, ni e and
Associate Professor
Director, Veterinary Skills Development
University of Arizona College of Veterinary
Medicine Oro Valley, AZ
Books
,About the Author ix
Preface xi
Dedication xiii
Acknowledgements xvii
Abbreviations xix
Introd
Rethinking How We Ask Students to Problem-Solve in Clinical Medicine 3
Building a Relationship: The Veterinary Client’s Role in Healthcare 9
Approaching the Clinical Cases That Appear in Parts II and III 18
iat
The Unexpected Litter of Pups 27
The Orphan Kittens 35
The New Puppy Wellness Examination 45
The New Kitten Wellness Examination 58
The Snotty, Squinty Kitten 73
The Coughing Puppy 85
The Diarrheic Puppy 97
The Trembly Puppy 111
The Ataxic Kitten 122
The Alopecic Kitten 134
Planning a Feline Castration 152
Planning a Canine Castration 172
Planning a Feline Spay 189
,CONTE NTS
Adult Feline Wellness and Behavior 209
Adult Canine Wellness and Weight Management 225
Feline Weight Loss 240
Canine Weight Gain 257
The Cat with Hematuria 270
The Cat Who Can’t Pee 287
The Dog That Is Straining to Urinate 300
The Cat That Is Peeing a Lot 313
The Dog That Is Straining to Defecate 331
The Adult Diarrheic Dog 348
The Dog That Can’t Keep Food Down 361
The Vomiting Dog 373
The Scooting Cat 386
INTS
The Dog with a “Swollen Eye” 397
The Cat with Questionable Vision 406
The Dog with the Cloudy Eye 420
The Dog with “Blue” and “Red” Eyes 431
The Head-Shaking Dog 443
The Cat with the Puffy Ear 452
OL
The Crusty Cat 460
The Cat with Facial Swelling 474
The Lumpy Bumpy Dog 483
The Wounded Dog 495
The Collapsing Dog 507
The Cat with Cold Feet 520
The Dog with Exercise Intolerance 535
The Wheezing Cat 546
The Snoring Dog 557
The Coughing Dog 568
The Snoring Cat 580
, CO NTE NTS
The Lame Cat 589
The Lame Dog 598
The Recumbent Dog 608
The Dog with Perineal Discharge 621
The Dog with the Unusual Attraction 634
The Dog with Priapism 649
The Last Goodbye 658
Index 675
,
,Ryane E. Englar, DVM, DABVP (Canine and Feline
Practice) grad- uated from Cornell University College of
Veterinary Medicine in 2008. She practiced as an
associate veterinarian in companion animal practice
before transitioning into the educational cir- cuit as an
advocate for pre-clinical training in primary care. She
debuted in academia as a Clinical Instructor of the
Community Practice Service at Cornell University’s
Hospital for Animals. She then transitioned into the role of
Assistant Professor as founding faculty at Midwestern
University College of Veterinary Medicine. While at
Midwestern University, she had the opportunity to teach the
inaugural Class of 2018, the Class of 2019, and the Class
of 2020. While training these remarkable young
professionals, Dr. Englar became a Diplomate of the
American Board of Veterinary Practitioners (ABVP). She
then joined the faculty at Kansas State University between
May 2017 and January 2020 to launch the Clinical Skills
curriculum.
In February 2020, Dr. Englar reprised her role of founding faculty when she returned
“home” to Tucson to join the University of Arizona College of Veterinary Medicine. As a
dual appointment Associate Professor and the Director of Veterinary Skills Development, Dr.
Englar currently leads the Clinical and Professional Skills curriculum. In her current role,
she has developed a series of stand- ardized client encounters for student training in
clinical communication. She is also committed to furthering her research as to how clinical
communication drives relationship-centered care.
Dr. Englar is passionate about advancing education for
gen- eralists by thinking outside of the box to develop
new course materials for the hands-on learner. This labor
of love is preceded by four texts that collectively provide
students and clinicians alike with functional, relatable, and
practice-friendly tools for success:
Performing the Small Animal Physical Examination
(John Wiley & Sons, 2017)
Writing Skills for Veterinarians (5M Publishing, 2019)
Common Clinical Presentations in Dogs and Cats (John
Wiley
& Sons, 2019)
A Guide to Oral Communication in Veterinary Medicine
(5M Publishing, 2020)
Dr. Englar’s students fuel her desire to create. They inspire
her to develop the tools that they need to succeed in clinical
practice. If the goal of educators, as they are tasked by the
accrediting bodies, is to create “Day-One,” “Practice-Ready”
veterinarians, then this text and her others complement the
mission.
,ABO U T THE AU THO R
When Dr. Englar is not teaching or advancing primary
care, she trains in the art of ballroom dancing and competes
nationally with her instructor, Lowell E. Fox.
,“What do I need to know?”
It’s a question that greets me at the start of every semester. At least once. Like
clockwork. And often, multiple times over, like the chorus of a showtune set on repeat.
It’s a fair question and if I’m honest, it’s one I asked when I myself stood in my students’
shoes. Back then, when I phrased it, I had only one endpoint in mind: the exam.
In the pre-clinical years, “What do I need to know?” was code for “How do I survive the
test?” In the clinical year, “What do I need to know?” was code for “How do I pass this
rotation?”
In those years, there was always a seemingly insurmountable bar to leap over and we
lived in perpetual fear of falling short.
We compensated by memorizing. Everything. All the time. Everywhere. We lulled
ourselves into believing that if we just crammed enough factual content into our reserves, it
would ooze out of us on command when we needed it most.
Learning was a race. And we believed that we made it one step closer to the finish line with each
fact we committed to memory.
What we didn’t realize then was that there would come a day when we would graduate
from tests yet still face the ultimate test: clinical practice.
Practice, as it turned out, was less about facts and more about the approach.
Suddenly, it didn’t matter if you could recite what was on page 1252 of Ettinger’s
Textbook of Veterinary Internal Medicine. You could always, simply, go look it up.
What mattered more was your ability to see the clinical picture unfold before you, in slow
motion, like a dream, as you sifted through fluff to find the relevance and complete the
portrait, often with time constraints and limited funds.
You leveled up in this Game of Life not by spitting out facts, but by creating
connections. Connections between content and patients that all too often didn’t read the
textbook. Connections between past mistakes and present chances at “take 2”s. Connections
between what you had learned in school and what actually happened in Real Life.
Connections between what you thought you knew and everything you still had left to learn.
Practice was hard and it was humbling. I learned how much I didn’t know. I learned to
question what I thought I did.
And I learned, most importantly of all, that learning the art and science of veterinary
medicine was less like competing in a race with a certifiable end and more like peeling
back an onion, one layer at a time. An onion with endless layers and incredible depth.
The more layers you peel, the more there are to greet you. It feels like forever because it
is. But despite what it may sound like or feel like in the moment, forever is actually a good
thing.
That there is no end to veterinary education means that we are forever on a trajectory of
growth. We are forever learning how to practice in a world where clinical practice is
forever changing.
With each step we take, we forge a new and uncharted course for ourselves as
practitioners. Our growth transforms us into forever learners.
We are not static, as we once assumed our graduate selves would be. Instead, we
grow, we change, we blossom, we adapt into stronger, better, more defi more refi
doctors. Doctors who are skilled at approaches, not facts.
, THOSE WERE PREVIEW PAGES
TO DOWNLOAD THE FULL PDF
CLICK ON THE L.I.N.K
ON THE NEXT PAGE
Associate Professor
Director, Veterinary Skills Development
University of Arizona College of Veterinary
Medicine Oro Valley, AZ
Books
,About the Author ix
Preface xi
Dedication xiii
Acknowledgements xvii
Abbreviations xix
Introd
Rethinking How We Ask Students to Problem-Solve in Clinical Medicine 3
Building a Relationship: The Veterinary Client’s Role in Healthcare 9
Approaching the Clinical Cases That Appear in Parts II and III 18
iat
The Unexpected Litter of Pups 27
The Orphan Kittens 35
The New Puppy Wellness Examination 45
The New Kitten Wellness Examination 58
The Snotty, Squinty Kitten 73
The Coughing Puppy 85
The Diarrheic Puppy 97
The Trembly Puppy 111
The Ataxic Kitten 122
The Alopecic Kitten 134
Planning a Feline Castration 152
Planning a Canine Castration 172
Planning a Feline Spay 189
,CONTE NTS
Adult Feline Wellness and Behavior 209
Adult Canine Wellness and Weight Management 225
Feline Weight Loss 240
Canine Weight Gain 257
The Cat with Hematuria 270
The Cat Who Can’t Pee 287
The Dog That Is Straining to Urinate 300
The Cat That Is Peeing a Lot 313
The Dog That Is Straining to Defecate 331
The Adult Diarrheic Dog 348
The Dog That Can’t Keep Food Down 361
The Vomiting Dog 373
The Scooting Cat 386
INTS
The Dog with a “Swollen Eye” 397
The Cat with Questionable Vision 406
The Dog with the Cloudy Eye 420
The Dog with “Blue” and “Red” Eyes 431
The Head-Shaking Dog 443
The Cat with the Puffy Ear 452
OL
The Crusty Cat 460
The Cat with Facial Swelling 474
The Lumpy Bumpy Dog 483
The Wounded Dog 495
The Collapsing Dog 507
The Cat with Cold Feet 520
The Dog with Exercise Intolerance 535
The Wheezing Cat 546
The Snoring Dog 557
The Coughing Dog 568
The Snoring Cat 580
, CO NTE NTS
The Lame Cat 589
The Lame Dog 598
The Recumbent Dog 608
The Dog with Perineal Discharge 621
The Dog with the Unusual Attraction 634
The Dog with Priapism 649
The Last Goodbye 658
Index 675
,
,Ryane E. Englar, DVM, DABVP (Canine and Feline
Practice) grad- uated from Cornell University College of
Veterinary Medicine in 2008. She practiced as an
associate veterinarian in companion animal practice
before transitioning into the educational cir- cuit as an
advocate for pre-clinical training in primary care. She
debuted in academia as a Clinical Instructor of the
Community Practice Service at Cornell University’s
Hospital for Animals. She then transitioned into the role of
Assistant Professor as founding faculty at Midwestern
University College of Veterinary Medicine. While at
Midwestern University, she had the opportunity to teach the
inaugural Class of 2018, the Class of 2019, and the Class
of 2020. While training these remarkable young
professionals, Dr. Englar became a Diplomate of the
American Board of Veterinary Practitioners (ABVP). She
then joined the faculty at Kansas State University between
May 2017 and January 2020 to launch the Clinical Skills
curriculum.
In February 2020, Dr. Englar reprised her role of founding faculty when she returned
“home” to Tucson to join the University of Arizona College of Veterinary Medicine. As a
dual appointment Associate Professor and the Director of Veterinary Skills Development, Dr.
Englar currently leads the Clinical and Professional Skills curriculum. In her current role,
she has developed a series of stand- ardized client encounters for student training in
clinical communication. She is also committed to furthering her research as to how clinical
communication drives relationship-centered care.
Dr. Englar is passionate about advancing education for
gen- eralists by thinking outside of the box to develop
new course materials for the hands-on learner. This labor
of love is preceded by four texts that collectively provide
students and clinicians alike with functional, relatable, and
practice-friendly tools for success:
Performing the Small Animal Physical Examination
(John Wiley & Sons, 2017)
Writing Skills for Veterinarians (5M Publishing, 2019)
Common Clinical Presentations in Dogs and Cats (John
Wiley
& Sons, 2019)
A Guide to Oral Communication in Veterinary Medicine
(5M Publishing, 2020)
Dr. Englar’s students fuel her desire to create. They inspire
her to develop the tools that they need to succeed in clinical
practice. If the goal of educators, as they are tasked by the
accrediting bodies, is to create “Day-One,” “Practice-Ready”
veterinarians, then this text and her others complement the
mission.
,ABO U T THE AU THO R
When Dr. Englar is not teaching or advancing primary
care, she trains in the art of ballroom dancing and competes
nationally with her instructor, Lowell E. Fox.
,“What do I need to know?”
It’s a question that greets me at the start of every semester. At least once. Like
clockwork. And often, multiple times over, like the chorus of a showtune set on repeat.
It’s a fair question and if I’m honest, it’s one I asked when I myself stood in my students’
shoes. Back then, when I phrased it, I had only one endpoint in mind: the exam.
In the pre-clinical years, “What do I need to know?” was code for “How do I survive the
test?” In the clinical year, “What do I need to know?” was code for “How do I pass this
rotation?”
In those years, there was always a seemingly insurmountable bar to leap over and we
lived in perpetual fear of falling short.
We compensated by memorizing. Everything. All the time. Everywhere. We lulled
ourselves into believing that if we just crammed enough factual content into our reserves, it
would ooze out of us on command when we needed it most.
Learning was a race. And we believed that we made it one step closer to the finish line with each
fact we committed to memory.
What we didn’t realize then was that there would come a day when we would graduate
from tests yet still face the ultimate test: clinical practice.
Practice, as it turned out, was less about facts and more about the approach.
Suddenly, it didn’t matter if you could recite what was on page 1252 of Ettinger’s
Textbook of Veterinary Internal Medicine. You could always, simply, go look it up.
What mattered more was your ability to see the clinical picture unfold before you, in slow
motion, like a dream, as you sifted through fluff to find the relevance and complete the
portrait, often with time constraints and limited funds.
You leveled up in this Game of Life not by spitting out facts, but by creating
connections. Connections between content and patients that all too often didn’t read the
textbook. Connections between past mistakes and present chances at “take 2”s. Connections
between what you had learned in school and what actually happened in Real Life.
Connections between what you thought you knew and everything you still had left to learn.
Practice was hard and it was humbling. I learned how much I didn’t know. I learned to
question what I thought I did.
And I learned, most importantly of all, that learning the art and science of veterinary
medicine was less like competing in a race with a certifiable end and more like peeling
back an onion, one layer at a time. An onion with endless layers and incredible depth.
The more layers you peel, the more there are to greet you. It feels like forever because it
is. But despite what it may sound like or feel like in the moment, forever is actually a good
thing.
That there is no end to veterinary education means that we are forever on a trajectory of
growth. We are forever learning how to practice in a world where clinical practice is
forever changing.
With each step we take, we forge a new and uncharted course for ourselves as
practitioners. Our growth transforms us into forever learners.
We are not static, as we once assumed our graduate selves would be. Instead, we
grow, we change, we blossom, we adapt into stronger, better, more defi more refi
doctors. Doctors who are skilled at approaches, not facts.
, THOSE WERE PREVIEW PAGES
TO DOWNLOAD THE FULL PDF
CLICK ON THE L.I.N.K
ON THE NEXT PAGE
