Veterinarian Dr. Timothy Smith (‘97 DVM) knows first-hand the benefits of the Diagnostic Challenge – it’s why he chooses to support the program 30 years after he went through it.
“The Dignostic Challenge really pushes the students to understand what a medical workup is all about. The work you have to do on any given case that comes as a practitioner is hard. It’s research. It’s looking things up. It’s talking with colleagues. It’s looking at what could go wrong,” Smith said.
The Diagnostic Challenges – a series of simulated case-based exercises featuring a stuffed patient, volunteer clients, and facilitator with a Doctor of Veterinary Medicine to aid student groups – has evolved since Smith went through the program as a second-year veterinary student in the fall of 1994.
Now heading into its 34th year, the week-long program provides students with the opportunity to work with clients, diagnose a patient, and treat its condition. In some cases, students are forced to navigate difficult decisions and interactions with the clients.
For Smith, and most Washington State University veterinary students, the Diagnostic Challenge was his first medical case in veterinary school. Dr. Smith still remembers his first DC case, a dog with blood cancer known as multiple myeloma.
“It was exciting and fun to actually be doing something that seemed clinical, where you actually were problem solving on a real case,” Smith said. “For us, it was the first time we had to write out a medical record and speak with clients.”
Smith, who is now retired after 25 years as an emergency veterinarian and administrator, said the program’s emphasis on communication and teamwork is also one of its greatest strengths.
“Client communication and the ability to work with people is one of the most valuable tools you can have as a veterinarian and the Diagnostic Challenge focuses on this.” Smith said.
With these skills and experience in mind, Smith gives back to the program by volunteering his time as a facilitating veterinarian overseeing cases and mentoring students.
“I find it rewarding giving back, trying to help students and give them some knowledge about what practice is like. Sometimes they’re probably getting an old-timer’s point of view, but I think they can take that and kind of integrate that into their thinking as they go out and practice,” Smith said. “You just give them little tricks and tips about real life in the clinic and help them think through the problems.”
The most satisfying part to Smith: the progression in the students throughout the week.
“Whether they’re the kind of student who doesn’t want to answer something in front of a group or speak up to the mentors, part of what we do as facilitators is pull that out because a lot of times that quiet student who doesn’t raise their hand knows all the answers – they’re just shy. By the end of the week, they all improve,” Smith said.
In addition to his time, Smith has also donated to the program to ensure it continues and thrives.
He said further support could help modernize the experience with digital forms and case development and, possibly, a Diagnostic Challenge in third year.
“It’s a program that I feel passionate about, and I love the people involved with it,” Smith said.
Learn more about the Diagnostic Challenges and how they fit into the DVM curriculum.