about the quality of its educational provision and the standards of

its awards.

The School provides a range of information for stakeholders and society. Key stakeholders

include potential applicants, veterinarians, animal owners, research funders, businesses,

research collaborators, potential staff members and the wider public. Information

resources are commonly developed in the School or in conjunction with University

Communications and Marketing staff. The team aid the School in preparing and publicising

press releases, brochures, promotional giveaways, website population and maintenance

and social media. At School level the Dean, Director of Academic Support and the

Divisional Administrator for Academic Support are responsible for the quality of, and

operationalising communication mechanisms.

For students applying to the School a range of course information is available in hard copy

regarding the programme; in addition electronic material includes information on

admissions processes, course and module specifications, and current students’ views of the

course in video format, including those expressed in the BVA/AVS student survey. The



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School runs a Summer School as part of the Sutton Trust40 scheme. This is a free,

subject-specific residential course for Year 12 students from UK state-maintained schools

and allows bright students from non-privileged homes a taste of University life. Staff from

the School also undertake outreach, including Physiological Society funded ‘hands-on’

physiology sessions with secondary school pupils, a number of secondary school careers

visits on request, and attendance at country shows to publicise the school. There are

strong links with the Sutton Bonington Primary school and students and staff have

provided teaching and hosted visits by the children. Outreach is collated by the

Admissions Officer, and reviewed by the Management Team.

In addition the School website contains resources for school teachers including teaching

and career materials. The School also uses social media such as Twitter to reach its

audiences on a daily basis. The School publishes frequent newsletters on the School

website, and maintains an ongoing news and press release page which details latest

reports in teaching, research and other developments in the School. The School is keen to

support and publicise the achievements of our students, which include in relation to

communication a year 4 student being a national children’s TV presenter41 and student

blogs.

The School holds regular prospective student open days and occasional open days and

evenings for the local public (e.g. local Brownies group, Kegworth Men’s Group) and

veterinary profession; the School takes part in MayFest, the University of Nottingham's

annual community open day and the Sutton Bonington campus Science Day, an open day

for local residents. The School has hosted a number of evening lectures for the public

including the Society for Reproduction and Fertility’s Sex in 3 Cities Tour, a debate on TB in

Badgers (involving the National Farmers Union, RSPCA, Badger Trust and British Veterinary

Association); in addition all inaugural Professorial lectures are open to the public. The

public have been involved in the Schools research in a number of areas, including a series

of dog breeder research days. These breed-specific days facilitate better academic liaison

with the owners and breeders of dogs in order to canvass opinion as to what are the most

important clinical problems should be addressed with new research

Stakeholders interested in the Schools range of research and consultancy offerings or

Continuing Professional Development can be provided with hard copy information and

access the Schools website for further information. CPD communication is managed by the

CPD Officer.

40 The Sutton Trust is an independent charity that helps under-privileged children. See

http://www.suttontrust.com/home for more information41 See http://www.bbc.co.uk/cbeebies/mini-beast-adventure-with-jess



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The wider veterinary profession continues to be involved in a variety of School activities

ranging from admissions, course development, careers days, teaching, EMS placements

and course review through to continuing education courses, whilst the wider community is

also involved through the initiatives delivered by undergraduate students and staff and

commonly facilitated by central University resources. An example of an initiative is the

‘Vets In the Community’ programme, a student-led veterinary clinic to deliver healthcare

to the pets of homeless and vulnerably housed people living in the city. Under the

supervision of suitably qualified staff, veterinary students provide health checks and

treatment for simple conditions such as ear and eye infections. Animals brought to the

clinics also receive preventive care, such as vaccinations and flea and worm treatments.

While benefiting pet owners, the initiative also provides students with practical experience

and the opportunity to build on their communication and organisation skills.

Information exchange is the crux of making Evidence Based Veterinary Medicine successful

in the veterinary profession. Sharing of ideas, practical tips and research findings between

the Centre for Evidence Based Veterinary Medicine (CEVM) and practitioners is the focus of

a lot of the CEVM work. Practice-based research is a very important and valuable aspect of

the work of the CEVM. The CEVM has set up a network of sentinel practices that aid the

design and implementation of a number of research projects. The researchers then discuss

the results of these studies with the practices prior to publication.

The University Of Nottingham aims to comply fully with its obligations under the Data

Protection Act and under the Freedom of Information Act and makes information available

through its publication scheme and in response to requests made under the general right

of access.

The School makes available quantitative data detailing programme quality on the Directgov

website Unistats42.

The Dean of School and Director of Academic Support are members of the Council of Royal

College of Veterinary Surgeons and as such have strong communication pathways with the

RCVS and through that to the CVO, government and European bodies. The Dean of School

and other senior clinical staff have linkages to a number of professional bodies.

10.1.2 Alumni Association

The School has developed an alumni association, in conjunction with the University’s

Development Office; it is free to join. The primary mechanism for communication with

alumni is through a facebook site; this works very well, and our alumni use this to

advertise job vacancies and to contact each other. The site is managed by the School

42 http://unistats.direct.gov.uk/



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Alumni Officer, who posts various information pieces, requests for help, job vacancies,

discounted CPD etc. The School organises an Autumn reunion for that years graduates in

conjunction with the Veterinary Defence Society43.

The School also currently contributes to the Sutton Bonington Campus Alumnus

Association44; veterinary graduates are members of both the School and Campus schemes.

10.2 COMMENTS

The School will be initiating a fortnightly internal School newsletter from Autumn 2014 and

aims to publish an Annual Report from 2015.

The School plans to hold a 5 year post-graduation reunion for its alumni (this will be first

held in 2016).

The School feels that its communications mechanisms and quality is appropriate.

10.3 SUGGESTIONS

43 The VDS is a mutual insurance company run by experienced veterinary surgeons on behalf of the veterinary

profession

44 The Old Kingstonian Association (OKA), established in 1911 provides a focus of campus alumni activities



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Figure 19 AP10 Assessment of Co-operation with Stakeholders and Society Flow Chart



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APPENDICES


APPENDIX A BUILDINGS AND FACILITIES

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General facilities

The School has been fortunate in having 3 specific and bespoke major buildings developed

for the School together with a substantial capital equipment budget. Other substantial

building developments include animal accommodation, post mortem facilities, mock

pharmacy and pathology teaching.

The three-storey 5,441 m2 Academic Building comprises:

Ground floor (2,607 m2):

o 400-seat lecture theatre with full AV facilities, including lecture capture

o 119-seat seminar room with full AV facilities

o 30-seat seminar room with AV and electronic whiteboard and extensive basic

science learning resources

o 30-seat computer room

o 14 small-group teaching rooms, each seating 12 students and providing

extensive dedicated learning resources (books, skeletons, electronic

whiteboards, radiograph viewers)

o Anaerobic Microbiology, and Clinical Sample Laboratory enabling the culture of

anaerobic or microaerophilic bacteria for research and teaching. This facility

also allows for the secure handling of clinical samples of unknown provenance

o Virology and Microbiology Laboratory for the culture and maintenance of viruses

and aerobic bacteria

o Tissue Culture Maintenance Suite

o Histological Examination and Immuno-histochemistry Laboratory for research

and teaching. This laboratory is the main laboratory for student projects

o Staff offices

o Stores



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Figure 20 400-seat Lecture Theatre Figure 21 Small Group Teaching Room

First floor (2183 m2) comprises:

o Staff offices

o Postgraduate offices

o Postdoctoral Research Assistant office

o Centre for Evidence Based Veterinary Medicine

o Hot desk office

o Staff room

o Committee room

o ELISA suite: Assay laboratory and NUVETNA service

o Radiation Laboratory registered for the use of 125I 3H 57Co and 14C

o Radiation laboratory registered for the use of 33P 32P 35S 51Cr

o Imaging suite providing a facility for the recording and measurement of output

from a wide variety of imaging modalities

o Gas chromatography suite allowing the analysis of compounds

o Nucleic acid manipulation laboratory designed for the handling of DNA and RNA

samples for real-time PCR, PCR and microarray analysis

Second floor (651 m2) comprises:

o Staff offices

o Cellular Biology and Immunology Suite for the study of cellular interaction and

host responses

o Derogated containment level 3 Transmissible Spongiform Encephalopathies

Laboratory

A further predominantly single storey 2,019m2 Clinical Teaching Building provides:

Two 32-seat teaching laboratories and a teaching preparation room containing

resources and consumables necessary for practical teaching of the basic sciences.

Each laboratory is equipped with full AV facilities including electronic whiteboards.



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Resources available include 42 light microscopes, 15 stereo zoom microscopes, 32

basic spectrophotometers plus basic laboratory requirements

130-seat dissection room, fully equipped with stainless steel tables, sinks, hydraulic

table, extraction system, walk-in freezers and fridges, hoist system, radiograph

viewers together with 2 preparation rooms. Full AV facilities, LCD screens, overhead

visualiser and videoconferencing facilities

40-seat cadaver surgery suite, containing 10 operating tables and radiograph

viewers, full AV facilities and an electronic whiteboard

10 small-group teaching rooms each seating 12 students, providing extensive

learning resources (books, skeletons), electronic whiteboards, radiograph viewers

and clinical examination tables

A Year 5 small-group teaching room seating 12 students, providing extensive

learning resources (books, skeletons), electronic whiteboard, radiograph viewer and

clinical examination table

40-seat seminar room with AV facilities, electronic whiteboard and videoconference

facilities

32-seat Year 5 seminar room with AV facilities, electronic whiteboard and extensive

learning resources (books, skeletons)

6 bay / 36-seat Clinical Teaching Lab extensively equipped with examination facilities

and clinical equipment including ultrasound, ECG, anaesthetic monitors

15-seat Clinical Skills Centre with equipment including an imitation practice,

specialised resources such as a virtual reality rectal simulator (haptic cow), clinical

training models and aids as well as clinical diagnostic equipment

Simulated radiography suite, containing 2 decommissioned full size x-ray machines,

1 decommissioned dental x-ray machine and radiograph viewers

Museum holding skeletons of less common and exotic species, other anatomical

specimens and models purchased or prepared by School technicians and equipped

with AV facilities, electronic whiteboard and radiograph viewers

2 Learning / other resource rooms, containing various teaching resources

Staff offices

8 walk-in dog and 6 cat kennels

3 bedrooms, bathrooms and a kitchen for visiting staff on the first floor

Laundry

Locker and changing rooms with handwash and external boot washing facility

A three storey (3,100m2) Joint School and Biosciences Teaching and Research Building

(Gateway Building) provides:

130-seat seminar room with AV facilities, and electronic whiteboard

120-seat computer room

Centre for Evidence Based Veterinary Medicine

Staff offices

Postdoctoral Research Assistant and Postgraduate open plan desk area



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Other offices, laboratories and facilities for the School of Biosciences

Figure 22 32-seat Teaching Laboratory Figure 23 112-seat Dissection Room

Figure 24 36-seat Clinical Teaching Lab Figure 25 Museum

Research facilities

Animal facilities: The campus has fully staffed, state-of-the-art research facilities for

studies of small (rodents) and large (dairy cattle, sheep, pigs and poultry) animals, which

support researchers across the Comparative Medicine, Infection and Immunity,

Reproduction. New additions to the existing dairy centre, pig metabolism unit, on-site

abattoir and dissection laboratory provide housing of large animals at containment level 2,

and an imaging suite equipped with dual energy X-ray absorptiometry for determination of

body composition and digital gamma scintigraphy for dynamic in vivo imaging. The Sutton

Bonington large animal surgical and care facilities provide an integrated facility enabling

animal research using advanced surgical techniques in a controlled environment, with the

capability for remote monitoring following surgery, or during parturition. A new extension

to the small animal unit enabled the development of specialist physiological and

behavioural research laboratories. Small animal facilities enable rodent breeding,



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reproductive and nutritional studies, behavioural and physiological investigations and

surgical techniques.

Clinical Research Facilities: The clinical research of the Population Health and Welfare,

Comparative Medicine, Infection and Immunity and Reproduction themes is supported by

the provision of portable equipment facilitating research across sites. An SVMEC-3000 3m

gastroscope and two GE Vivid Q ultrasound machines permit a full range of cardiac and

equine abdominal investigations. For neuromuscular research a VIASYS Medeled Synergy

N2 Plinth Nerve Conduction/EMG, Evoked Potential System allows investigation of

neurological and neuromuscular disorders. Facilities allow for post-mortem examination

and the harvesting of tissue samples from clinical cases and storage on site.

Microbiology and Food Safety: Tissue culture facilities with en-suite access to an

environmentally controlled fluorescence microscope equipped with a micromanipulator and

micro-injector enable the delivery of probes to study host-pathogen interactions in living

cells. Density gradient and pulse field gel electrophoresis and analysis software are used

for molecular characterisation of bacterial populations. A Biolog system enables microbial

metabolomics studies.

Post-genomic technologies: Genomics, proteomics, and metabolomics, which form a

central platform for most of our research themes are supported by conventional analyses

(GC- and HPLC-MS). Imaging facilities include provision of two confocal microscopes; one

is dual photon allowing imaging of live cells. These resources are complemented by semi-

automated facilities for microarray printing, hybridisation equipment and real-time

quantitative PCR machines for high throughput expression profiling of mRNA

concentrations. A specific facility runs protein microarrays.

Clinical Associates

Defence Animal Centre

The Defence Animal centre is based at Melton Mowbray in Leicestershire with the main site

occupying 330 acres and an additional training area of 30 acres nearby at Old Dalby. The

DAC specialises in military equine and canine specific veterinary medicine and surgery. Up

to 140 horses can be stabled at the DAC, whilst a further 260 can be at grass. The equine

training facility includes an extensive cross-country course, an all weather canter track, an

outdoor manege, jumping lanes and new indoor riding school opened in 2007. The Army

School of Farriery, with its purpose built facility for both students and instructors, is

recognised as one of the best facilities for teaching farriery in Europe and has 7 forges.

The Canine Division has facilities for kennelling over 200 dogs, training barns and training

houses. The Veterinary Division facility houses fully equipped hospitalisation, imaging,

operating and treatment facilities for both canine and equine care. Facilities include an



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equine surgery suite and canine surgery suite, hospitalisation and isolation kennels and

stables, canine post mortem facilities and a horse walker. There is extensive onsite

bedroom accommodation.

Dick White Referrals

Dick White Referrals is a state-of-the-art veterinary referral centre that offers specialist

care for small animals, based in Six Mile Bottom, near Newmarket, Cambridgeshire. The

centre opened in 2003 and combines modern clinical facilities with intensive care facilities,

3 state-of-the-art operating suites, 2 imaging suites, dedicated internal medicine

investigation room, spacious climate-controlled accommodation for over 50 patients,

diagnostic imaging including radiography and fluoroscopy and a high quality clinical

pathology laboratory. A separate building houses ultrasound, CT and MRI units. Facilities

also include a clinical pathology laboratory and a dedicated physiotherapy unit. The School

has developed 7 on-site student bedrooms together with kitchen and living facilities. The

student room is shared with Clinical Training Scholars and includes a library; there is a

separate kitchen facility.

Figure 26 Student bedroom and kitchen Figure 27 Student room at Oakham

at DWR.

Dogs Trust

Founded in 1891, Dogs Trust (formerly the National Canine Defence League) is the largest

dog welfare charity in the UK. Each year The Dog’s Trust care for around 16,000 dogs at

our nationwide network of 19 Rehoming Centres. The Loughborough Rehoming Centre

consists of several blocks of kennels, a main hospital building with waiting room, prep

room and operating theatre and kennelling for treated animals. Students share study and

amenity facilities with staff.



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Minster Veterinary Practice

The Minster Practice is housed within the VLA buildings and operates from 2 administrative

offices; it utilises the VLA facilities to support the provision of their clinical service locally

(see below for details of VLA facilities).

Oakham Veterinary Hospital

The Oakham Veterinary Hospital, opened in April 2005, is a RCVS Equine and Small Animal

Hospital and is set in a 9 acre site which includes equine and small animal departments.

Within the equine hospital, facilities include 3 consulting rooms, 2 operating theatres, 2

examination facilities with stocks, scintigraphy room, standing MRI facility, digital

radiography room, post-mortem room, 23 horse boxes including isolation facilities,

reproduction facilities including a dummy mare, farriery unit, manege, 2 trot-up areas, and

a student room. The site has 1.5 acres of grassland in small turnout paddocks and

stabling for 22 horses, including mare and foal facilities. An additional 6 acres of grass

provide extra turnout during busy periods.

The small animal facilities include 4 consulting rooms, 2 operating theatres, digital

radiography rooms, isolation facility, kennels, separate cattery, teaching and seminar

room. A dog walking paddock is situated at the rear of the kennels.

In addition the shared facilities include 2 onsite flats for staff accommodation, a fully

equipped laboratory and a laundry room. There is a staff car park and a separate client

parking area for cars and lorries.

The student room comprises locker and changing facilities, kitchenette, electronic

whiteboard, 2 computers, soft seating and workspace areas (Figure 27).

The student rents accommodation in an adjacent village for students.

PDSA

The PDSA Nottingham PetAid hospital is one of 47 charitable clinics throughout the UK,

delivering first opinion, small animal veterinary service. The Nottingham PDSA PetAid

hospital occupies a 0.75 acre site adjacent to the Nottingham Ring Road and close to the

University Park campus. The site consists of 2 buildings – a main hospital building with

waiting room, 5 consulting rooms, 2 operating theatres, operating preparation area,

radiography suite, kennelling for 30 animals, staff area and 2 bedrooms. An adjacent

annex building, which has been recently refurbished by the University, consists of a waiting

area, consulting room, office, operating and recovery room. The consult room in the



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annex also doubles as a teaching room. Students share study and amenity facilities with

staff.

Derby PDSA PetAid hospital is located to the south of the city of Derby, on the City Gate

Business Park estate. The hospital is equipped with digital radiography, endoscopy,

ultrasound and ECG. There are places for the hospitalisation of 22 dogs and 8 cats, with

isolation facilities for 6 animals. There are 5 consulting rooms, 2 surgical suites and a

small laboratory. Students share amenity facilities with staff.

Scarsdale Veterinary Group (Farm and Equine)

The two main Scarsdale sites are located at separate locations in Derby (large animal and

equine at Markeaton and small animal at Pride Park). The dedicated Farm and Equine unit

has hospital and operating facilities for all species of farm animals. There is a single

hospital pen for admission of adult cattle, numerous ‘calf’ pens for admission of, and

housing/isolation of sheep or calves for intravenous fluids. The hospital facilities are

supported by a large internal laboratory.

The equine facilities include 16 stables, including isolation facilities, boxes for critical care

patients and foaling boxes, an operating theatre and induction suite, stocks, JMB pad, trot

up and hard lunge areas, and indoor school. In addition the facilities include a full range of

digital ultrasound equipment, digital and computerised radiography, video endoscopy and

dynamic endoscopy and a full range of dental equipment including power work and an

equine perio system together with shockwave therapy. The equine unit is a BEVA

approved Artificial Insemination (AI) centre and also provides post and rail paddocks for AI

mares and recovering horses and an equine shop for clients.

The student room comprises locker and changing facilities, kitchen, computers, LCD

screen, soft seating and workspace areas.

Scarsdale Veterinary Group Pride Veterinary Centre

Scarsdale’s Pride Veterinary Centre at Pride Park, Derby opened in August 2011 with the

development of a multidisciplinary referral centre serving the East Midlands region. The

initial phase of the building includes substantial client waiting areas divided into species-

related zones, 9 consultation rooms, multiple inpatient wards including a radio-iodine

facility, procedure and treatment rooms (dentistry, endoscopy), diagnostic rooms including

advanced imaging (CT/ MRI), abdominal and cardiology scanning rooms, image viewing

rooms, anaesthesia induction and 5 operating theatres.

There is also a substantial pharmacy, client retail, hydrotherapy and animal boarding and

grooming facilities. For clinicians and students the hospital is well-served with work spaces,



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meeting rooms, library, internet access to the University of Nottingham, and out-of-hours

bedrooms.

Figure 28 Endoscopy at Pride Figure 29 Surgery at Pride

East Midland Zoological Society - Twycross Zoo

Twycross Zoo was established in 1963 and contains over 1,000 animals of 200 species. It

is situated near the small village of Twycross and occupies over 40 acres. Twycross Zoo

has the largest collection of primate species in any zoo in the world. There is a dedicated

library facility containing veterinary, wild and zoo animal information.

The veterinary facilities at the Zoo include a main preparation and surgery area (with

ultrasound, digital radiography and endoscopy) with a separate recovery and

hospitalisation area, and a student room with library and internet connections. Most work

is carried out in animal enclosures and the necessary anaesthesia and other equipment

such as ultrasound scanners and sampling equipment is taken to the patient. State of the

art anaesthetic monitoring equipment is on permanent loan from the School to the Zoo and

is used in the majority of cases anaesthetised in the field. Preventive medicine regimes and

research into cases and disease issues is a priority. There is a post mortem room, access

to library and computers and basic laboratory facilities, with microscopes, a conference

room and a seminar room, together with a dedicated student room.

The student room comprises locker facilities, computers, electronic whiteboard, soft

seating and workspace areas.

Veterinary Laboratories Agency

The Veterinary Laboratories Agency is based on the Sutton Bonington campus, adjacent to

the University Sports Centre on a 0.5 acre site. The facility comprises post-mortem rooms,

several laboratories including those for histology and serology, cold storage and freezer

storage rooms. The University has invested in upgrading and expanding facilities to



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include a large post-mortem hall, changing facilities, new lairage, large walk-in cold room,

staff offices, a student ‘common room’ and a teaching lab in which pathological specimens

can be demonstrated. The development now provides the facility for handling an increased

range of domestic animals including farm species, cats, dogs and horses. Integrated within

the expanded post mortem room is a separate facility for poultry necropsies provided by

the Minster Veterinary Group.


APPENDIX B STAFF PUBLICATIONS

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APPENDIX B STAFF PUBLICATIONS 2011 – 2014

Bibliometric data, taken from Web of Science is shown as [Number of citations / Journal

Impact Factor]. N/A is shown where data are not available.

Dr Cinzia Allegrucci

Marcinkiewicz K, Scotland KB, Boorjan SA, Nilsson EM, Persson JL, Abrahamsson PA,

Allegrucci C, Hughes IA, Gudas LJ, Mongan NP (2012). The androgen receptor and stem

cell pathways in prostate and bladder cancers (review). Int J Oncol. 40(1): 5-12. [7/2.773]

Rodriguez A, Allegrucci C, Alberio R (2012). Modulation of Pluripotency in the Porcine

Embryo and iPS Cells. Plos One. 7(11): e49079. [9/3.534]

Semenas J, Allegrucci C, Boorjian SA, Mongan NP, Persson JL (2012). Overcoming Drug

Resistance and Treating Advanced Prostate Cancer. Current Drug Targets. 13(10): 1308-

1323. [6/3.597]

Shah M and Allegrucci C (2012). Keeping an open mind: highlights and controversies of

the breast cancer stem cell theory. Breast Cancer (Dove Med Press). 4: 155-166. [0/N/A]

Shah M and Allegrucci C (2013). Stem cell plasticity in development and cancer:

epigenetic origin of cancer stem cells. Subcell Biochem. 61: 545-565. [0/N/A]

Dr Simon Archer

Archer SC, McCoy F, Wapenaar W, Green MJ (2013). Association between somatic cell

count after first parturition and cumulative milk yield in dairy cows. Vet Rec. 173(13): 316.

[2/1.633]


count early in the first lactation and the lifetime milk yield of cows in Irish dairy herds. J

Dairy Sci. 96(5): 2951-2959. [7/2.55]


count early in the first lactation and the longevity of Irish dairy cows. J Dairy Sci. 96(5):

2939-2950. [5/2.55]

Archer SC, McCoy F, Wapenaar W, Green MJ (2013). Association of season and herd size

with somatic cell count for cows in Irish, English, and Welsh dairy herds. Vet J. 196(3):

515-521. [3/2.165]


count during the first lactation and the cumulative milk yield of cows in Irish dairy herds. J

Dairy Sci. 97(4): 2135-2144 [0/2.55]

Archer SC, McCoy F, Wapenaar W, Green MJ (2014). Bayesian evaluation of budgets for

endemic disease control: An example using management changes to reduce milk somatic

cell count early in the first lactation of Irish dairy cows. Prev Vet Med. 113(1): 80-87.

[0/2.506]

Cresswell L, Richens I, Archer SC, Breen J, Huxley JN, Randall L, Remnant J, Wapenaar



-182-

W, Biggs W, Kerby M, Statham J (2013). Veterinary vaccination advice and perceived

farmer compliance on UK dairy farms. Livestock. 18(5): 166-174. [N/A/N/A]

HJ Thomas, G Miguel Pacheco, NJ Bell, C Mason, RH Whay, O Maxwell, SC Archer, J

Remnant, N Bollard, P Sleeman and JN Huxley (2013). Investigation of early and effective

treatment interventions for claw horn lesions in UK dairy cows. Cattle Practice. 21(2): 166.

[0/N/A]

Statham JME, Archer S, Biggs AM, Bradley A, Breen J, Burnell M, Cooper R, Davies P,

Down P, Green M, Hayton A, Hudson C, Husband J, Huxley J, Kerby M, May B, Maxwell O,

Randall L, Reader J, Remnant J, Thorne M, Wapenaar W (2013). Future veterinary business

models. Cattle Practice. 21: 78-87. [0/N/A]

Dr Vanessa Ashall

Ashall V and Millar K (2013). An opportunity to refocus on the 'humane' in experimental

endpoints: Moving beyond Directive 2010/63/EU. Altern Lab Anim. 41(4): 307-312.

[1/N/A]

Ashall V and Millar K (2014). Endpoint matrix: a conceptual tool to promote consideration

of the multiple dimensions of humane endpoints. ALTEX. 31(2): 209-213. [0/3.63]

Dr Lucy Asher

Abeyesinghe S M, Drewe JA, Asher L, Wathes CM, Collins LM (2013). Do hens have

friends? Applied Animal Behaviour Science. 143(1): 61-66. [1/1.626]

Asher L, Blythe S, Roberts R, Toothill L, Craigon PJ, Evans KM, Green MJ, England GCW

(2013). A standardized behavior test for potential guide dog puppies: Methods and

association with subsequent success in guide dog training. Journal of Veterinary Behavior-

Clinical Applications and Research. 8(6): 431-438. [2/1.221]

Asher L and Collins LM (2012). Assessing synchrony in groups: Are you measuring what

you think you are measuring? Applied Animal Behaviour Science. 138(3-4): 162-169.

[1/1.626]

Asher L, Collins LM, Pfeiffer DU, Nicol CJ (2013). Flocking for food or flockmates? Applied

Animal Behaviour Science. 147(1-2): 94-103. [0/1.626]

Bettley CD, Collins LM, Asher L (2012). A review of scientific literature on inherited

disorders in domestic horse breeds. Animal Welfare. 21(1): 59-64. [2/1.228]

Buckland EL, Whiting MC, Abeyesinghe SM, Asher L, Corr S, Wathes CM (2013). A survey

of stakeholders' opinions on the priority issues affecting the welfare of companion dogs in

Great Britain. Animal Welfare. 22(2): 239-253. [2/1.228]

Jamieson J, Reiss MJ, Allen D, Asher L, Parker MO, Wathes CM and Abeyesinghe SM

(2013). Adolescents care but don’t feel responsible for farm animal welfare. Society &

Animals, 35 [N/A/0.628]

Jamieson J, Reiss MJ, Allen D, Asher L, Wathes CM, Abeyesinghe SM (2012). Measuring

the success of a farm animal welfare education event. Animal Welfare. 21(1): 65-75.



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[0/1.228]

Morgan KV, Hurly TA, Bateson M, Asher L, Healy SD (2012). Context-dependent decisions

among options varying in a single dimension. Behavioural Processes. 89(2): 115-120.

[8/1.457]

Dr Robert Atterbury

Atterbury RJ, Chang KC, Barrow P, Clark M (2013). Expanding poultry knowledge. Vet

Rec. 172(8): 217. [0/1.633]

Hobley L, Lerner TR, Williams LE, Lambert C, Till R, Milner DS, Basford SM, Capeness MJ,

Fenton AK, Atterbury RJ, Harris MA, Sockett RE (2012). Genome analysis of a

simultaneously predatory and prey-independent, novel Bdellovibrio bacteriovorus from the

River Tiber, supports in silico predictions of both ancient and recent lateral gene transfer

from diverse bacteria. BMC Genomics. 13: 670. [1/4.041]

Hyman P, Atterbury R, Barrow P (2013). Fleas and smaller fleas: virotherapy for parasite

infections. Trends Microbiol. 21(5): 215-220. [2/9.808]

Dr Kerstin Baiker

Baiker K and K Matiasek (2013). SNE Is Not NLE Is Not GME. Veterinary Pathology Online.

50(3): 366. [0/2.038]

Davenport R, Heawood C, Sessford K, Baker M, Baiker K, Blacklaws B, Kaler J, Green L,

Tötemeyer S (2014). Differential expression of Toll-like receptors and inflammatory

cytokines in ovine interdigital dermatitis and footrot. Vet Immun Immunop. 161(1-2): 90-

98. (N/A/1.748).

Leipig M, Matiasek K, Rinder H, Janik D, Emrich D, Baiker K, Hermanns W (2013). Value

of histopathology, immunohistochemistry, and real-time polymerase chain reaction in the

confirmatory diagnosis of Encephalitozoon cuniculi infection in rabbits. Journal Veterinary

Diagnostic Investigation. 25(1): 16-26. [0/1.232]

Olsen E, Dunkel B, Barker WHJ, Finding EJT, Perkins JD, Witte TH, Yates LJ, Andersen PH,

Baiker K, Piercy RJ (2014). Rater Agreement on Gait Assessment during Neurologic

Examination of Horses. J Vet Intern Med. 28(2): 630-638. [0/2.224]

Woolford L, de Lahunta A. Baiker K, Dobson E, Summers BA (2013). Ventricular and

Extraventricular Ependymal Tumors in 18 Cats. Veterinary Pathology Online. 50(2): 243-

251. [1/2.038]

Prof Paul Barrow


Rec. 172(8): 217. [0/1.633]

Barrow PA, Jones MA, Smith AL, Wigley P (2012). The long view: Salmonella - the last

forty years. Avian Pathol. 41(5): 413-420. [7/2.041]

Barrow, Methner, PU (2013). Salmonella in Domestic Animals. CABI UK. 2nd Edition: 1-

560. [0/N/A]



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Batista DF, de Freitas Neto OC, Lopes PD, de Almeida AM, Barrow PA, Berchieri A Jr

(2013). Polymerase chain reaction assay based on ratA gene allows differentiation between

Salmonella enterica subsp. enterica serovar Gallinarum biovars Gallinarum and Pullorum. J

Vet Diagn Invest. 25(2): 259-262. [0/1.232]

Batista DFA, Freitas Neto OC, Leite LR, Varani AM, Araujo FMG, Salim A, Almeida AM,

Ribeiro SAM, Oliveira GC, Barrow PA, Berchieri Jr A (2014). Draft Genome Sequence of

Salmonella enterica subsp. enterica Serovar Gallinarum Biovar Pullorum Strain FCAV198, a

Brazilian Chicken Pathogen. Genome Announc. 2(1). [0/1.558]

Bayliss CD, Bidmos FA, Anjum A, Manchev VT, Richard RL, Grossier JP, Wooldridge KG,

Ketley JM, Barrow PA, Jones MA, Tretyakov MV (2012). Phase variable genes of

Campylobacter jejuni exhibit high mutation rates and specific mutational patterns but

mutability is not the major determinant of population structure during host colonization.

Nucleic Acids Res. 40(13): 5876-89. [9/8.808]

de Freitas Neto OC, Setta A, Imre A, Bukovinski A, Elazomi A, Kaiser P, Berchieri Jr A,

Barrow P, Jones M (2013). A flagellated motile Salmonella Gallinarum mutant (SG Fla+)

elicits a pro-inflammatory response from avian epithelial cells and macrophages and is less

virulent to chickens. Vet Microbiol. 165(3-4): 425-433. [5/2.726]

Foster N, Berndt A, Lalmanach AC, Methner U, Pasquali P, Rychlik I, Velge P, Zhou X,

Barrow P (2012). Emergency and therapeutic vaccination--is stimulating innate immunity

an option? Res Vet Sci. 93(1): 7-12. [1/1.511]

Geng S, Jiao X, Barrow P, Pan Z, Chen X (2014). Virulence determinants of Salmonella

Gallinarum biovar Pullorum identified by PCR signature-tagged mutagenesis and the spiC

mutant as a candidate live attenuated vaccine. Vet Microbiol. 168(2-4): 388-394.

[0/2.726]

Hulme SD, Barrow PA, Foster N (2012). Inhibited Production of iNOS by Murine J774

Macrophages Occurs via a phoP-Regulated Differential Expression of NFkappaB and AP-1.

Interdiscip Perspect Infect Dis.. 2012: 483170. [0/N/A]

Hyman P, Atterbury R, Barrow P (2013). Fleas and smaller fleas: virotherapy for parasite

infections. Trends Microbiol. 21(5): 215-220. [2/9.808]

Ibrahim H, Barrow P, Foster N (2012). VIP as a potential therapeutic agent in gram

negative sepsis. Endocr Metab Immune Disord Drug Targets. 12(4): 308-315. [0/N/A]

Imre A, Bukovinszki A, Lovell MA, Li H, Zhou X, Barrow PA (2013). Gene expression

analysis of Salmonella enterica SPI in macrophages indicates differences between serovars

that induce systemic disease from those normally causing enteritis. Vet Microbiol. 167(3-

4): 675-679. [0/2.726]

Knudsen GM, Olsen JE, Aabo S, Barrow P, Rychlik I, Thomsen LE (2013). ClpP deletion

causes attenuation of Salmonella Typhimurium virulence through mis-regulation of RpoS

and indirect control of CsrA and the SPI genes. Microbiology-Sgm. 159: 1497-1509.

[1/N/A]

Penha Filho RA, Moura BS, de Almeida AM, Montassier JH, Barrow PA, Berchieri Jr A

(2012). Humoral and cellular immune response generated by different vaccine programs



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before and after Salmonella Enteritidis challenge in chickens. Vaccine. 30(52): 7637-7643.

[2/3.485]

Setta AM, Barrow PA, Kaiser P, Jones MA (2012). Immune dynamics following infection of

avian macrophages and epithelial cells with typhoidal and non-typhoidal Salmonella

enterica serovars; bacterial invasion and persistence, nitric oxide and oxygen production,

differential host gene expression, NF-kappaB signalling and cell cytotoxicity. Vet Immunol

Immunopathol. 146(3-4): 212-224. [9/1.7478]

Setta AM, Barrow PA, Kaiser P, Jones MA (2012). Early immune dynamics following

infection with Salmonella enterica serovars Enteritidis, Infantis, Pullorum and Gallinarum:

Cytokine and chemokine gene expression profile and cellular changes of chicken cecal

tonsils. Comp Immunol Microbiol Infect Dis. 35(5): 397-410. [13/2.107]

Dr Nick Bexfield

Baker KS, Leggett RM, Bexfield NH, Alston M, Daly G, Todd S, Tachedjian M, Holmes CE,

Crameri S, Wang LF, Heeney JL, Suu-Ire R, Kellam P, Cunningham AA, Wood JL, Caccamo

M, Murcia PR (2013). Metagenomic study of the viruses of African straw-coloured fruit

bats: detection of a chiropteran poxvirus and isolation of a novel adenovirus. Virology.

441(2): 95-106. [9/3.278]

Bexfield NH, Buxton RJ, Vicek RJ, Day MJ, Bailey SM, Haughland SP, Morrison LR, Else

RW, Constantino-Casas F, Watson PJ (2012). Breed, age and gender distribution of dogs

with chronic hepatitis in the United Kingdom. Vet J. 193(1): 124-128. [2/2.165]

Bexfield NH, Watson PJ, Aguirre-Hernandez J, Sargan DR, Tiley L, Heeney JL, Kennedy LJ

(2012). DLA class II alleles and haplotypes are associated with risk for and protection from

chronic hepatitis in the English Springer spaniel. PLoS One. 7(8): e42584. [0/3.534]

Bexfield NH, Watson PJ, Heaney J, Heeney JL, Tiley L (2014). Canine hepacivirus is not

associated with chronic liver disease in dogs. Journal of Viral Hepatitis. 21(3): 223-228.

[0/3.307]

Selgas AG, Bexfield N, Scase TJ, Holmes MA, Watson P (2014). Total serum bilirubin as a

negative prognostic factor in idiopathic canine chronic hepatitis. Journal of Veterinary

Diagnostic Investigation. 26(2): 246-251. [0/1.232]

Dr Mark Bowen

Bevan AG, Hallowell GD, Bowen IM (2012). Validation of a Point of Care Ultrasound

Device for the Assessment of Cardiac Disease in the Horse. J Vet Intern Med. 26(3): 727-

727. [0/2.224]

Bowen M (2013). Antimicrobial stewardship: Time for change. Equine Vet J. 45(2): 127-

129. [8/2.369]

Croxford AK, Lethbridge KL, Hallowell GD, Bowen IM (2013). Changes in Intestinal

Mucosal Microvascular Perfusion Assessed Using Orthogonal Polarization Spectral Imaging

in the Horse. J Vet Intern Med. 27(3): 654-655. [0/2.224]



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Draper AC, Bowen IM, Hallowell GD (2012). Reference ranges and reliability of

transabdominal ultrasonographic renal dimensions in thoroughbred horses. Vet Radiol

Ultrasound. 53(3): 336-341. [0/1.262]

Habershon-Butcher JL, Bowen IM, Hallowell GD (2012). Validation and Reliability of

Orthogonal Ultrasonographic Projection Dimensions of the Kidney in the Horse. J Vet Intern

Med. 26(3): 747-748. [0/2.224]

Habershon-Butcher J, Bowen M, Hallowell G (2014). Validation of a novel translumbar

ultrasound technique for measuring renal dimensions in horses. Vet Radiol Ultrasound.

55(3): 323-330. [0 /1.262]

Habershon-Butcher JL, Hallowell GD, Bowen IM, Sykes B (2012). Prevalence and Risk

Factors for Ulceration of the Gastric Glandular Mucosa in Thoroughbred Racehorses in

Training in the Uk and Australia. J Vet Intern Med. 26(3): 731-731. [2/2.224]

Hallowell GD and Bowen M (2013). Reliability and identification of aortic valve prolapse in

the horse. BMC Vet Res. 9: 9. [0/1.743]

Hallowell GD, Lethbridge K, Croxford A, Bowen IM (2013). Assessment and Reliability of

Measuring Microvascular Perfusion in Normal Adult Conscious Horses. J Vet Intern Med.

27(3): 648-649. [0/2.224]

Hallowell GD, Potter TJ, Bowen IM (2012). Reliability of quantitative echocardiography in

adult sheep and goats. BMC Vet Res. 8: 181. [0/1.743]

Marr CM and Bowen IM (2012). Does firing have a valid place in the treatment of

superficial digital flexor tendon injury in the 21st century? Equine Vet J. 44(5): 509-510.

[0/2.369]

Penrose LC, Brower A, Kirk G, Bowen IM, Hallowell GD (2012). Primary cardiac lymphoma

in a 10-year-old equine gelding. Vet Rec. 171(1): 20. [0/1.633]

Dr Andrew Bradley

Green M and Bradley A (2013). The changing face of mastitis control. Vet Rec. 173(21):

517-521. [0/1.633]

Green MJ, Bradley AJ, Breen JE, Green LE, Hayton A, Higgins HM, Hudson CD, Huxley JN

and Statham JME (2012). Dairy Herd Health, CAB International. 2012: 1-328 [N/A/N/A]

Hudson CD, Bradley AJ, Breen JE and Green MJ (2012). Associations between udder

health and reproductive performance in United Kingdom dairy cows. J Dairy Sci. 95(7):

3683-3697. [2/2.55]

Huntley SJ, Cooper S, Bradley AJ and Green LE (2012). A cohort study of the associations

between udder conformation, milk somatic cell count, and lamb weight in suckler ewes. J

Dairy Sci. 95(9): 5001-5010. [1/2.55]

Madouasse A, Browne WJ, Huxley JN, Toni F, Bradley AJ and Green MJ (2012). Risk

factors for a high somatic cell count at the first milk recording in a large sample of UK dairy

herds. J Dairy Sci. 95(4): 1873-1884. [0/2.55]



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models. Cattle Practice 21: 78-87. [0/N/A]

Swinkels JM, Lam TJ, Green MJ and Bradley AJ (2013). Effect of extended cefquinome

treatment on clinical persistence or recurrence of environmental clinical mastitis. Vet J.

197(3): 682-687. [0/2.165]

Valergakis GE, Russell C, Grogono-Thomas R, Bradley AJ and Eisler MC (2012). "oxiella

burnetii in bulk tank milk of dairy cattle in south-west England. Vet Rec. 171(6): 156, 151-

152. [2/1.633]

Dr James Breen

Breen JD, Hudson C, Huxley J, Maxwell O, Remnant J and Green M (2013). Dairy herd

health in practice. Veterinary Times. 43: 20-24. [N/A/N/A]

Cresswell L, Richens I, Archer S, Breen J, Huxley J, Randall L, Remnant J, Wapenaar W,

Biggs A, Kerby M and Statham J (2013). Veterinary vaccination advice and perceived

farmer compliance on UK dairy farms. Livestock. 18(5): 166-174. [N/A/N/A]

Down PM, Kerby M, Hall J, Statham JE, Green MJ, Breen JE, Hudson CD (2012). Providing

herd health management in practice - How does it work on farm? Cattle Practice. 20: 112-

119. [0/N/A]


and Statham JME (2012). Dairy Herd Health, CAB International. 2012: 1-328. [N/A/N/A]



3683-3697. [2/2.55]

Remnant JG, Breen JE, Huxley JN, Green MJ and Hudson CD (2012). Providing a herd

health service: The Nottingham Vet School herd health rotation. Cattle Practice. 20(3):

218. [N/A/N/A]





Dr Marnie Brennan

Brennan ML (2014). Evidence-based veterinary medicine: How you can get involved.

Cattle Practice. 22(1): 57-60. [N/A/N/A]

Brennan ML and Christley RM (2013). Cattle producers' perceptions of biosecurity. BMC

Vet Res. 9: 71. [2/1.743]

Cresswell E, Brennan ML, Barkema HW and Wapenaar W (2014). Dairy Herd Health. Vet

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Downes MJ, Dean RS, Stavisky JH, Adams VJ, Grindlay DJ and Brennan ML (2013).

Methods used to estimate the size of the owned cat and dog population: a systematic

review. BMC Vet Res. 9: 121. [0/1.743]

Grindlay DJ, Brennan ML and Dean RS (2012). Searching the veterinary literature: a

comparison of the coverage of veterinary journals by nine bibliographic databases. J Vet

Med Educ. 39(4): 404-412. [8/0.826]

Grindlay DJC, Dean RS, Christopher MM and Brennan ML (2014). A survey of the

awareness, knowledge, policies and views of veterinary journal Editors-in-Chief on

reporting guidelines for publication of research. BMC Vet Res. 10: 10. [0/1.743]

Nielsen TD, Dean RS, Robinson NJ, Massey A and Brennan ML (2014). Survey of the UK

veterinary profession: common species and conditions nominated by veterinarians in

practice. Vet Rec. 174(13): 324. [0/1.633]

Richens IF, Brennan ML, Wapenaar W, Hobson-West P, Wright N, and O’Connor HM

(2013). Methods used to collect farmers’ attitudes, motivators and barriers toward cattle

production: a rapid review. In: Innovation from Animal Science – a necessity not an

option, Proceedings of the British Society of Animal Science and the Association of

Veterinary Teaching and Research Work. Advances in Animal Biosciences 4(1):13.

[N/A/N/A]

Stavisky J, Brennan ML, Downes M and Dean R (2012). Demographics and economic

burden of un-owned cats and dogs in the UK: results of a 2010 census. BMC Vet Res. 8:

163. [3/1.743]

Wright EF, Chamberlain AT, Bates A and Brennan ML (2013). Comparison of two

alternative methods of dairy cattle energy reserve assessment with body condition scoring.

Cattle Practice. 22(1): 54-56. [N/A/N/A]

Dr John Burford

Bradbrook CA, Clark L, Dugdale HA, Burford J and Mosing M (2013). Measurement of

respiratory system compliance and respiratory system resistance in healthy dogs

undergoing general anaesthesia for elective orthopaedic procedures. Vet Anaesth Analg.

40(4): 382-389. [4/1.776]

Burford J (2013). When to cut and when to kill: predicting survival of horses following

colic surgery. Veterinary Times. 43: 17-19. [N/A/N/A]

Jennings K, Curtis L, Burford J and Freeman S (2014). Prospective survey of veterinary

practitioners' primary assessment of equine colic: clinical features, diagnoses, and

treatment of 120 cases of large colon impaction. BMC Vet Res. 10(Suppl 1): S2. [-/1.743]

Lamas LP, Edmonds J, Hodge W, Zamora-Vera L, Burford J, Coomer R and Munroe G

(2012). Use of ethanol in the treatment of distal tarsal joint osteoarthritis: 24 cases.

Equine Vet J. 44(4): 399-403. [3/2.369]

Dr Geoffrey Caron Lormier



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Tixier P, Peyrard N, Aubertot, JN, Gaga S, Radoszycki J, Caron-Lormier G, Vinatier F,

Mollot G and Sabbadin R (2013). Modelling Interaction Networks for Enhanced Ecosystem

Services in Agroecosystems. Ecological Networks in an Agricultural World. 49: 437-480.

[4/N/A]

White MT, Lwetoijera D, Marshall J, Caron-Lormier G, Bohan DA, Denholm I, Devine GJ

(2014). Negative cross resistance mediated by co-treated bed nets: a potential means of

restoring pyrethroid-susceptibility to malaria vectors. PLoS One. 9(5): e95640. [0/3.534]

Dr Lisa Chakrabarti

Shephard F, Greville-Heygate O, Marsh O, Anderson S and Chakrabarti L (2014). A

mitochondrial location for haemoglobins-Dynamic distribution in ageing and Parkinson's

disease. Mitochondrion. 14: 64-72. [0/3.524]

Professor Kin-Chow Chang


Rec. 172(8): 217. [0/1.633]

Baquero-Perez B, Kuchipudi SV, Nelli RK and Chang KC (2012). A simplified but robust

method for the isolation of avian and mammalian muscle satellite cells. BMC Cell Biology.

13: 16. [1/2.844]

Kuchipudi SV, Dunham SO, Nelli R, White GA, Coward VJ, Slomka MJ, Brown IH and

Chang KC (2012). Rapid death of duck cells infected with influenza: a potential

mechanism for host resistance to H5N1. Immunology and cell biology. 90(1): 116-123.

[12/4.205]

Kuchipudi SV, Tellabati M, Nelli RK, White GA, Perez BB, Sebastian S, Slomka MJ, Brookes

SM, Brown IH, Dunham SP and Chang KC (2012). 18S rRNA is a reliable normalisation

gene for real time PCR based on influenza virus infected cells. Virol J. 9: 230. [11/2.089]

Nelli RK, Dunham SP, Kuchipudi SV, White GA, Baquero-Perez B, Chang PX,

Ghaemmaghami A, Brookes SM, Brown IH and Chang KC (2012). Mammalian Innate

Resistance to Highly Pathogenic Avian Influenza H5N1 Virus Infection Is Mediated through

Reduced Proinflammation and Infectious Virus Release. J Virol. 86(17): 9201-9210.

[6/2.089]

Scharf M, Neef S, Freund R, Geers-Knorr C, Franz-Wachtel M, Brandis A, Krone D,

Schneider H, Groos S, Menon MB, Chang KC, Kraft T, Meissner JD, Boheler KR, Maier LS,

Gaestel M and Scheibe RJ (2013). Mitogen-Activated Protein Kinase-Activated Protein

Kinases 2 and 3 Regulate SERCA2a Expression and Fiber Type Composition To Modulate

Skeletal Muscle and Cardiomyocyte. Molecular and Cellular Biology. 33(13): 2586-2602.

[1/5.036]

Sun H, Sun Y, Pu J, Zhang Y, Zhu Q, Li J, Gu J, Chang KC and Liu J (2014). Comparative

virus replication and host innate response in human cells infected with 3 prevalent clades

(2.3.4, 2.3.2 and 7) of highly pathogenic avian influenza H5N1 viruses. J. Virol. 88(1):

725-729. [0/4.648]



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Sun YP, Xu Q, Shen Y, Liu LQ, Wei K, Sun HL, Pu J, Chang KC and Liu JH (2014). Naturally

Occurring Mutations in the PA Gene Are Key Contributors to Increased Virulence of

Pandemic H1N1/09 Influenza Virus in Mice. J Virol. 88(8): 4600-4604. [0/4.648]

Wei K, Sun H, Sun Z, Sun Y, Kong W, Pu J, Ma G, Yin Y, Yang H, Guo X, Webster RG,

Chang KC and Liu J (2014). Influenza A virus Acquires Enhanced Pathogenicity and

Transmissibility After Serial Passages in Swine. J Virol. Published ahead of print: doi:

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Wei W, He HB, Zhang WY, Zhang HX, Bai JB, Liu HZ, Cao JH, Chang KC, Li XY and Zhao

SH (2013). miR-29 targets Akt3 to reduce proliferation and facilitate differentiation of

myoblasts in skeletal muscle development. Cell Death & Disease. 4: e668 [5/5.177]

Kate Cobb

Cobb KA, Brown G, Jaarsma DADC and Hammond RA (2013). The educational impact of

assessment: A comparison of DOPS and MCQs. Medical Teacher. 35(11): E1598-E1607.

[0/2.045]

Kydd JH, Cobb K, Davis R, Dean R, Drinkwater J, Dunham S, Flynn R, Gray C, Grogono-

Thomas R, Hagan P, Jefferies A, Jones M, Ogden C, Pearson G, Robinson N, Rutland C,

Tarlinton R, Totemeyer S, Wason J, Whittington R, Williams L and Mossop L (2013). Report

of the first veterinary student support workshop. Vet Rec. 173(14): 346. [1/1.633]

Mossop LH and Cobb K (2013). Teaching and Assessing Veterinary Professionalism. J Vet

Med Educ. 40(3): 223-232. [0/0.826]

Professor Malcolm Cobb

Cobb M (2012). Pathophysiology of heart failure. In Practice. 38(Suppl 1): 2-3. [-/0.181]

Cobb M, Ingram B, Brower A (2014). Disseminated histiocytic sarcoma in an English

springer spaniel presenting as primary cardiac disease. Vet Rec Case Reports. 2(1).

[N/A/N/A]

Cobb MA and Stavisky J (2013). Salmonella Infections in Dogs and Cats. Salmonella in

Domestic Animals, 2nd Edition: 318-336. [0/N/A]

Everitt S, Pilnick A, Waring J and Cobb M (2013). The structure of the small animal

consultation. J Small Anim Pract. 54(9): 453-458. [0/0.907]

Dr Tracey Coffey

Burr SC, Thomas C, Brownlie J, Offord V, Coffey TJ and Werling D (2012). Potential

evidence for biotype-specific chemokine profile following BVDV infection of bovine

macrophages. Vet Immunol Immunopathol. 150(1-2): 123-127. [1/1.748]

Gibson AJ, Coffey TJ and Werling D (2013). Of creatures great and small: the advantages

of farm animal models in immunology research. Front Immunol. 4: 124. [0/N/A]



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Peckham RK, BrillR, Foster DS, Bowen AL, Leigh JA, Coffey TJ and Flynn RJ (2014). Two

distinct populations of Bovine IL-17(+) T-cells can be induced and WC1(+)IL-

17(+)gammadelta T-cells are effective killers of protozoan parasites. Sci Rep. 4: 5431.

[0/5.078]

Russell CD, Widdison S, Leigh JA and Coffey TJ (2012). Identification of single nucleotide

polymorphisms in the bovine Toll-like receptor 1 gene and association with health traits in

cattle. Vet Res. 43: 17. [0/3.383]

Willcocks S, Offord V, Seyfert HM, Coffey TJ and Werling D (2013). Species-specific PAMP

recognition by TLR2 and evidence for species-restricted interaction with Dectin-1. J Leukoc

Biol. 94(3): 449-458. [3/4.304]

Dr Sandra Corr

Buckland EL, Corr SA, Abeyesinghe SM and Wathes CM (2014). Prioritisation of companion

dog welfare issues using expert consensus. Animal Welfare. 23: 39-46. [0/1.228]

Buckland EL, Whiting MC, Abeyesinghe SM, Asher L, Corr S and Wathes CM (2013). A

survey of stakeholders' opinions on the priority issues affecting the welfare of companion

dogs in Great Britain. Animal Welfare. 22(2): 239-253. [2/1.228]

Corr S (2012). Complex and open fractures: a straightforward approach to management

in the cat. J Feline Med Surg. 14(1): 55-64. [0/1.219]

Corr SA (2012). Companion Animals. Veterinary & Animal Ethics, Blackwell Publishing Ltd:

188-200. [N/A/N/A]

Hudson PE, Corr SA and Wilson AM (2012). High speed galloping in the cheetah (Acinonyx

jubatus) and the racing greyhound (Canis familiaris): spatio-temporal and kinetic

characteristics. J Exp Biol. 215(14): 2425-2434. [5/3.002]

Mbatha KR, Lane EP, Lander M, Tordiffe AS and Corr S (2012). Preliminary evaluation of

selected minerals in liver samples from springbok (Antidorcas marsupialis) from the

National Zoological Gardens of South Africa. J S Afr Vet Assoc. 83(1): 119. [0/0.442]

Palmer C, Corr S and Sandøe P (2012). Inconvenient Desires: Should We Routinely Neuter

Companion Animals? Anthrozoos. 25: S153-S172. [2/0.672]

Paxton H, Daley MA, Corr SA and Hutchinson JR (2013). The gait dynamics of the modern

broiler chicken: a cautionary tale of selective breeding. J Exp Biol. 216(17): 3237-3248.

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Proot JLJ and Corr SA (2013). Clinical audit for the tibial tuberosity advancement

procedure establishing the learning curve and monitoring ongoing performance for the

tibial tuberosity advancement procedure using the cumulative summation technique. Vet

Comp Orthopaed. 26(4): 280-284. [0/1.031]

Sandøe P, Corr S and Palmer C (2014). Fat companions: understanding the welfare effects

of obesity in cats and dogs. In: Dilemmas in Animal Welfare. M. C. Appleby, Weary, D. M.,

Sandøe, P. 3: 28-45. [N/A/N/A]



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Dr Janet Daly

Daly JM and Digard P (2013). The genetics of virus particle shape in equine influenza A

virus. Influenza Other Respir Viruses. 7 Suppl 4: 81-89. [1/1.895]

Daly JM and Elton D (2013). Potential of a sequence-based antigenic distance measure to

indicate equine influenza vaccine strain efficacy. Vaccine. 31(51): 6043-6045. [0/3.485]

Daly JM, Newton JR, Wood JL and Park AW (2013). What can mathematical models bring

to the control of equine influenza? Equine Vet J. 45(6): 784-788. [2/2.369]

Davies P and Daly J (2013). SBV transmission. Vet Rec. 172(19): 509-510. [0/1.633]

Elton D, Bruce EA, Bryant N, Wise HM, Macrae S, Rash A, Smith N, Turnbull ML, Medcalf L,

King B and Daly J (2014). Pseudotypes: your flexible friends. Future Microbiol. 9: 135-

137. [0/3.819]

Mather S, Scott S, Temperton N, Wright E, King B and Daly J (2013). Current progress

with serological assays for exotic emerging/re-emerging viruses. Future Virology. 8(8):

745-755. [0/1]

Murcia PR, Baillie GJ, Stack JC, Jervis C, Elton D, Mumford JA, Daly J, Kellam P, Grenfell

BT, Holmes ED and Wood JLN (2013). Evolution of Equine Influenza Virus in Vaccinated

Horses. J Virol. 87(8): 4768-4771. [1/4.648]

Scott SE, Molesti E, Temperton N, Ferrara F, Bottcher-Friebertshauser E and Daly J

(2012). The use of equine influenza pseudotypes for serological screening. J Mol Genet

Med. 6: 304-308. [2/N/A]

Tarlinton R and Daly J (2013). Testing for Schmallenberg virus. Vet Rec. 172(7): 190.

[3/1.633]

Tarlinton RJ, Daly J, Dunham S and Kydd J (2012). The challenge of Schmallenberg virus

emergence in Europe. Vet J. 194(1): 10-18. [18/2.165]

Tarlinton RJ, Daly J, Dunham S and Kydd J (2013). Schmallenberg virus: Could wildlife

reservoirs threaten domestic livestock? Vet J. 198(2): 309-310. [1/2.165]

Woodward AL, Rash AS, Blinman D, Bowman S, Chambers TM, Daly JM, Damiani A,

Joseph S, Lewis N, McCauley JW, Medcalf L, Mumford J, Newton JR, Tiwari A, Bryant NA

and Elton DM (2014). Development of a surveillance scheme for equine influenza in the UK

and characterisation of viruses isolated in Europe, Dubai and the USA from 2010-2012. Vet

Microbiol. 169(3-4): 113-127. [0/2.726]

Mike Davies

Davies M (2012). Control of off-label use of medicines. Vet Rec. 170(26): 680. [4/1.633]

Davies M (2012). Geriatric screening in first opinion practice - results from 45 dogs. J

Small Anim Pract. 53(9): 507-513 [2/0.907]

Davies M (2012). How prevalent is the overweight cat? Vet Rec. 171(22): 558-559.

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Davies M (2014). Comparative ageing and age-related disease. European Geriatric

Medicine. 5(3): 147-148. [0/0.552]



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Davies M (2014). Risk of re-emergence of canine distemper. Vet Rec. 174(7): 178.

[1/1.633]

Davies M (2014). Variability in content of homemade diets for canine chronic kidney

disease. Vet Rec. 174(14): 352. [0/1.633]

Davies M and Kawaguchi S (2014). Pregeneral anaesthetic blood screening of dogs and

cats attending a UK practice. Vet Rec. 174(20): 506. [0/1.633]

Peers Davies


Down P, Green M, Hayton A, Hudson C, Husband J, Huxley H, Kerby M, May B, Maxwell O,

Randall L, Reader J, Remnant J, Thorne M and Wapenaar W (2013). Future veterinary

business models. Cattle Practice. 21: 78-87. [0/N/A]

Simone De Brot

Bruderer A, De Brot S and Nuss K (2013). Tenesmus and stranguria in a heifer caused by

a urachal cyst in the bladder wall. Tierarztl Prax Ausg G Grosstiere Nutztiere. 41(5): 326-

329. [0/0.47]

de Brot S, Grau-Roma L, Vidal E and Segalés J (2013). Occurrence of

osteochondromatosis (multiple cartilaginous exostoses) in a domestic pig (Sus scrofa

domesticus). Journal of Veterinary Diagnostic Investigation. 25(5): 599-602. [0/1.232]

de Brot S and Hilbe M (2013). Pulmonary alveolar microlithiasis with concurrent pleural

mesothelioma in a dog. Journal of Veterinary Diagnostic Investigation. 25(6): 798-802.

[0/1.232]

de Brot S, Junge H, and Hilbe M (2014). Acinar Cell Carcinoma of Exocrine Pancreas in

Two Horses. Journal of Comparative Pathology. 150(4): 388-392. [0/1.1]

Dr Rachel Dean

Dean R (2013). How to read a paper and appraise the evidence. In Practice. 35(5): 282-

285. [0/0.181]

Dean RS, Pfeiffer DU and Adams VJ (2012). Feline vaccination practices and protocols

used by veterinarians in the United Kingdom. Vet J. 194(1): 113-117. [2/2.165]

Dean RS, Pfeiffer DU and Adams VJ (2013). The incidence of feline injection site sarcomas

in the United Kingdom. BMC Vet Res. 9: 17. [1/1.743]




Gibson A, Dean R, Yates D and Stavisky J (2013). A retrospective study of pyometra at

five RSPCA hospitals in the UK: 1728 cases from 2006 to 2011. Vet Rec. 173(16): 396.

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Gosling L, Stavisky J and Dean R (2013). What is a feral cat?: Variation in definitions may

be associated with different management strategies. J Feline Med Surg. 15(9): 759-764.

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Med Educ. 39(4): 404-412. [8/0.826]








Nielsen TD, Dean RS, Robinson NJ, Massey A and Brennan ML (2014). Survey of the UK

veterinary profession: common species and conditions nominated by veterinarians in

practice. Vet Rec. 174(13): 324. [0/1.633]

Platt B, Hawton K, Simkin S, Dean R and Mellanby RJ (2012). Suicidality in the veterinary

profession: interview study of veterinarians with a history of suicidal ideation or behavior.

Crisis. 33(5): 280-289. [3/N/A]

Potterton SL, Bell NJ, Whay HR, Berry EA, Atkinson OC, Dean RS, Main DC and Huxley JN

(2012). A descriptive review of the peer and non-peer reviewed literature on the treatment

and prevention of foot lameness in cattle published between 2000 and 2011. Vet J.

193(3): 612-616. [7/2.165]



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Walton JE, Hale AS, Brooks MB, Boag AK, Barnett W and Dean R (2014). Coagulation

factor and hemostatic protein content of canine plasma after storage of whole blood at

ambient temperature. J Vet Intern Med. 28(2): 571-575. [0/2.224]

Dr Peter Down

Breen J, Down P, Hudson C, Huxley J, Maxwell O, Remnant J, Green M (2013). Dairy herd

health in practice. Veterinary Times. 43: 20-24. [N/A/N/A]

Down PM, Green MJ and Hudson CD (2013). Rate of transmission: A major determinant of

the cost of clinical mastitis. J Dairy Sci. 96(10): 6301-6314. [0/2.55]

Down PM, Kerby M, Hall J, Statham JE, Green MJ, Breen JE and Hudson CD (2012).

Providing herd health management in practice - How does it work on farm? Cattle Practice.

20: 112-119. [0/N/A]






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Dr Martin Downes






163. [3/1.743]

Dr Steve Dunham

Kuchipudi SV, Dunham SP, Nelli R, White GA, Coward VJ, Slomka MJ, Brown IH and

Chang KC (2012). Rapid death of duck cells infected with influenza: a potential mechanism

for host resistance to H5N1. Immunology and cell biology. 90(1): 116-123. [12/4.205]

Kuchipudi SV, Tellabati M, Nelli RK, White GA, Perez BB, Sebastian S, Slomka MJ, Brookes

SM, Brown IH, Dunham SP and Chang KC (2012). 18S rRNA is a reliable normalisation

gene for real time PCR based on influenza virus infected cells. Virol J. 9: 230. [11/2.089]





Moreton J, Dunham SP and Emes RD (2014). A consensus approach to vertebrate de

novo transcriptome assembly from RNA-seq data: assembly of the duck (Anas

platyrhynchos) transcriptome. Front Genet. 5: 190. [0/N/A]





[6/4.648]

Tarlinton R, Daly J, Dunham S and Kydd J (2012). The challenge of Schmallenberg virus


Dr Mark Dunning

Greenhalgh, SN, Reeve, JA, Johnstone, T, Goodfellow, MR, Dunning, MD O'Neill, EJ, Hall,

EJ, Watson, P and Jeffery, ND (2014). Long-term survival and quality of life in dogs with

clinical signs associated with a congenital portosystemic shunt after surgical or medical

treatment. J Am Vet Med Assoc. 245 (5): 527-33. [0/N/A]

Dr Sharon Egan



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Egan SA, Ward PN, Watson M, Field TR and Leigh JA (2012). Vru (Sub0144) controls

expression of proven and putative virulence determinants and alters the ability of

Streptococcus uberis to cause disease in dairy cattle. Microbiology. 158(Pt 6): 1581-1592.

[0/0.712]

Dr Hany Elsheikha

Brown P, Elsheikha HM and Turner S (2014). Parasitic nephritis and

meningoencephalomyelitis in a horse. Vet Rec Case Reports. 2(1) e000077. [N/A /N/A]

Elmorsy E, Elzalabany LM, Elsheikha HM and Smith PA (2014). Adverse effects of

antipsychotics on micro-vascular endothelial cells of the Human blood brain barrier. Brain

Res. Published ahead of print: doi: 10.1016/j.brainres.2014.08.011. [N/A /2.828]

Elsheikha HM (2012). Blowfly strike: advice on preventing and controlling the most

widespread ectoparasite affecting UK sheep. Animal Health Advisor. 1:16-19. [N/A /N/A]

Elsheikha HM (2012). Flea allergy dermatitis: the continued challenge. The Veterinary

Nurse. 3(6): 350-356. [N/A /N/A]

Elsheikha HM (2012). Prevalence of Ligula intestinalis in roach: an investigative case

study. Animal Health Advisor. 1:22-23. [N/A /N/A]

Elsheikha HM (2013). Exotic ticks and tick-borne diseases: the need to remain vigilant.

The Veterinary Nurse. 4(2): 88-95. [N/A /N/A]

Elsheikha HM (2013). Fleas, ticks and worms: product resistance issues reviewed. Animal

Health Advisor. 2:21-23. [N/A /N/A]

Elsheikha HM (2013). Parasites threatening UK fish. Veterinary Times. 43:10-14. [-/N/A]

Elsheikha HM (2013). Parasitic control: Fleas and worms in companion animals.

Orthopaedic Conference. 42:26-30. [N/A /N/A]

Elsheikha H (2013). Pet Travel Scheme update and future needs to minimise risk of

exotic infection in the UK. Animal Health Advisor. 2: 19-22. [N/A /N/A]

Elsheikha H (2013). Ticks and tick-borne diseases in pets: awareness and management.

Animal Health Advisor. 17: 20-21. [N/A /N/A]

Elsheikha HM (2013). Update on Toxocara biology, diagnosis and human infection.

Veterinary Times. 43:10-13. [N/A /N/A]

Elsheikha HM (2014). Parasites in cats and dogs: management and treatment. Veterinary

Times. 44:8-11. [N/A N/A]

Elsheikha HM, Alkurashi M, Kong K and Zhu XQ (2014). Metabolic footprinting of

extracellular metabolites of brain endothelium infected with Neospora caninum in vitro.

BMC Res Notes. 7(1): 406. [0/N/A]

Elsheikha H and David P (2014). Clinical and public health risks associated with feline

fleas. Companion Animal. 19(4): 177-180. [N/A /N/A]

Elsheikha H, Fisher M and McGarry J (2012). Protecting travelling pets from disease. Vet

Rec. 171(2): 37-38. [1/1.633]



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Elsheikha HM, Hallowell G (2014). Strongylosis in equines: Biology, diagnosis and future

needs. Veterinary Times. 44: 27-30. [N/A /N/A]

Elsheikha HM, McKinlay CL, Elsaied NA and Smith PA (2013). Effects of Neospora

caninum infection on brain microvascular endothelial cells bioenergetics. Parasites &

Vectors. 6: 24. [2/3.251]

Elsheikha HM, Patterson J(2013). Self-Assessment Colour Review Veterinary

Parasitology. United Kingdom, Manson Publishing. Vet Rec. 172: 640. [N/A /1.633]

Elsheikha HM and Rauch Cl (2012). Redefining the Limits of Biochemistry in Multidrug

Resistant Nematodes: Implications for Future Drug Development. Journal of Veterinary

Science & Technology. 3(6): 110. [N/A /1.142]

Foster N and Elsheikha HM (2012). The immune response to parasitic helminths of

veterinary importance and its potential manipulation for future vaccine control strategies.

Parasitol Res. 110(5): 1587-1599. [6/2.327]

Hylands M and Elsheikha HM (2014). Enteric infectious diseases of game birds.

Companion Animal. 19(6): 323-325. [N/A /N/A]

Lamb J, Hallowell GD, Harris P, Zhu XQ and Elsheikha HM (2012). Lipidomic Analysis of

Serum from Horses with Strongyle Infection. Journal of Veterinary Science & Technology.

3(6): 122. [N/A /1.142]

Kong K, Rowlands CJ, Elsheikha H and Notingher I (2012). Label-free molecular analysis

of live Neospora caninum tachyzoites in host cells by selective scanning Raman micro-

spectroscopy. Analyst. 137(18): 4119-4122. [0/N/A]

Ortega-Rivas A, Saorin JL, de la Torre J and Elsheikha H (2013). Touch-pad mobile

devices for blended learning in immunology practicals. Med Educ. 47(5): 518-519.

[0/3.617]

Regan CS, Yon L, Hossain M and Elsheikha HM (2014). Prevalence of Entamoeba species

in captive primates in zoological gardens in the UK. PeerJ. 2: e492. [0/N/A]

Wright I and Elsheikha HM (2014). Flea infestations: epidemiology, treatment and

control. The Veterinary Nurse. 5(5): 261-269. [N/A /N/A]

Xu MJ, Fu J, Zhou DH, Elsheikha HM, Hu M, Lin RQ, Peng LF, Song HQ and Zhu XQ

(2013). Ascaris lumbricoides and Ascaris suum: Comparative proteomic studies using 2-DE

coupled with mass spectrometry. International Journal of Mass Spectrometry. 339: 1-6.

[0/2.227]

Zhao GH, Li J, Blair D, Li WY, Elsheikha HM, Lin RQ, Zou FC and Zhu XQ (2012).

Biotechnological advances in the diagnosis, species differentiation and phylogenetic

analysis of Schistosoma spp. Biotechnol Adv. 30(6): 1381-1389. [4/8.905]

Dr Richard Emes

Alqasim A, Emes R, Clark G, Newcome J, La Ragione R, McNally A (2014). Phenotypic

Microarrays Suggest Escherichia coli ST131 Is Not a Metabolically Distinct Lineage of Extra-

Intestinal Pathogenic E. coli. PLoS One. 9(2): e88374. [0/3.534]



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Antony D, Becker-Heck A, Zariwala MA, Schmidts M, Onoufriadis A, Forouhan M, Wilson R,

Taylor-Cox T, Dewar A, Jackson C, Goggin P, Loges NT, Olbrich H, Jaspers M, Jorissen M,

Leigh MW, Wolf WE, Daniels MLA, Noone PG, Ferkol TW, Sagel SD, Rosenfeld M, Rutman A,

Dixit A, O'Callaghan C, Lucas JS, Hogg C, Scambler PJ, Emes RD, Chung EMK, Shoemark

A, Knowles MR, Omran H, Mitchison HM (2013). Mutations in CCDC39 and CCDC40 are the

Major Cause of Primary Ciliary Dyskinesia with Axonemal Disorganization and Absent Inner

Dynein Arms. Human Mutation. 34(3): 462-472. [10/5.05]

Brown K, Emes R, Tarlinton RE(2014). Multiple groups of endogenous epsilon-like

retroviruses conserved across primates. J Virol. Published ahead of print: doi:

10.1128/JVI.00966-14. [N/A /4.648]

Brown K, Moreton J, Malla S, Aboobaker AA, Emes RD and Tarlinton RE (2012).

Characterisation of retroviruses in the horse genome and their transcriptional activity via

transcriptome sequencing. Virology. 433(1): 55-63. [1/3.278]

Duong CV, Emes RD, Wessely F, Yacqub-Usman K, Clayton RN and Farrell WE (2012).

Quantitative, genome-wide analysis of the DNA methylome in sporadic pituitary adenomas.

Endocr Relat Cancer. 19(6): 805-816. [9/4.907]

Duong CV, Yacqub-Usman K, Emes RD, Clayton RN and Farrell WE (2013). The EFEMP1

Gene: A Frequent Target for Epigenetic Silencing in Multiple Human Pituitary Adenoma

Subtypes. Neuroendocrinology. 98(3): 200-211. [1/4.934]

Emes RD, Clifford H, Haworth KE, Farrell WE, Fryer AA, Carroll WD and Ismail KMK

(2013). Antiepileptic drugs and the fetal epigenome. Epilepsia. 54(1): e16-e19. [2/4.584]

Emes RD and Farrell WE (2012). Make way for the 'next generation': application and

prospects for genome-wide, epigenome-specific technologies in endocrine research. J Mol

Endocrinol. 49(1): R19-27. [8/3.621]

Emes RD and Grant SG (2012). Evolution of synapse complexity and diversity. Annu Rev

Neurosci. 35: 111-131. [7/22.66]

Glossop J, Nixon N, Emes R, Haworth K, Packham J, Dawes P, Fryer A, Mattey D and

Farrell W (2013). Genome-Wide Profiling Identifies Significant Differences Between The T-

Lymphocyte and B-Lymphocyte Methylomes In Healthy Individuals. Arthritis and

Rheumatism. 65: S798-S799. [0/7.871]

Glossop JR, Nixon NB, Emes RD, Dawes PT, Farrell WE and Mattey DL (2013). Genome-

Wide DNA Methylation Profiling in T Cells from Patients with Rheumatoid Arthritis.

Rheumatology. 52: 143-143. [0/4.435]

Glossop JR, Nixon NB, Emes RD, Haworth KE, Packham JC, Dawes PT, Fryer AA, Mattey

DL and Farrell WE (2013). Epigenome-wide profiling identifies significant differences in

DNA methylation between matched-pairs of T-and B-lymphocytes from healthy individuals.

Epigenetics. 8(11): 1188-1197. [0/5.108]

Glossop JR, Emes RD, Nixon NB, Haworth K, Packham JC, Dawes PT, Fryer AA, Mattey DL

and Farrell WE (2013). Genome-Wide DNA methylation profiling in rheumatoid arthiritis

identifies disease-associated methylation changes that are distinct to individual T- and B-

lymphocyte populations. Epigenetics. 9(9): Published ahead of print. [0/5.108]



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Haworth KE, Farrell WE, Emes RD, ismail KMK, Carroll WD, Borthwick HAD, Yates AM,

Huball E, Rooney A, Khanam M, Aggarwal N, Jones PW and Fryer AA (2013). Combined

influence of gene-specific cord blood methylation and maternal smoking habit on birth

weight. Epigenomics. 5(1): 37-49. [2/5.215]

Jenkins SI, Pickard MR, Khong M, Smith HL, Mann CLA, Emes RD and Chari DM (2014).

Identifying the Cellular Targets of Drug Action in the Central Nervous System Following

Corticosteroid Therapy. Acs Chemical Neuroscience. 5(1): 51-63. [2/4.21]

Kmoch S, Stranecky V, Emes RD and Mitchison HM (2013). Bioinformatic perspectives in

the neuronal ceroid lipofuscinoses. Biochimica Et Biophysica Acta-Molecular Basis of

Disease. 1832(11): 1831-1841. [2/N/A]

Moore DJ, Onoufriadis A, Shoemark A, Simpson MA, zur Lage PI, de Castro SC, Bartoloni L,

Gallone G, Petridi S, Woollard WJ, Anthony D, Schimdts M, Didonna T, Makrythanasis P,

Bevillard J, Mongan NP, Djakow J, Pals G, Lucas JS, Marthin JK, Nielsen KG, Santoni F,

Guipponi M, Hogg C, Antonarakis SE, Emes RD, Chung EM, Greene ND, Blouin JL, Jarman

AP and Mitchison HM (2013). Mutations in ZMYND10, a gene essential for proper axonemal

assembly of inner and outer dynein arms in humans and flies, cause primary ciliary

dyskinesia. Am J Hum Genet. 93(2): 346-356. [6/10.987]

Moreton J, Dunham SP and Emes RD (2014). A consensus approach to vertebrate de novo

transcriptome assembly from RNA-seq data: assembly of the duck (Anas platyrhynchos)

transcriptome. Front Genet. 5: 190. [0/N/A]

Moreton J, Malla S, Aboobaker AA, Tarlinton RE and Emes RD (2014). Characterisation of

the horse transcriptome from immunologically active tissues. PeerJ. 2: e382. [0/N/A]

Nilsson EM, Fainberg HP, Choong, SS, Giles TC, Sells J, May S, Stansfield FJ, Allen WR,

Emes RD, Mostyn A, Mongan NP and Yon L (2014). Molecular characterization of adipose

tissue in the African elephant (Loxodonta africana). Plos One. 9(3): e91717. [0/3.534]

Nithianantharajah J, Komiyama NH, McKechanie A, Johnstone M, Blackwood DH, St Clair D,

Emes RD, van de Lagemaat LN, Saksida LM, bussey TJ and Grant SGN (2013). Synaptic

scaffold evolution generated components of vertebrate cognitive complexity. Nature

Neuroscience. 16(1): 16-U37. [21/14.976]

Onoufriadis A, Shoemark A, Munye MM, James CT, Schmidts M, Patel M, Rosser EM,

Bacchelli C, Beales PL, Scambler PJ, Hart SL, Danke-Roelse JE, Sloper JJ, Hull S, Hogg C,

Emes RD, Pals G, Moore AT, Chung EM and Mitchison HM (2013). Combined exome and

whole-genome sequencing identifies mutations in ARMC4 as a cause of primary ciliary

dyskinesia with defects in the outer dynein arm. J Med Genet. 51(1): 61-7. [1/5.636]

Paff T, Onoufriadis A, Anthony D, Shoemark A, Micha D, Kuyt B, Schmidts M, Petridi S,

Dankert-Roelse JE, Haarman EG, Daniels JMA, Emes RD, Wilson R, Hoggs C, Scambler PJ,

Chung EMK, Mitchison HM and Pals G (2013). Mutation in the CCDC114 gene causes

Primary Ciliary Dyskinesia with normal fertility in the isolated Volendam population.

Tijdschrift voor Kindergeneeskunde. 81(1): 92-92. [N/A /0.21]

Parameswaran, N, Dewals BG, Giles TC, Deppmann C, Blythe M, Banderplasschen A, Emes

RD and Haig D (2014). The A2 gene of alcelaphine herpesvirus-1 is a transcriptional



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regulator affecting cytotoxicity in virus-infected T cells but is not required for malignant

catarrhal fever induction in rabbits. Virus Res. 188C: 68-80. [0/2.827]

Rands CM, Darling A, Fujita M, Kong L, Webster MT, Clabaut C, Emes RD, Heger A,

Meader S, Hawkins MB, Eisen MB, Teiling C, Affourtit J, Boese B, Grant PR, Grant BR, Eisen

JA, Abzhanov A and Ponting CP (2013). Insights into the evolution of Darwin's finches from

comparative analysis of the Geospiza magnirostris genome sequence. BMC Genomics. 14:

95. [8/4.041]

Russell K, Hasenkamp S, Emes R and Horrocks P (2013). Analysis of the spatial and

temporal arrangement of transcripts over intergenic regions in the human malarial parasite

Plasmodium falciparum. BMC Genomics. 14: 267. [1/4.041]

Schmidts M, Arts HH, Bongers EMHF, Yap Z, Oud MM, Antony D, Duijkers L, Emes RD,

Stalker J, Yntema JBL, Plagnol V, Hoischen A, Gilissen C, Forsythe E, Lausch E, Veltman JA,

Roeleveld N, Superti-Furga A, Kutkowska-Kazmierczak A, Kamsteeg EJ, Elcioglu N, van

Maarle MC, Graul-Neumann LM, Devriendt K, Smithson SF, Wellesley D, Verbeek NE,

Hennekam RCM, Kayserili H, Scambler PJ, Beales PL, Knoers NVAM, Roepman R and

Mitchison HM (2013). Exome sequencing identifies DYNC2H1 mutations as a common

cause of asphyxiating thoracic dystrophy (Jeune syndrome) without major polydactyly,

renal or retinal involvement. J Med Genet. 50(5): 309-323. [9/5.636]

Schmidts M, Vodopiutz J, Christou-Savina S, Cortes CR, McInerney-Leo AM, Emes RD,

Arts HH, Tuysuz B, D'Silva J, Leo PJ, Giles TC, Oud MM, Harris JA, Koopmans M, Marshall

M, Elcioglu N, Kuechler A, Bockenhauer D, Moore AT, Wilson LC, Janecke AR, Hurles ME,

Emmet W, Gardiner B, Streubel B, Dopita B, Zankl A, Kayserili H, Scambler PJ, Brown MA,

Beales PL, Wicking C, Duncan EL and Mitchison HM (2013). Mutations in the Gene Encoding

IFT Dynein Complex Component WDR34 Cause Jeune Asphyxiating Thoracic Dystrophy.

Am J Hum Genet. 93(5): 932-944. [2/10.987]

Shore A, Emes RD, Wessely F, Kemp P, Cillo C, D’Armiento M, Hoggard N and Lomax MA

(2012). A comparative approach to understanding tissue-specific expression of uncoupling

protein 1 expression in adipose tissue. Front Genet. 3: 304. [1/N/A]

Smith SA, Haig D and Emes RD (2014). Novel ovine polymorphisms and adaptive

evolution in mammalian TLR2 suggest existence of multiple pathogen binding regions.

Gene. 540(2): 217-225. [0/2.246]

Smith SA, Jann OC, Haig D, Russell GC, Werling D, Glass EJ and Emes RD (2012).

Adaptive evolution of Toll-like receptor 5 in domesticated mammals. BMC Evol Biol. 12:

122. [8/3.407]

Tarlinton RE, Barfoot HK, Allen Ce, Brown K, Gifford RJ and Emes RD (2013).

Characterisation of a group of endogenous gammaretroviruses in the canine genome. Vet

J. 196(1): 28-33. [0/2.165]

Wessely F and Emes RD (2012). Identification of DNA methylation biomarkers from

Infinium arrays. Front Genet. 3: 161. [2/N/A]

Professor Gary England



-201-

Asher L, Blythe s, Roberts R, Toothill L, Craigon PJ, Evans KM, Green MJ and England

GCW (2013). A standardized behavior test for potential guide dog puppies: Methods and



England GC, Burgess CM, Clutterbuck AL and Freeman SL (2013). Epithelial surface

changes and spermatozoa storage in the reproductive tract of the bitch. Vet J. 195(2):

185-191. [4/2.165]

England GC, Burgess CM and Freeman SL (2012). Perturbed sperm-epithelial interaction

in bitches with mating-induced endometritis. Vet J. 194(3): 314-318. [3/2.165]

England GC, Moxon R and Freeman SL (2012). Delayed uterine fluid clearance and

reduced uterine perfusion in bitches with endometrial hyperplasia and clinical management

with postmating antibiotic. Theriogenology. 78(7): 1611-1617. [5/1.845]

England GC, Moxon R and Freeman SL (2012). Stimulation of mating-induced uterine

contractions in the bitch and their modification and enhancement of fertility by prostatic

fluid. Reprod Domest Anim. 47(Suppl 6): 1-5. [3/1.177]

England GC, Russo M and Freeman SL (2012). The bitch uterine response to semen

deposition and its modification by male accessory gland secretions. Vet J. 195(2): 179-

184. [4/2.165]

England GCW and Russo M (2014). Artificial insemination in dogs and cats 3. Semen

preservation and artificial insemination in cats. In Practice. 36(5): 249-254. [0/0.181]

England GCW, Russo M and Freeman SL (2014). Artificial insemination in dogs and cats

1. Collection and preservation of canine semen. In Practice. 36(2): 77-81. [2/0.181]

England GCW, Russo M and Freeman SL (2014). Artificial insemination in dogs and cats

2. Artificial insemination in dogs. In Practice. 36(4), 183-190 [1/0.181]

England GCW and Russo M (2014). Breeding Management of the Bitch. In: Kirk's Current

Veterinary Therapy XV. Bonagura J and Twedt DC, Missouri, USA, Elsevier Saunders. 930-

935. [N/A /N/A]

Freeman SL and England GCW (2013). Storage and release of spermatozoa from the pre-

uterine tube reservoir. PLoS One. 8(2): e57006. [2/3.534]

Freeman SL, Green MJ and England GCW (2013). Prevalence and effect of uterine luminal

free fluid on pregnancy and litter size in bitches. Theriogenology. 80(2): 73-76. [1/1.845]

Freeman SL, Russo M and England GCW (2013). Uterine artery blood flow characteristics

assessed during oestrus and the early luteal phase of pregnant and non-pregnant bitches.

Vet J. 197(2): 205-210. [0/2.165]

Maskell D, Argyle D, Cameron E, England G, Price J, Herrtage M, Reid S and Dawson S

(2013). Don't forget the science. Vet Rec. 172(11): 293-294. [0/1.633]

Rijsselaere T, England G, Freeman S, Maes D and Van Soom A (2014). Current knowledge

on the transport and fate of spermatozoa in the reproductive tract of the bitch. Reprod

Domest Anim. 49(Suppl 2): 2-7. [0/1.177]

Rodriguez-Martinez H, England GCW, Kutzler M, Comizoli P and Concannon PW (2012).

Canine and Feline Reproduction VII: Reproductive Biology and Medicine of Domestic and

Exotic Carnivores, Proceedings of the 7th Quadrennial International Symposium on Canine



-202-

and Feline Reproduction. Whistler, Canada. 26-29 July 2012 Foreword. Reprod Domest

Anim. 47: 1-412. [0/1.177]

Volta A, Manfredi S, Vignoli M, Russo M, England GCW, Rossi F, Bigliardi E, Di Ianni F,

Parmigiani E, Bresciani C and Gnudi G (2014). Use of Contrast-Enhanced Ultrasonography

in Chronic Pathologic Canine Testes. Reprod Domest Anim. 49(2): 202-209. [0/1.177]

Richard Ewers

Ewers R (2013). Getting the best results from urinary tract radiography in small animals:

avoiding radiographic and radiological pitfalls. EAVDI Yearbook 2013: Reviews in

Veterinary Diagnostic Imaging. Cambridge, UK: 1-22. [N/A /N/A]

Dr Robin Flynn

Barlow JL, Peel S, Fox J, Panova V, Hardman CS, Camelo A, Bucks C, Wu X, Kane CM, Meill

Dr, Flynn RJ, Sayers I, Hall IP and McKenzie AN (2013). IL-33 is more potent than IL-25

in provoking IL-13-producing nuocytes (type 2 innate lymphoid cells) and airway

contraction. J Allergy Clin Immunol. 132(4): 933-941. [10/11.248]

Edwards-Smallbone J, Pleass RJ, Khan NA and Flynn RJ (2012). Acanthamoeba

interactions with the blood-brain barrier under dynamic fluid flow. Exp Parasitol. 132(3):

367-372. [0/1.859]

Hams E, Armstrong ME, Barlow JL, Saunders SP, Schwartz C, Cooke G, Fahy RJ, Crotty TB,

Hirani N, Flynn RJ, Voehringer D, McKenzie AN, Donnelly SC, Fallon PG (2014). IL-25 and

type 2 innate lymphoid cells induce pulmonary fibrosis. Proc Natl Acad Sci USA. 111(1):

367-372. [1/N/A]





Peckham RK, Brill R, Foster DS, Bowen AL, Leigh JA, Coffey TJ and Flynn RJ (2014). Two



[0/5.078]

Dr Neil Foster

Foster N (2012). Vasoactive intestinal peptide (VIP): Historic perspective and future

potential. Endocr Metab Immune Disord Drug Targets. 12(4): 303-7 [0/N/A]

Foster N (2013). Will the knowledge economy signal the end of academic freedom?

African Journal of Business Management. 7(22): 2293-2300. [N/A /N/A]

Foster N, Berndt A, Lalmanach AC, Methner U, Pasquali P, Rychlik I, Velge P, Zhou X and

Barrow P (2012). Emergency and therapeutic vaccination--is stimulating innate immunity

an option? Res Vet Sci. 93(1): 7-12. [1/1.511]



-203-

Foster N and Elsheikha HM (2012). The immune response to parasitic helminths of

veterinary importance and its potential manipulation for future vaccine control strategies.

Parasitol Res. 110(5): 1587-1599. [6/2.327]

Foster N, Turnbull EL and Macpherson G (2012). Migrating lymph dendritic cells contain

intracellular CD40 that is mobilized to the immunological synapse during interactions with

antigen-specific T lymphocytes. J Immunol. 189(12): 5632-5637. [0/5.362]

Hulme SD, Barrow PA and Foster N (2012). Inhibited Production of iNOS by Murine J774

Macrophages Occurs via a phoP-Regulated Differential Expression of NFkappaB and AP-1.

Interdiscip Perspect Infect Dis. 2012: 483170. [0/N/A]

Ibrahim H, Barrow P and Foster N (2012). Vasoactive intestinal peptide (VIP) as a novel

therapeutic against gram negative sepsis. Endocr Metab Immune Disord Drug Targets.

12(4): 308-15. [N/A /N/A]

Rauch C, Ibrahim H and Foster N (2013). Membranes, molecules and biophysics:

enhancing monocyte derived dendritic cell (MDDC) immunogenicity for improved anti-

cancer therapy. Journal of Cancer Therapeutics and Research. 2: 20. [N/A /0.949]

Professor Sarah Freeman

England GCW, Moxon R and Freeman SL (2012). Stimulation of mating-induced uterine



England GCW, Burgess CM, Clutterbuck AL and Freeman SL (2013). Epithelial surface

changes and spermatozoa storage in the reproductive tract of the bitch. Vet J. 195(2):

185-191. [4/2.165]

England GC, Burgess CM and Freeman SL (2012). Perturbed sperm-epithelial interaction

in bitches with mating-induced endometritis. Vet J. 194(3): 314-318. [3/2.165]

England GC, Moxon R and Freeman SL (2012). Delayed uterine fluid clearance and

reduced uterine perfusion in bitches with endometrial hyperplasia and clinical management

with postmating antibiotic. Theriogenology. 78(7): 1611-1617. [5/1.845]

England GC, Moxon R and Freeman SL (2012). Stimulation of mating-induced uterine



England GC, Russo M and Freeman SL (2012). The bitch uterine response to semen

deposition and its modification by male accessory gland secretions. Vet J. 195(2): 179-

184. [4/2.165]

England GC, Russo M and Freeman SL (2014). Artificial insemination in dogs and cats 1.

Collection and preservation of canine semen. In Practice. 36(2): 77-81. [2/0.181]

England GCW, Russo M and Freeman SL (2014). Artificial insemination in dogs and cats 2.

Artificial insemination in dogs. In Practice. 36(4), 183-190 [1/0.181]

Freeman SL and England GCW (2013). Storage and release of spermatozoa from the pre-

uterine tube reservoir. PLoS One. 8(2): e57006. [2/3.534]



-204-



Freeman SL, Green MJ and England GCW (2013). Uterine fluid from bitches with mating-

induced endometritis reduces the attachment of spermatozoa to the uterine epithelium.

Vet J. 198(1): 76-80. [2/2.165]

Freeman SL, Russo M and England GCW (2013). Uterine artery blood flow characteristics

assessed during oestrus and the early luteal phase of pregnant and non-pregnant bitches.

Vet J. 197(2): 205-210. [0/2.165]

Jennings K, Curtis L, Burford J and Freeman SL (2014). Prospective survey of veterinary

practitioners' primary assessment of equine colic: clinical features, diagnoses, and

treatment of 120 cases of large colon impaction. BMC Vet Res. 10(Suppl 1): S2. [N/A

/1.743]

Putnam JR, Holmes LM, Green MJ and Freeman SL (2013). Incidence, causes, and

outcomes of lameness cases in a working military horse population: a field study. Equine

Vet J. 46(2): 194-197. [0/2.369]

Rijsselaere T, England G, Freeman S, Maes D and Van Soom A (2014). Current knowledge

on the transport and fate of spermatozoa in the reproductive tract of the bitch. Reprod

Domest Anim. 49(Suppl 2): 2-7. [0/1.177]

Williams S, Cooper J and Freeman S (2014). Evaluation of normal findings using a

detailed and focused technique for transcutaneous abdominal ultrasonography in the

horse. BMC Vet Res. 10(Suppl 1): S5. [N/A /1.743]

Williams S, Horner J, Orton E, Green M, McMullen S, Mobasheri A and Freeman SL

(2014). Water intake, faecal output and intestinal motility in horses moved from pasture to

a stabled management regime with controlled exercise. Equine Vet J. Published ahead of

print: doi: 10.1111/evj.12238. [N/A /2.369]

Dr David Gardner

Bloor ID, Sebert SP, Saroha V, Gardner DS, Keisler DH, Budge H, Symonds Me and

Mahajan RP (2013). Sex differences in metabolic and adipose tissue responses to juvenile-

onset obesity in sheep. Endocrinology. 154(10): 3622-3631. [2/4.644]

Dunford LJ, Sinclair KD, Dwong WY, Sturrock C, Clifford BL, Giles TC and Gardner DS

(2014). Maternal protein-energy malnutrition during early pregnancy in sheep impacts the

fetal ornithine cycle to reduce fetal kidney microvascular development. FASEB J. Published

ahead of print: pii: fj.14-255364. [N/A /5.48]

Gardner DS and Poore KR (2013). Do not turn to the hypothalamus for feedback on stress

if you are growth restricted. Endocrinology. 154(7): 2257-2259. [0/4.644]

Gardner DS, Welham SJ and Devonald MA (2013). Nanotechnology tracks to the renal

ward. J Physiol. 591(23): 5803. [0/4.544]

Gardner DS, Welham SJ, Dunford LJ, McCullock TA, Hodi Z, Sleeman P, O’Sullivan S and

Devonald MA (2014). Remote conditioning or erythropoietin before surgery primes kidneys

to clear ischemia-reperfusion-damaged cells: a renoprotective mechanism? Am J Physiol



-205-

Renal Physiol. 306(8): F873-884. [0/3.3]

Gray C, Al-Dujaili EA, Sparrow AJ, Gardiner SM, Craigon J, Welham SJ and Gardner DS

(2013). Excess maternal salt intake produces sex-specific hypertension in offspring:

putative roles for kidney and gastrointestinal sodium handling. PLoS One. 8(8): e72682.

[1/3.534]

Gray C, Long S, Green C, Gardiner SM, Craigon J and Gardner DS (2013). Maternal

Fructose and/or Salt Intake and Reproductive Outcome in the Rat: Effects on Growth,

Fertility, Sex Ratio, and Birth Order. Biology of Reproduction. 89(3): 51, 51-58. [0/3.451]

Lloyd LJ, Foster T, Rhodes P, Rhind SM and Gardner DS (2012). Protein-energy

malnutrition during early gestation in sheep blunts fetal renal vascular and nephron

development and compromises adult renal function. J Physiol. 590(2): 377-393. [6/4.544]

Dr Tom Giles

Dunford LJ, Sinclair KD, Dwong WY, Sturrock C, Clifford BL, Giles TC and Gardner DS

(2014). Maternal protein-energy malnutrition during early pregnancy in sheep impacts the

fetal ornithine cycle to reduce fetal kidney microvascular development. FASEB J. Published

ahead of print: pii: fj.14-255364. [N/A /5.48]








Dr Kevin Gough

Gough KC, Bishop K and Maddison BC (2014). Highly sensitive detection of small

ruminant BSE within TSE mixes by serial Protein Misfolding Cyclic Amplification. J Clin

Microbiol. Published ahead of print: pii: JCM.01693-14. [N/A /4.232]

Maddison BC, Owen JP, Taema MM, Shaw G and Gough KC (2012). Temperature

influences the interaction of ruminant PrP (TSE) with soil. Prion. 6(3): 302-308. [1/1.967]

Rees HC, Maddison BC, Middleditch DJ, Patmore JRM and Gough KC (2014). The detection

of aquatic animal species using environmental DNA – a review of eDNA as a survey tool in

ecology. Journal of Applied Ecology. doi: 10.1111/1365-2664.12306. [N/A /4.754]

Smith CM, Fry SC, Gough KC, Patel AJ, Glenn S, Goldrick M, Roberts IS, Whitelam GC and

Andrew PW (2014). Recombinant plants provide a new approach to the production of

bacterial polysaccharide for vaccines. PLoS One. 9(2): e88144. [0/3.534]

Taema MM, Maddison BC, Thorne L, Bishop K, Owen J, Hunter N, Baker CA, Terry La and

Gough KC (2012). Differentiating ovine BSE from CH1641 scrapie by serial protein

misfolding cyclic amplification. Mol Biotechnol. 51(3): 233-239. [1/2.275]



-206-

Dr Peter Graham

Boag AM, McLaughlin K, Christie M, Graham P, Syme J and Catchpole B (2013). P450

Side-Chain Cleavage Enzyme Autoantibodies in Dogs with Recently Diagnosed

Hypoadrenocorticism. J Vet Intern Med. 27(3): 604-756. [0/2.224]

Daminet S, Kooistra HS, Gracassi F, Graham PA, Hibbert A, Lloret A, Mooney CT, Neiger

R, Rosenberg D, Syme HM, Villard I and Williams G (2014). Best practice for the

pharmacological management of hyperthyroid cats with antithyroid drugs. J Small Anim

Pract. 55(1): 4-13. [1/0.907]

Taylor SS, Dodkin S, Papasouliotis K, Evans J, Graham PA, Belshaw Z, Westberg S and

von Euler HP (2013). Serum thymidine kinase activity in clinically healthy and diseased

cats: a potential biomarker for lymphoma. J Feline Med Surg. 15(2): 142-147. [2/1.219]

Professor Martin Green


count after first parturition and cumulative milk yield in dairy cows. Vet Rec 173(13): 316.

[2/1.633]



Dairy Sci. 96(5): 2951-2959. [7/2.55]



2939-2950. [5/2.55]



515-521. [3/2.165]



Dairy Sci. 97(4): 2135-2144. [0/2.55]




[0/2.506]

Asher L, Blythe S, Roberts R, Toothill L, Craigon PJ, Evans Km, Green MJ and England

GCW (2013). A standardized behavior test for potential guide dog puppies: Methods and




health in practice. Veterinary Times. 43: 20-24. [N/A N/A]



-207-



Down PM, Kerby M, Hall J, Statham JE, Green MJ, Breen JE, Hudson CD (2012). Providing

herd health management in practice - How does it work on farm? Cattle Practice. 20: 112-

119. [0/N/A]



Freeman SL, Green MJ and England GCW (2013). Uterine fluid from bitches with mating-

induced endometritis reduces the attachment of spermatozoa to the uterine epithelium.

Vet J. 198(1): 76-80. [2/2.165]

Green LE, Huxley JN, Banks C and Green MJ (2014). Temporal associations between low

body condition, lameness and milk yield in a UK dairy herd. Prev Vet Med. 113(1): 63-71.

[0/2.506]

Green M (2013). Dried manure solids as a bedding material for dairy cows. Vet Rec.

172(26): 690-691. [3/1.633]

Green M and Bradley A (2013). The changing face of mastitis control. Vet Rec. 173(21):

517-521. [0/1.633]


and Statham JME (2012). Dairy Herd Health, CAB International. 2012: 1-328. [-/N/A]

Higgins HM, Dryden IL and Green MJ (2012). A Bayesian elicitation of veterinary beliefs

regarding systemic dry cow therapy: Variation and importance for clinical trial design. Prev

Vet Med. 106(2): 87-96. [0/2.506]

Higgins HM, Ferguson E, Smith RF and Green MJ (2013). Using hormones to manage

dairy cow fertility: the clinical and ethical beliefs of veterinary practitioners. PLoS One.

8(4): e62993. [2/3.534]

Higgins HM, Green LE, Green MJ and Kaler J (2013). How does reviewing the evidence

change veterinary surgeons' beliefs regarding the treatment of ovine footrot? A

quantitative and qualitative study. PLoS One. 8(5): e64175. [1/3.534]

Higgins HM, Huxley JN, Wapenaar W and Green MJ (2013). Proactive dairy cattle disease

control in the UK: veterinary surgeons' involvement and associated characteristics. Vet

Rec. 173(10): 246. [1/1.633]

Higgins HM, Huxley JN, Wapenaar W and Green MJ (2014). Quantifying veterinarians'

beliefs on disease control and exploring the effect of new evidence: A Bayesian approach. J

Dairy Sci. 97(6): 3394-3408. [0/2.55]

Hudson C and Green MJ (2012). Adding value for farmers through herd health plans. Vet

Rec. 170(24): 630. [0/1.633]



3683-3697. [2/2.55]



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Hudson CD, Huxley JN and Green MJ (2014). Using Simulation to Interpret a Discrete

Time Survival Model in a Complex Biological System: Fertility and Lameness in Dairy Cows.

PLoS One. 9(8): e103426. [0/3.534]



herds. J Dairy Sci. 95(4): 1873-1884. [0/2.55]

Madouasse A, Browne WJ, Huxley JN, Toni F and Green MJ (2012). A semi-parametric

model for lactation curves: development and application. Prev Vet Med. 105(1-2): 38-48.

[2/2.506]

Putnam JR, Holmes LM, Green MJ and Freeman SL (2013). Incidence, causes, and

outcomes of lameness cases in a working military horse population: a field study. Equine

Vet J. 46(2): 194-197. [0/2.369]



218. [N/A /N/A]





Swinkels JM, Lam TJ, Green MJ and Bradley AJ (2013). Effect of extended cefquinome

treatment on clinical persistence or recurrence of environmental clinical mastitis. Vet J.

197(3): 682-687. [0/2.165]

Williams S, Horner J, Orton E, Green MJ, McMullen S, Mobasheri A and Freeman SL

(2014). Water intake, faecal output and intestinal motility in horses moved from pasture to

a stabled management regime with controlled exercise. Equine Vet J. Published ahead of

print: doi: 10.111/evj.12238. [N/A /2.369]

Douglas Grindlay




Futamura M, Thomas KS, Grindlay DJC, Doney EJ, Torley D and Williams HC (2013).

Mapping Systematic Reviews on Atopic Eczema-An Essential Resource for Dermatology

Professionals and Researchers. Plos One. 8(3): e58484. [0/3.534]



Med Educ. 39(4): 404-412. [8/0.826]






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Jos Habershon-Butcher



55(3): 323-330. [0/1.262]



Med. 26(3): 747-748. [0/2.224]




Professor David Haig

Bartley K, Deane D, Percival A, Dry IR, Grand DM, Inglis NG, McLean K, Manson ED, Imrie

LH, Haig DM, Lankester F and Russell GC (2014). Identification of immuno-reactive capsid

proteins of malignant catarrhal fever viruses. Vet Microbiol. 173(1-2): 17-26. [N/A /2.726]





Parameswaran N, Russell G, Bartley K, Grant D, Deane D, Todd H, Dalgleish M and Haig D

(2014). The effect of the TLR9 ligand CpG-oligodeoxynucleotide on the protective immune

response to alcelaphine herpesvirus-1-mediated malignant catarrhal fever in cattle.

Veterinary Research. 45(1): 59. [0/N/A]

Russell G, Benavides J, Grant D, Todd H, Deane D, Percival A, Thomson J, Connelly M and

Haig D (2012). Duration of protective immunity and antibody responses in cattle

immunised against alcelaphine herpesvirus-1-induced malignant catarrhal fever. Veterinary

Research. 43(1): 51. [7/N/A]

Russell GC, Benavides J, Grant DM, Todd H, Thomson J, Puri V, Nath M and Haig DM

(2012). Host gene expression changes in cattle infected with Alcelaphine herpesvirus 1.

Virus Res. 169(1): 246-254. [2/2.827]

Russell GC, Scholes SF, Twomey DF, Courtenay AE, Grant DM, Lamond B, Norris D,

Willoughby K, Haig DM and Stewart JP (2014). Analysis of the genetic diversity of ovine

herpesvirus 2 in samples from livestock with malignant catarrhal fever. Vet Microbiol.

Published ahead of print: doi: 10.1016/j.vetmic.2014.04.011. [0/2.726]

Russell GC, Todd H, Deane D, Percival A, Dagleish MP, Haig DM and Stewart JP (2013). A

novel spliced gene in alcelaphine herpesvirus 1 encodes a glycoprotein which is secreted in

vitro. J Gen Virol. 94(11): 2515-2523. [0/3.529]

Smith SA, Haig D and Emes RD (2014). Novel ovine polymorphisms and adaptive

evolution in mammalian TLR2 suggest existence of multiple pathogen binding regions.



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Gene. 540(2): 217-225. [0/2.246]

Smith SA, Jann OC, Haig D, Russell GC, Werling D, Glass EJ and Emes RD (2012).

Adaptive evolution of Toll-like receptor 5 in domesticated mammals. BMC Evol Biol. 12:

122. [8/3.407]

Thonur L, Haig DM, Thomson J, Russell GC (2012). Toll-like Receptor Gene Expression in

Fresh and Archived Ovine Pseudoafferent Lymph DEC205+ Dendritic Cells. Journal of

Comparative Pathology. 147(2–3): 296-304. [0/1.1]

Dr Gayle Hallowell

Bevan AG, Hallowell GD, Bowen IM (2012). Validation of a Point of Care Ultrasound

Device for the Assessment of Cardiac Disease in the Horse. J Vet Intern Med. 26(3): 727-

727. [0/2.224]

Croxford AK, Lethbridge KL, Hallowell GD, Bowen IM (2013). Changes in Intestinal

Mucosal Microvascular Perfusion Assessed Using Orthogonal Polarization Spectral Imaging

in the Horse. J Vet Intern Med. 27(3): 654-655. [0/2.224]

Draper AC, Bowen IM, Hallowell GD (2012). Reference ranges and reliability of

transabdominal ultrasonographic renal dimensions in thoroughbred horses. Vet Radiol

Ultrasound. 53(3): 336-341. [0/1.262]

Elsheikha HM, Hallowell G (2014). Strongylosis in equines: Biology, diagnosis and future

needs. Veterinary Times. 44: 27-30. [N/A /N/A]



55(3): 323-330. [0/1.262]



Med. 26(3): 747-748. [0/2.224]




Hallowell GD and Bowen M (2013). Reliability and identification of aortic valve prolapse in

the horse. BMC Vet Res. 9: 9. [0/1.743]

Hallowell GD, Lethbridge K, Croxford A, Bowen IM (2013). Assessment and Reliability of

Measuring Microvascular Perfusion in Normal Adult Conscious Horses. J Vet Intern Med.

27(3): 648-649. [0/2.224]

Hallowell GD, Potter TJ, Bowen IM (2012). Reliability of quantitative echocardiography in

adult sheep and goats. BMC Vet Res. 8: 181. [0/1.743]

Hallowell GD, White KL, Fishwick JC and Parker CS (2012). Clinical Forum: General

anaesthesia in cattle. Livestock. 17(6): 30-34. [N/A /N/A]

Lamb J, Hallowell GD, Harris P, Zhu XQ and Elsheikha HM (2012). Lipidomic Analysis of



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Serum from Horses with Strongyle Infection. Journal of Veterinary Science & Technology.

3(6): 122. [N/A /1.142]

Penrose LC, Brower A, Kirk G, Bowen IM, Hallowell GD (2012). Primary cardiac

lymphoma in a 10-year-old equine gelding. Vet Rec. 171(1): 20. [0/1.633]

Remnant JG, Lea RG, Hallowell GD, Huxley JN and Brower AI (2013). Post mortem

findings in a highly masculinised freemartin. Cattle Practice. 21(3): 255. [N/A /N/A]

Professor Duncan Hannant

Brown SA, Moore-Colyer MJS and Hannant D (2013). Phenotypic analyses support

investigations of phylogeny in the Skyrian pony and other breeds. Bioscience Horizons. 6:

1-8. [N/A /N/A]

Hernandez-Medrano JH, Williams RW, Peters AR, Hannant D, Campbell BK and Webb R

(2012). Neonatal immunisation against a novel gonadotrophin-releasing hormone

construct delays the onset of gonadal growth and puberty in bull calves. Reprod Fertil Dev.

24(7): 973-982. [2/2.577]

Hernandez-Medrano JH, Williams RW, van Drunen Little-van den Hurk S, Peters AR,

Hannant D, Campbell BK and Webb R (2013). Early postnatal immunisation against

gonadotrophin-releasing hormone induces a high but differential immune response in

heifer calves. Res Vet Sci. 95(2): 472-479. [0/1.511]

Iacovakis C, Mamuris Z, Moutou KA, Touloudi A, Hammer AS, Valiakos G, Giannoulis T,

Stamatis C, Spyrou V, Athanasiou LV, Kantere M, Asferg T, Giannakopoulos A, Salomonsen

CM, Bogdanos D, Birtsas P, Petrovska L, Hannant D, Billinis C (2013). Polarisation of

Major Histocompatibility Complex II Host Genotype with Pathogenesis of European Brown

Hare Syndrome Virus. Plos One. 8(9): e74360. [1/3.534]

Valiakos G, Papaspyropoulos K, Giannakopoulos A, Birtsas P, Tsiodras S, Hutchings MR,

Spyrou V, Pervanidou D, Athanasiou LV, Papadopoulos N, Tsokana C, Baka A, Manolakou

K, Chatzopoulos D, Artois M, Yon L, Hannant D, Petrovska L, Hadjichristodoulou C, Billinis

C (2014). Use of Wild Bird Surveillance, Human Case Data and GIS Spatial Analysis for

Predicting Spatial Distributions of West Nile Virus in Greece. PLoS One. 9(5): e96935.

[0/3.534]

Dr Pru Hobson-West





Veterinary Teaching and Research Work. Advances in Animal Biosciences 4(1):13. [N/A

/N/A]

Dr Chris Hudson



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health in practice. Veterinary Times. 43: 20-24. [N/A /N/A]



Down PM, Kerby M, Hall J, Statham JE, Green MJ, Breen JE and Hudson CD (2012).

Providing herd health management in practice - How does it work on farm? Cattle Practice.

20: 112-119. [0/N/A]


and Statham JME (2012). Dairy Herd Health, CAB International. 2012: 1-328. [N/A /N/A]

Hudson C and Green MJ (2012). Adding value for farmers through herd health plans. Vet

Rec. 170(24): 630. [0/1.633]



3683-3697. [2/2.55]



PLoS One. 9(8): e103426. [0/3.534]

Remnant J, Huxley JN and Hudson CD (2014). A fresh look at inter-service intervals in UK

dairy herds. Cattle Practice. 1-6. [N/A /N/A]



218. [N/A /N/A]

Remnant JG, Huxley JN and Hudson CD (2013). "What is a normal inter-service interval?

Cattle Practice. 21(2): 163. [0/N/A]





Tremlett A and Hudson C (2013). Survey on the recognition and management of pain in

cattle. Vet Rec. 173(15): 378. [0/1.633]

Professor Jon Huxley





farmer compliance on UK dairy farms. Livestock. 18(5): 166-174. [N/A /N/A]

Dicks LV, Bardgett RD, Bell J, Benton TG, Booth A, Bouwman J, Brown C, Bruce A, Burgess

PJ, Butler SJ, Crute I, Dixon F, Drummond C, Freckleton RP, Gill M, Graham A, Hails RS,



-213-

Hallett J, Hart B, Hillier JG, Holland JM, Huxley JN, Ingram JSI, King V, MacMillan T,

McGonigle DF, McQuaid C, Nevard T, Norman S, Norris K, Pazderka C, Poonaji I, Quinn CH,

Ramsden SJ, Sinclair D, Siriwardena GM, Vickery JA, Whitmore AP, Wolmer W, Sutherland

WJ (2013). What Do We Need to Know to Enhance the Environmental Sustainability of

Agricultural Production? A Prioritisation of Knowledge Needs for the UK Food System.

Sustainability. 5(7): 3095-3115. [2/1.077]

Green LE, Huxley JN, Banks C and Green MJ (2014). Temporal associations between low

body condition, lameness and milk yield in a UK dairy herd. Prev Vet Med. 113(1): 63-71.

[0/2.506]


and Statham JME (2012). Dairy Herd Health, CAB International. 2012: 1-328. [N/A /N/A]



Rec. 173(10): 246. [1/1.633]



Dairy Sci. 97(6): 3394-3408. [0/2.55]



treatment interventions for claw horn lesions in UK dairy cows. Cattle Practice. 21(2): 166.

[0/N/A]

Horseman SV, Roe EJ, Huxley JN, Bell NJ, Mason CS and Whay HR (2014). The use of in-

depth interviews to understand the process of treating lame dairy cows from the farmers'

perspective. Animal Welfare. 23(2): 157-165. [0/1.228]

Horseman SV, Whay HR, Huxley JN, Bell NJ and Mason CS (2013). A survey of the on-

farm treatment of sole ulcer and white line disease in dairy cattle. Vet J. 197(2): 461-467.

[1/2.165]



PLoS One. 9(8): e103426. [0/3.534]

Huxley JN (2012). Lameness in cattle: an ongoing concern. Vet J. 193(3): 610-611.

[3/2.165]

Huxley JN (2013). Impact of lameness and claw lesions in cows on health and production.

Livestock Science. 156(1-3): 64-70. [2/N/A]



herds. J Dairy Sci. 95(4): 1873-1884. [0/2.55]

Madouasse A, Browne WJ, Huxley JN, Toni F and Green MJ (2012). A semi-parametric

model for lactation curves: development and application. Prev Vet Med. 105(1-2): 38-48.

[2/2.506]



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Miguel-Pacheco GG, Kaler K, Remnant J, Cheyne L, Abbott C, French AP, Pridmore TP and

Huxley JN (2014). Behavioural changes in dairy cows with lameness in an automatic

milking system. Applied Animal Behaviour Science. 150: 1-8. [0/1.626]

Potterton SL, Bell NJ, Whay HR, Berry EA, Atkinson OC, Dean RS, Main DC and Huxley JN

(2012). A descriptive review of the peer and non-peer reviewed literature on the treatment

and prevention of foot lameness in cattle published between 2000 and 2011. Vet J.

193(3): 612-616. [7/2.165]





218. [N/A /N/A]



Remnant JG, Huxley JN and Hudson CD (2013). What is a normal inter-service interval?


Remnant JG, Lea RG, Allen CE, Huxley JN, Robinson RS and Brower AI (2014). Novel

gonadal characteristics in an aged bovine freemartin. Anim Reprod Sci. 146(1-2): 1-4.

[0/3.906]





Swift BM, Denton EK, Mahendran SA, Huxley JN and Rees CE (2013). Development of a

rapid phage-based method for the detection of viable Mycobacterium avium subsp.

paratuberculosis in blood within 48 h. J Microbiol Methods. 94(3): 175-179. [1/2.096]

Dr Mike Jones

Barrow PA, Jones MA, Smith AL, Wigley P (2012). The long view: Salmonella - the last

forty years. Avian Pathol. 41(5): 413-420. [7/2.041]

Bayliss CD, Bidmos FA, Anjum A, Manchev VT, Richard RL, Grossier JP, Wooldridge KG,

Ketley JM, Barrow PA, Jones MA, Tretyakov MV (2012). Phase variable genes of

Campylobacter jejuni exhibit high mutation rates and specific mutational patterns but

mutability is not the major determinant of population structure during host colonization.


de Freitas Neto OC, Setta A, Imre A, Bukovinski A, Elazomi A, Kaiser P, Berchieri Jr A,

Barrow P, Jones M (2013). A flagellated motile Salmonella Gallinarum mutant (SG Fla+)

elicits a pro-inflammatory response from avian epithelial cells and macrophages and is less

virulent to chickens. Vet Microbiol. 165(3-4): 425-433. [5/2.726]

Jones MA (2013). Fimbriae and Flagella of Salmonella enterica. Salmonella in Domestic



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Animals. PA Barrow and U Methner. CABI. 2: 38-57. [0/N/A]

Karlyshev AV, Thacker G, Jones MA, Clements MO and Wren BW (2014). Campylobacter

jejuni gene cj0511 encodes a serine peptidase essential for colonisation. FEBS Open Bio. 4:

468-472. [0/N/A]





Setta AM, Barrow PA, Kaiser P, Jones MA (2012). Immune dynamics following infection of

avian macrophages and epithelial cells with typhoidal and non-typhoidal Salmonella

enterica serovars; bacterial invasion and persistence, nitric oxide and oxygen production,

differential host gene expression, NF-kappaB signalling and cell cytotoxicity. Vet Immunol

Immunopathol. 146(3-4): 212-224. [9/1.748]

Setta AM, Barrow PA, Kaiser P, Jones MA (2012). Early immune dynamics following

infection with Salmonella enterica serovars Enteritidis, Infantis, Pullorum and Gallinarum:

Cytokine and chemokine gene expression profile and cellular changes of chicken cecal

tonsils. Comp Immunol Microbiol Infect Dis. 35(5): 397-410. [12/2.107]

Dr Jasmeet Kaler




8. (N/A /1.748).

Foddai A, Green LE, Mason SA and Kaler J (2012). Evaluating observer agreement of

scoring systems for foot integrity and footrot lesions in sheep. BMC Vet Res. 8: 65.

[2/1.743]

Green LE, Kaler J, Wassink GJ, King EM and Thomas RG (2012). Impact of rapid

treatment of sheep lame with footrot on welfare and economics and farmer attitudes to

lameness in sheep. Animal Welfare. 21: 65-71. [1/1.228]

Groneng GM, Green LE, Kaler J, Vatn S and Hopp P (2014). A longitudinal study of the

risks for introduction of severe footrot into sheep flocks in the south west of Norway. Prev

Vet Med. 113(2): 241-248. [0/2.506]

Higgins HM, Green LE, Green MJ and Kaler J (2013). How does reviewing the evidence

change veterinary surgeons' beliefs regarding the treatment of ovine footrot? A

quantitative and qualitative study. PLoS One. 8(5): e64175. [1/3.534]

Kaler J and Green LE (2013). Sheep farmer opinions on the current and future role of

veterinarians in flock health management on sheep farms: a qualitative study. Prev Vet

Med. 112(3-4): 370-377. [0/2.506]

Kaler J, Wani SA, Hussain I, Beg SA, Makhdoomi M, Kabli ZA and Green LE (2012). A



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clinical trial comparing parenteral oxytetracyline and enrofloxacin on time to recovery in

sheep lame with acute or chronic footrot in Kashmir, India. BMC Vet Res. 8: 12. [4/1.743]




Witcomb LA, Green LE, Kaler J, Ul-Hassan A, Calvo-Bado LA, Medley FG, Grogono-Thomas

R and Wellington EM (2014). A longitudinal study of the role of Dichelobacter nodosus and

Fusobacterium necrophorum load in initiation and severity of footrot in sheep. Prev Vet

Med. 115(1-2): 48-55. [0/2.506]

Dr Nigel Kendall

Campbell BK, Kendall NR, Onions V, Guo L and Scaramuzzi RJ (2014). Effect of

monosaccharide sugars on LH-induced differentiation and sugar transport facilitator

(SLC2A) expression in sheep theca cells in vitro. Reprod Fertil Dev. 26(3): 453-461.

[0/2.577]

Kendall NR, Mackenzie AM and Telfer SB (2012). The trace element and humoral immune

response of lambs administered a zinc, cobalt and selenium soluble glass bolus. Livestock

Science. 148(1-2): 81-86. [1/N/A]

Somchit-Assavacheep A, Campbell BK, Khalid M, Kendall NR and Scaramuzzi RJ (2013).

The effect of short-term nutritional supplementation of ewes with lupin grain (Lupinus

luteus) on folliculogenesis, the concentrations of hormones and glucose in plasma and

follicular fluid and the follicular levels of P-450 aromatase and IRS-1,-2 and-4.

Reproduction. 145(4): 319-333. [1/3.262]

Dr Suresh Kuchipudi

Baquero-Perez B, Kuchipudi SV, Nelli RK and Chang KC (2012). A simplified but robust

method for the isolation of avian and mammalian muscle satellite cells. BMC Cell Biology.

13: 16. [1/2.844]

Kuchipudi SV, Dunham SP, Nelli R, White GA, Coward VJ, Slomka MJ, Brown IH and

Chang KC (2012). Rapid death of duck cells infected with influenza: a potential mechanism

for host resistance to H5N1. Immunology and cell biology. 90(1): 116-123. [12/4.205]

Kuchipudi SV, Tellabati M, Nelli RK, White GA, Perez BB, Sebastian S, Slomka MJ,

Brookes SM, Brown IH, Dunham SP and Chang KC (2012). 18S rRNA is a reliable

normalisation gene for real time PCR based on influenza virus infected cells. Virol J. 9: 230.

[11/2.089]







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[6/4.648]

Uthrakumar A, Vijayarani K, Kumanan K, Bhuvaneswari S, Kuchipudi SV and

Elankumaran S (2014). Complete genome sequence of a velogenic newcastle disease virus

isolated from an apparently healthy village chicken in South India. Genome Announc.

2(3): pii:e00597-14. [0/1.558]

Roychoudhury P, Sarma DK, Rajkhowa S, Munir M and Kuchipudi SV (2014).

Predominance of Genotype 1.1 and Emergence of Genotype 2.2 Classical Swine Fever

Viruses in North-Eastern Region of India. Transboundary and Emerging Diseases.

61(Suppl.1): 69-77. /3.116 [N/A /3.116]

Dr Julia Kydd

Kydd JH, Case R, Mike J, Audonnet JC, Wagner B and Antczak D (2014). The immediate

early protein of equine herpesvirus-1 (EHV-1) as a target for cytotoxic T lymphocytes in

the Thoroughbred horse. J Gen Virol. 95(8): 1783-9. [N/A /3.529]





Kydd JH, Slater J, Osterrieder N, Lunn DP, Antczak DF, Azab W, Balasuriya U, Barnett C,

Brosnahan M, Cook C, Damiani A, Elton D, Frampton A, Gilkerson J, Goehring L, Horohov

D, Maxwell L, Minke J, Morley P, Nauwynck H, Newton R, Perkins G, Pusterla N, Soboll-

Hussey G, Traub-Dargatz J, Townsend H, Van de Walle GR and Wagner B (2012). Third

International Havemeyer Workshop on Equine Herpesvirus type 1. Equine Vet J. 44(5):

513-517. [4/2.369]





Dr Richard Lea

Andrade LP, Rhind SM, Rae MT, Kyle CE, Jowett J and Lea RG (2013). Maternal

undernutrition does not alter Sertoli cell numbers or the expression of key developmental

markers in the mid-gestation ovine fetal testis. Journal of negative results in biomedicine.

12: 2. [0/N/A]

Bellingham M, Fiandanese N, Byers A, Cotinot C, Evans NP, Pocar P, Amezaga MR, Lea RG,

Sinclair KD, Rhind SM and Fowler PA (2012). Effects of exposure to environmental

chemicals during pregnancy on the development of the male and female reproductive

axes. Reprod Domest Anim. 47(Suppl 4): 15-22. [3/1.177]

Bolton RL, Masters NJ, Milham P and Lea RG (2012). Environment and reproductive



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dysfunction in captive female great apes (Hominidae). Vet Rec. 170(26): 676. [0/1.633]





[0/3.906]

Professor Jamie Leigh

Czabanska A, Neiwert O, Linder B, Leigh J, Holst O and Duda KA (2012). Structural

analysis of the lipoteichoic acids isolated from bovine mastitis Streptococcus uberis 233,

Streptococcus dysgalactiae 2023 and Streptococcus agalactiae 0250. Carbohydr Res. 361:

200-205. [3/1.966]

Egan SA, Ward PN, Watson M, Field TR and Leigh JA (2012). Vru (Sub0144) controls

expression of proven and putative virulence determinants and alters the ability of

Streptococcus uberis to cause disease in dairy cattle. Microbiology. 158(Pt 6): 1581-1592.

[0/0.712]

Peckham RK, BrillR, Foster DS, Bowen AL, Leigh JA, Coffey TJ and Flynn RJ (2014). Two



[0/5.078]

Russell CD, Widdison S, Leigh JA and Coffey TJ (2012). Identification of single nucleotide

polymorphisms in the bovine Toll-like receptor 1 gene and association with health traits in

cattle. Vet Res. 43: 17. [0/3.383]

Verner-Jeffreys DW, Baker-Austin C, Pond MJ, Rimmer GSE, Kerr R, Stone D, Griffin R,

White P, Stinton N, Denham K, Leigh J, Jones N, Longshaw M and Feist SW (2012).

Zoonotic disease pathogens in fish used for pedicure. Emerging infectious diseases. 18(6):

1006-1008. [4/7.327]

Dr Paul Loughna

Hdud IM, El-Shafei AA, Loughna P, Barrett-Jolley R and Mobasheri A (2012). Expression

of Transient Receptor Potential Vanilloid (TRPV) Channels in Different Passages of Articular

Chondrocytes. Int J Mol Sci. 13(4): 4433-4445. [9/2.339]

Hdud IM, Mobasheri A and Loughna PT (2014). Effect of osmotic stress on the expression

of TRPV4 and BKCa channels and possible interaction with ERK1/2 and p38 in cultured

equine chondrocytes. Am J Physiol Cell Physiol. 306(11): C1050-1057. [0/3.674]

Hdud IM, Mobasheri A and Loughna PT (2014). Effects of cyclic equibiaxial mechanical

stretch on alpha-BK and TRPV4 expression in equine chondrocytes. Springerplus. 3: 59.

[1/N/A]

Redshaw Z and Loughna PT (2012). Oxygen concentration modulates the differentiation

of muscle stem cells toward myogenic and adipogenic fates. Differentiation. 84(2): 193-



-219-

202. [4/2.836]

Wilkinson DJ, Hossain T, Hill DS, Phillips BE, Crossland H, Williams J, Loughna P,

Churchward-Venne TA, Breen L, Phillips SM, Etheridge T, Rathmacher JA, Smith K,

Szewczyk NJ and Atherton PJ (2013). Effects of leucine and its metabolite -hydroxy--

methylbutyrate on human skeletal muscle protein metabolism. J Physiology. 591(11):

2911-2923. [16/N/A]

Dr Fiona Lovatt

Hovers K, Lovatt F, Hopkins J, Roger P and Mearns R (2014). Investigation and

management of sheep abortion. Livestock. 19(1): 34-40. [-/N/A]

Lovatt F (2012). Joint lavage in the treatment of ovine septic pedal arthritis. In Practice.

34(6): 348. [1/0.181]

Lovatt F (2013). The increasing threat of liver fluke to sheep. Livestock. 18(5): 181-188.

[-/N/A]

Lovatt F (2013). Ovine obstetrics: aiming for a healthy ewe and lamb. Vet Rec. 172(21):

552-553. [0/1.633]

Lovatt FM, Barker WJW, Brown D and Spooner RK (2012). Case-control study of orf in

preweaned lambs and an assessment of the financial impact of the disease. Vet Rec.

170(26): 673. [1/1.633]

Lovatt FM and Hoelzel AR (2014). Impact on Reindeer (Rangifer tarandus) Genetic

Diversity from Two Parallel Population Bottlenecks Founded from a Common Source.

Evolutionary Biology. 41(2): 240-250. [0/3.268]

Lovatt FM and Strugnell BW (2013). An observational study involving ewe postmortem

examination at a fallen stock collection centre to inform flock health interventions. Vet Rec.

172(19): 504. [0/1.633]

Dr Nigel Mongan

Chan CM, Fulton J, Montiel-Duarte C, Collins Hm, Bharti N, Wadelin FR, Moran PM,

Mongan NP and Heery DM (2013). A signature motif mediating selective interactions of

BCL11A with the NR2E/F subfamily of orphan nuclear receptors. Nucleic Acids Res. 41(21):

9663-9679. [2/8.808]

Fainberg HP, Bodley K, Bacardit J, Li D, Wessely F, Mongan NP, Symonds Me, Clarke L

and Mostyn A (2012). Reduced neonatal mortality in meishan piglets: a role for hepatic

Fatty acids? PLoS One. 7(11): e49101. [1/3.534]

Gudas LJ, Fu L, Minton DR, Mongan NP and Nanus DM (2014). The role of HIF1alpha in

renal cell carcinoma tumorigenesis. J Mol Med (Berl). 92(8): 825-36. [0/4.739]

Hedblom A, Laursen KB, Miftakhova R, Sarwar M, Anagnostika L, Bredberg A, Mongan NP,

Gudas LJ and Persson JL (2013). CDK1 interacts with RAR gamma and plays an important

role in treatment response of acute myeloid leukemia. Cell Cycle. 12(8): 1251-1266.



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[5/5.006]

Kashyap V, Ahmad S, Nilsson EM, Helczynski L, Kenna S, Persson JL, Gudas LJ and

Mongan NP (2013). The lysine specific demethylase-1 (LSD1/KDM1A) regulates VEGF-A

expression in prostate cancer. Mol Oncol. 7(3): 555-566. [4/5.935]

Kauffman EC, Robinson BD, Downes M, Marcinkiewicz K, Vourganti S, Schett DS, Gudas LJ

and Mongan NP (2013). Estrogen receptor-beta expression and pharmacological targeting

in bladder cancer. Oncol Rep. 30(1): 131-138. [1/2.191]

Kopparapu PK, Boorjian SA, Robinson BD, Downes M, Gudas LJ, Mongan NP and Persson

JL (2013). Expression of cyclin d1 and its association with disease characteristics in bladder

cancer. Anticancer Res. 33(12): 5235-5242. [0/1.872]

Kopparapu PK, Boorjian SA, Robinson BD, Downes M, Gudas LJ, Mongan NP and Persson

JL (2013). Expression of VEGF and its receptors VEGFR1/VEGFR2 is associated with

invasiveness of bladder cancer. Anticancer Res. 33(6): 2381-2390. [4/1.872]

Laursen KB, Mongan NP, Zhuang Y, Ng MM, Benoit YD and Gudas LJ (2013). Polycomb

recruitment attenuates retinoic acid-induced transcription of the bivalent NR2F1 gene.


Marcinkiewicz K, Scotland KB, Boorjian SA, Nilsson EM, Persson JL, Abrahamsson PA,

Allegrucci C, Hughes IA, Gudas LJ and Mongan NP (2012). The androgen receptor and

stem cell pathways in prostate and bladder cancers (review). Int J Oncol. 40(1): 5-12.

[7/2.773]

Moore DJ, Onoufriadis A, Shoemark A, Simpson MA, zur Lage PI, de Castro SC, Bartoloni L,

Gallone G, Petridi S, Woollard WJ, Anthony D, Schimdts M, Didonna T, Makrythanasis P,

Bevillard J, Mongan NP, Djakow J, Pals G, Lucas JS, Marthin JK, Nielsen KG, Santoni F,

Guipponi M, Hogg C, Antonarakis SE, Emes RD, Chung EM, Greene ND, Blouin JL, Jarman

AP and Mitchison HM (2013). Mutations in ZMYND10, a gene essential for proper axonemal

assembly of inner and outer dynein arms in humans and flies, cause primary ciliary

dyskinesia. Am J Hum Genet. 93(2): 346-356. [6/10.987]




Orfali N, McKenna SL, Cahill MR, Gudas LJ and Mongan NP (2014). Retinoid receptor

signaling and autophagy in acute promyelocytic leukemia. Exp Cell Res. 324(1): 1-12.

[0/3.372]

Semenas J, Allegrucci C, Boorjian SA, Mongan NP, Persson JL (2012). Overcoming Drug

Resistance and Treating Advanced Prostate Cancer. Current Drug Targets. 13(10): 1308-

1323. [6/3.597]

Dr Joanne Morton

Brathwaite KJ, Siringan P, Moreton J, Wilson R and Connerton IF (2013). Complete

Genome Sequence of Universal Bacteriophage Host Strain Campylobacter jejuni subsp.



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jejuni PT14. Genome Announc. 1(6): doi: 10.1128/genomeA.00969-13. [0/1.558]




Moreton J, Dunham SP and Emes RD (2014). A consensus approach to vertebrate de

novo transcriptome assembly from RNA-seq data: assembly of the duck (Anas

platyrhynchos) transcriptome. Front Genet. 5: 190. [0/N/A]



Dr Liz Mossop



Tarlinton R, Totemeyer S, Wason J, Whittington R, Williams L and Mossop L (2013).

Report of the first veterinary student support workshop. Vet Rec. 173(14): 346. [1/1.633]

Mossop L (2013). Clinical Leadership and Professionalism. In: Veterinary Business and

Enterprise. C. Henry, Elsevier: 23-34. [N/A /N/A]

Mossop L (2014). The curse of the teenage learner. Med Educ. 48(3): 231-233.

[1/3.617]

Mossop L, Dennick R, Hammond R and Robbe I (2013). Analysing the hidden curriculum:

use of a cultural web. Med Educ. 47(2): 134-143. [2/3.617]

Mossop LH (2012). Is it Time to Define Veterinary Professionalism? J Vet Med Educ.

39(1): 93-100. [3/0.826]

Mossop LH and K Cobb (2013). Teaching and Assessing Veterinary Professionalism. J Vet

Med Educ. 40(3): 223-232. [0/0.826]

Dr Alison Mostyn

Almond KL, Fainberg HP, Lomax MA, Bikker P, Symonds ME and Mostyn A (2014).

Substitution of starch for palm oil during gestation: impact on offspring survival and

hepatic gene expression in the pig. Reprod Fertil Dev: Published ahead of print:

doi:10.1071/RD14058. [N/A /2.577]

Fainberg HP, Bodley K, Bacardit J, Li D, Wessely F, Mongan NP, Symonds Me, Clarke L and

Mostyn A (2012). Reduced neonatal mortality in meishan piglets: a role for hepatic Fatty

acids? PLoS One. 7(11): e49101. [1/3.534]

Mostyn A, Jenkinson CM, McCormick D, Meade O and Lymn JS (2013). An exploration of

student experiences of using biology podcasts in nursing training. BMC Med Educ. 13: 12.

[1/1.409]

Mostyn A, Meade O and Lymn JS (2012). Using Audience Response Technology to provide

formative feedback on pharmacology performance for non-medical prescribing students--a



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preliminary evaluation. BMC Med Educ. 12: 113. [0/1.409]




Dr Rodrigo Nova

González-Schnake F, and Nova R (2014). Ethnic Meat Products: Brazil and South America.

In: Encyclopedia of Meat Sciences. Carrick Devine & Michael Dikeman. Oxford, Elsevier. 1:

518-521. [N/A /N/A]

Nova R and González -Schnake F (2014). Potential chemical hazards associated with

meat. In: Encyclopedia of Meat Sciences Carrick Devine & Michael Dikeman. Oxford,

Elsevier. 3: 64-69. [N/A /N/A]

Nova R and González -Schnake F (2014). Red meat animals. In: Encyclopedia of Meat

Sciences. C Carrick Devine & Michael Dikeman. Oxford, Elsevier. 2: 211-217. [N/A /N/A]

Dr Vicky Onions

Campbell BK, Hernandez-Medrano J, Onions V, Pincott-Allen C, Aljaser F, Fisher J,

McNeilly AS, Webb R, Picton HM (2014). Restoration of ovarian function and natural

fertility following the cryopreservation and autotransplantation of whole adult sheep

ovaries. Hum Reprod. 29(8): 1749-1763. [0/4.585]

Campbell BK, Kendall NR, Onions V, Guo L and Scaramuzzi RJ (2014). Effect of

monosaccharide sugars on LH-induced differentiation and sugar transport facilitator

(SLC2A) expression in sheep theca cells in vitro. Reprod Fertil Dev. 26(3): 453-461.

[0/2.577]

Onions VJ, Webb R, Pincott-Allen C, Picton HM and Campbell BK (2013). The effects of

whole ovarian perfusion and cryopreservation on endothelial cell-related gene expression

in the ovarian medulla and pedicle. Mol Hum Reprod. 19(4): 205-215. [1/3.483]

Dr Stuart Paine

Alcaraz Lilian, Bailey Andrew, Cadogan Elaine, Connolly Stephen, Jewell Robert, Jordan

Stephen, Kindon Nicholas, Lister Andrew, Lawson Mandy, Mullen Alexander, Dainty Ian,

Nicholls David, Paine Stuart, Pairaudeau Garry, Stocks Michael J, Thorne Phillip and

Young Alan (2012). From libraries to candidate: The discovery of new ultra long-acting

dibasic β2-adrenoceptor agonists. Bioorganic & Medicinal Chemistry Letters. 22(1): 689-

695. [6/2.331]

Grime K and Paine SW (2013). Species differences in biliary clearance and possible

relevance of hepatic uptake and efflux transporters involvement. Drug Metab Dispos.

41(2): 372-378. [2/3.334]

Nicholls DJ, Jordan S, Cadogan E, Lawson M, Austin RP, Paine SW, Gardiner P, Bonnert R,



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Connolly S and Young A (2012). Characteristics of AZD9708, a novel, selective β2-

adrenoceptor agonist with rapid onset and long duration of action. Pulmonary

Pharmacology & Therapeutics. 25(4): 293-302. [2/2.57]

Paine SW and Salam A (2013). Computational study of tautomerism and aromaticity in

mono- and dithio-substituted tropolone. International Journal of Quantum Chemistry.

113(9): 1245-1252. [1/1.166]

Rauch C, Paine SW and Littlewood P (2013). Can long range mechanical interaction

between drugs and membrane proteins define the notion of molecular promiscuity?

Application to P-glycoprotein-mediated multidrug resistance (MDR). Biochim Biophys Acta.

1830(11): 5112-5118. [1/N/A]

Wieder ME, Gray BP, Brown PR, Hudson S, Pearce CM, Paine SW and Hillyer L (2012).

Identification of Acepromazine and Its Metabolites in Horse Plasma and Urine by LC–

MS/MS and Accurate Mass Measurement. Chromatographia. 75(11-12): 635-643. [2/1.37]

Dr Viv Perry

Copping KJ, Hoare A, Callaghan M, McMillen IC, Rodgers RJ and Perry VEA (2014). Fetal

programming in 2-year-old calving heifers: peri-conception and first trimester protein

restriction alters fetal growth in a gender-specific manner. Animal Production Science.

54(9): 1333-1337. [N/A /1.028]

Dr Cyril Rauch

Bell C, Hill C, Burton C, Blanchard A, Shepard F and Rauch C (2013). Importance of the

difference in surface pressures of the cell membrane in doxorubicin resistant cells that do

not express Pgp and ABCG2. Cell Biochem Biophys. 66(3): 499-512. [0/2.38]

Daniel C, Bell C, Burton C, Harguindey S, Reshkin SJ and Rauch C (2013). The role of

proton dynamics in the development and maintenance of multidrug resistance in cancer.

Biochim Biophys Acta. 1832(5): 606-17. [8/N/A]

Harguindey S, Arranz JL, Polo Orozco JD, Rauch C, Fais S, Cardone RA and Reshkin SJ

(2013). Cariporide and other new and powerful NHE1 inhibitors as potentially selective

anticancer drugs -- an integral molecular/biochemical/metabolic/clinical approach after one

hundred years of cancer research. J Transl Med. 11(1): 282. [0/3.991]

Pang V, Counillon L, Lagadic-Gossmann D, Poet M, Lacroix J, Sergent O, Khan R and

Rauch C (2012). On the role of the difference in surface tensions involved in the allosteric

regulation of NHE-1 induced by low to mild osmotic pressure, membrane tension and lipid

asymmetry. Cell Biochem Biophys. 63(1): 47-57. [1/2.38]

Rauch C, Ibrahim H and Foster N (2013). Membranes, molecules and biophysics:

enhancing monocyte derived dendritic cell (MDDC) immunogenicity for improved anti-

cancer therapy. Journal of Cancer Therapeutics and Research. 2(1), 20. [N/A /0.949]

Rauch, C., S. W. Paine, et al. (2013). Can long range mechanical interaction between



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drugs and membrane proteins define the notion of molecular promiscuity? Application to P-

glycoprotein-mediated multidrug resistance (MDR). Biochim Biophys Acta. 1830(11):

5112-5118. [1/N/A]

Hany Elsheikha and Cyril Rauch (2012). Redefining the Limits of Biochemistry in

Multidrug Resistant Nematodes: Implications for Future Drug Development. Journal of

Veterinary Science & Technology. 3(6): 110. [N/A /1.142]

Dr Helen Rees

Rees HC, Maddison BC, Middleditch DJ, Patmore JRM and Gough KC (2014). The detection

of aquatic animal species using environmental DNA – a review of eDNA as a survey tool in

ecology. Journal of Applied Ecology. doi: 10.1111/1365-2664.12306. [N/A /4.754]

John Remnant








treatment interventions for claw horn lesions in UK dairy cows. Cattle Practice 21(2): 166.

[0/N/A]




Pooley F, Remnant J and Wapenaar W (2014). Neospora in cattle and dogs: an update.

Livestock. 19(3): 153-157. [N/A /N/A]





218. [N/A /N/A]



Remnant JG, Huxley JN and Hudson CD (2013). "What is a normal inter-service interval?




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Randall L, Reader J, Remnant J, Thorne M, Wapenaar W (2013). Future veterinary

business models. Cattle Practice 21: 78-87. [0/N/A]

Dr Bob Robinson

Joseph C, Hunter MG, Sinclair KD and Robinson RS (2012). The expression, regulation

and function of secreted protein, acidic, cysteine-rich in the follicle-luteal transition.

Reproduction. 144(3): 361-372. [3/3.262]

Laird M, Woad KJ, Hunter MG, Mann GE and Robinson RS (2013). Fibroblast growth factor

2 induces the precocious development of endothelial cell networks in bovine luteinising

follicular cells. Reprod Fertil Dev. 25(2): 372-386. [1/2.577]

Mann GE, Wathes DC and Robinson RS (2013). The progesterone receptor antagonist,

onapristone has differential effects on the timing and control of the luteolytic mechanism

depending on timing of administration in sheep. Molecular and Cellular Endocrinology.

376(1-2): 1-11. [0/4.241]

Prokopiou SA, Byrne HM, Jeffrey MR, Robinson RS, Mann GE and Owen MR (2013).

Mathematical analysis of a model for the growth of the bovine corpus luteum. J Math Biol.

Published ahead of print: doi: 10.1007/s002/85-013-0722-2. [N/A /2.388]



[0/3.906]

Robinson RS, Woad KJ, Hunter, MG, Laird M, Joseph, C, Hammond AJ and Mann GE

(2014). Corpus luteum development and angiogenesis. Reproduction in Domestic

Ruminants VIII; 327-344 [N/A /N/A]

Robinson RS (2013). The critical importance of ovarian angiogenesis. Reprod Fertil Dev.

25(2): iii-v. [2/2.577]

Woad KJ, Hunter MG, Mann GE, Laird M, Hammond AJ and Robinson RS (2012).

Fibroblast growth factor 2 is a key determinant of vascular sprouting during bovine luteal

angiogenesis. Reproduction. 143(1): 35-43. [8/3.262]

Dr Amanda Roshier

Roshier AL and McBride EA (2013). Canine behaviour problems: discussions between

veterinarians and dog owners during annual booster consultations. Vet Rec. 172(9): 235.

[5/1.633]

Roshier AL and McBride EA (2013). Veterinarians' perceptions of behaviour support in

small-animal practice. Vet Rec. 172(10): 267. [4/1.633]

Roshier AL and McBride EA (2013). Time to talk about behavioural problems. Vet Rec.

172(11): 298. [0/1.633]



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Roshier M and A. McBride (2013). Veterinary knowledge and skills in animal behaviour.

Vet Rec. 173(20): 506. [0/1.633]

Dr Catrin Rutland





Tötemeyer S, Dobbs H and Rutland CS (2012). What Is it like to be an International

Student at Veterinary School? Perception and Performance in First Year—A Case Study at a

UK Veterinary School. J Vet Med Educ. 39(2): 180-188. [1/0.826]

Ian Self

Das S, Yool DA, French AT, Self IA and del-Pozo J (2012). An unusual morphology of

patent ductus arteriosus in a dog. J Small Anim Pract. 53(6): 353-356. [0/0.907]

Eatwell K, Mancinelli E, Hedley J, Benato L, Shaw DJ, Self I and Meredith A (2013). Use of

arterial blood gas analysis as a superior method for evaluating respiratory function in pet

rabbits (Oryctolagus cuniculus). Vet Rec. 173(7): 166. [1/1.633]

Eddleston M, Street JM, Self I, Thompson A, King T, Williams N, Naredo G, Dissanayake K,

Yu LM, Worek F, John H, Smith S, Thiermann H, Harris JB and Eddie Clutton R (2012). A

role for solvents in the toxicity of agricultural organophosphorus pesticides. Toxicology.

294(2-3): 94-103. [16/3.745]

Kisielewicz C, Self I and Bell R (2014). Assessment of clinical and laboratory variables as a

guide to packed red blood cell transfusion of euvolemic anemic dogs. J Vet Intern Med.

28(2): 576-582. [0/2.224]

Kisielewicz C and Self IA (2014). Canine and feline blood transfusions: controversies and

recent advances in administration practices. Vet Anaesth Analg. 41(3): 233-242.

[0/1.776]

Dr Jenny Stavisky

Carmona-Vicente N, Buesa J, Brown PA, Merga JY, Darby AC, Stavisky J, Sadler L, Gaskell

RM, Dawson s and Radford AD (2013). Phylogeny and prevalence of kobuviruses in dogs

and cats in the UK. Vet Microbiol. 164(3-4): 246-252. [5/2.726]

Cobb MA and Stavisky J (2013). Salmonella Infections in Dogs and Cats. In: Salmonella

in Domestic Animals, 2nd Edition: 318-336. [0/N/A]




Finka LR, Ellis SL and Stavisky J (2014). A critically appraised topic (CAT) to compare the



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effects of single and multi-cat housing on physiological and behavioural measures of stress

in domestic cats in confined environments. BMC Vet Res. 10: 73. [0/1.743]

Gibson A, Dean R, Yates D and Stavisky J (2013). A retrospective study of pyometra at

five RSPCA hospitals in the UK: 1728 cases from 2006 to 2011. Vet Rec. 173(16): 396.

[0/1.633]

Gosling L, Stavisky J and Dean R (2013). What is a feral cat?: Variation in definitions may

be associated with different management strategies. J Feline Med Surg. 15(9): 759-764.

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Sparkes AH, Bessant C, Cope K, Ellis SL, Finka L, Halls V, Hiestand K, Horsford K, Laurence

C, MacFarlaine I, Neville PF, Stavisky J and Yeates J (2013). ISFM guidelines on

population management and welfare of unowned domestic cats (Felis catus). J Feline Med

Surg. 15(9): 811-817. [0/1.219]

Stavisky J (2014). Too many cats: how owner beliefs contribute to overpopulation. Vet

Rec. 174(5): 116-117. [0/1.633]



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Stavisky J, Pinchbeck G, Gaskell RM, Dawson S, German AJ and Radford AD (2012). Cross

sectional and longitudinal surveys of canine enteric coronavirus infection in kennelled dogs:

a molecular marker for biosecurity. Infect Genet Evol. 12(7): 1419-1426. [4/3.264]

Dr Mike Targett

Eminaga S, Cherubini GB, Villiers E, Targett M and Caine A (2013). STIR muscle

hyperintensity in the cervical muscles associated with inflammatory spinal cord disease of

unknown origin. J Small Anim Pract. 54(3): 137-142. [0/0.907]

Palus V, Volk HA, Lamb CR, Targett MP and Cherubuni GB (2012). MRI features of CNS

lymphoma in dogs and cats. Vet Radiol Ultrasoun. 53(1): 44-49. [7/1.262]

Dr Rachael Tarlinton

Brown K, Emes R, Tarlinton RE (2014). Multiple groups of endogenous epsilon-like

retroviruses conserved across primates (In press). J Virol. Published ahead of print: pii:

JVI.00966-14. [N/A /4.648]






Tarlinton R, Totemeyer S, Wason J, Whittington R, Williams L and Mossop L (2013).




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Tarlinton R and Daly J (2013). Testing for Schmallenberg virus. Vet Rec. 172(7): 190.

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Tarlinton RE, Barfoot HK, Allen Ce, Brown K, Gifford RJ and Emes RD (2013).

Characterisation of a group of endogenous gammaretroviruses in the canine genome. Vet

J. 196(1): 28-33. [0/2.165]

Wise AE and RE Tarlinton (2012). Seroprevalence of vectorborne diseases in free-

roaming dogs in Goa, India. Vet Rec. 170(3): 76. [0/1.633]

Dr Sabine Totemeyer




8. [N/A /1.748].



Tarlinton R, Tötemeyer S, Wason J, Whittington R, Williams L and Mossop L (2013).


Sherwood V, King E, Tötemeyer S, Connerton I and Mellits KH (2012). Interferon

treatment suppresses enteric adenovirus infection in a model gastrointestinal cell-culture

system. J Gen Virol. 93(3): 618-623. [2/3.529]

Tötemeyer S (2013). Selecting the right students. Vet Rec. 173(15): 366-367. [0/1.633]

Tötemeyer S, Dobbs H and Rutland CS (2012). What is it like to be an International

Student at Veterinary School? Perception and Performance in First Year—A Case Study at a

UK Veterinary School. J Vet Med Educ. 39(2): 180-188. [1/0.826]

Dr Peter Voigt

Bert B, Schmidt N, Voigt JP, Fink H and Rex A(2013). Evaluation of cage leaving

behaviour in rats as a free choice paradigm. Journal of Pharmacological and Toxicological

Methods. 68(2): 240-249. [0/2.15]

Heath FC, Bast T, Pezze MA, Voigt JP and Stevenson CW (2013). Effects of dopamine d1

receptor antagonism on contextual fear conditioning. 43rd Annual Meeting of the Society for

Neurosicence, San Diego. 43:1475. [0/N/A]

Stevenson CL, Lee JLC, Voigt JP and Heath FC (2013). Effects of dopamine D1 receptor



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antagonism on the reconsolidation of contextual fear memory. 43rd Annual Meeting of the

Society for Neurosicence, San Diego. 43:1475. [0/N/A]

Warneke W, Klaus S, Fink H, Langley-Evans S and Voigt JP (2014). The impact of

cafeteria diet feeding on physiology and anxiety-related behaviour in male and female

Sprague-Dawley rats of different ages. Pharmacol Biochem Behav. 116: 45-54. [0/2.82]

Dr Wendela Wapenaar


count after first parturition and cumulative milk yield in dairy cows. Vet Rec 173(13): 316.

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Dairy Sci 96(5): 2951-2959. [7/2.55]



2939-2950. [5/2.55]



515-521. [3/2.165]



Dairy Sci. 97(4): 2135-2144. [0/2.55]




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Cresswell E, Brennan ML, Barkema HW and Wapenaar W (2014). A questionnaire-based

survey on the uptake and use of cattle vaccines in the UK. Vet Rec Open. 1: e000042.

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Cresswell L, Richens I, Archer SC, Breen J, Huxley JN, Randall L, Remnant J, Wapenaar

W, Biggs W, Kerby M, Statham J (2013). Veterinary vaccination advice and perceived


Hall J and Wapenaar W (2012). Opinions and practices of veterinarians and dairy farmers

towards herd health management in the UK. Vet Rec. 170(17): 441. [8/1.633]



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Dairy Sci. 97(6): 3394-3408. [0/2.55]

Pooley F, Remnant J and Wapenaar W (2014). Neospora in cattle and dogs: an update.

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Veterinary Teaching and Research Work. Advances in Animal Biosciences 4(1):13. [-/N/A]



Randall L, Reader J, Remnant J, Thorne M and Wapenaar W (2013). Future veterinary

business models. Cattle Practice. 21: 78-87. [0/N/A]

Wapenaar W, Barkema HW and P’Handley R (2013). Fecal shedding of Toxocara canis

and other parasites in foxes and coyotes on Prince Edward Island, Canada. J Wildl Dis.

49(2): 394-397. [2/1.305]

Wendela Wapenaar, Fiep de Bie, David Johnston, Ryan M Handley, Herman W Barkema

(2012). Population Structure of Harvested Red Foxes (Vulpes vulpes) and Coyotes (Canis

latrans) on Prince Edward Island, Canada. The Canadian Field-Naturalist. 126(4): 288-964.

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Kate White

Hallowell GD, White KL, Fishwick JC and Parker CS (2012). Clinical Forum: General

anaesthesia in cattle. Livestock. 17(6): 30-34. [N/A /N/A]

Joanna Murrell, Erik Grandemange, Frederique Woehrle, Julie Menard and Kate White

(2014). Clinical Efficacy and Tolerability of Cimicoxib in Dogs with Osteoarthritis: A

Multicentre Prospective Study. Open Journal of Veterinary Medicine. 4(5): 78-90. [-/N/A]

Marilda O Taffarel, SPL Luna, Flavia A Oliveira, Guilherme S Cardoso, Juliana M Alonso,

Jose C Pantoja, Juliana T Brondani, Emma Love, Polly Taylor, Kate White and Joanna C

Murell (2014). Refinement and initial validation of the UNESP-Botucatu multidimensional

composite pain scale for assessing postoperative pain in horses. BMC Vet Res. in press

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White KL (2012). Fluid therapy. Vet rec. 170(23): 601. [N/A /1.633]

White KL (2013). Recognition and assessment of Acute Pain in the Dog. In: Pain

Management in Veterinary Practice. Editors: Egger C, Love L, Doherty T. John Wiley &

Sons Ltd. 199-207. [N/A /N/A]

White KL (2014). Treatment of Acute Pain in the Dog. In: Pain Management in Veterinary

Practice. Editors: Egger C, Love L, Doherty T. Wiley Blackwell. 209-226. [N/A /N/A]

Dr Katie Woad



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Laird M, Woad KJ, Hunter MG, Mann GE and Robinson RS (2013). Fibroblast growth factor

2 induces the precocious development of endothelial cell networks in bovine luteinising

follicular cells. Reprod Fertil Dev. 25(2): 372-386. [1/2.577]

Prendergast D, Woad KJ, Chamley LW, Holland OJ and Shelling AN (2014). SPACA3 gene

variants in a New Zealand cohort of infertile and fertile couples. Hum Fertil (Camb). 17(2):

106-113. [0/1.018]

Robinson RS, Woad KJ, Hunter, MG, Laird M, Joseph, C, Hammond AJ and Mann GE

(2014). Corpus luteum development and angiogenesis. Reproduction in Domestic

Ruminants VIII; 327-344 [-N/A]

Woad KJ, Hunter MG, Mann GE, Laird M, Hammond AJ and Robinson RS (2012).

Fibroblast growth factor 2 is a key determinant of vascular sprouting during bovine luteal

angiogenesis. Reproduction. 143(1): 35-43. [8/3.262]

Woad KJ, Prendergast D, Winship IM and Shelling AN (2013). FSH receptor gene variants

are rarely associated with premature ovarian failure. Reprod Biomed Online. 26(4): 396-

399. [0/2.98]

Dr Lisa Yon

Malmsten J, Soderquist L, Thulin CG, Gavier Widen D, Yon L, Hutchings MR and Dalin AM

(2014). Reproductive characteristics in female Swedish moose (Alces alces), with emphasis

on puberty, timing of oestrus, and mating. Acta Vet Scand. 56: 23. [0/1.382]

Malmsten J, Widen DG, Rydevik G, Yon L, Hutchings MR, Thulin CG, Soderquist L, Aspan

A, Stuen S and Dalin AM (2014). Temporal and spatial variation in Anaplasma

phagocytophilum infection in Swedish moose (Alces alces). Epidemiol Infect. 142(6): 1205-

1213. [0/2.491]




Regan CS, Yon L, Hossain M and Elsheikha HM (2014). Prevalence of Entamoeba species

in captive primates in zoological gardens in the UK. PeerJ. 2: e492. [0/N/A]

Valiakos G, Papaspyropoulos K, Giannakopoulos A, Birtsas P, Tsiodras S, Hutchings MR,

Spyrou V, Pervanidou D, Athanasiou LV, Papadopoulos N, Tsokana C, Baka A, Manolakou

K, Chatzopoulos D, Artois M, Yon L, Hannant D, Petrovska L, Hadjichristodoulou C and

Billinis C (2014). Use of Wild Bird Surveillance, Human Case Data and GIS Spatial Analysis

for Predicting Spatial Distributions of West Nile Virus in Greece. PLoS One. 9(5): e96935.

[0/3.534]