The clinical year is the culminating phase of the DVM curriculum at Utah State University College of Veterinary Medicine. Through the Distributed Veterinary Teaching Program (DVTP), students complete supervised clinical education across a network of approved veterinary practices, specialty centers, laboratories, shelters, and other clinical partners. Although training occurs across many sites, the clinical year functions as one integrated program with centralized oversight, shared expectations, and faculty responsibility for assessment, competency verification, and graduation readiness.
Are You a Clinical Partner?
Veterinary practices, preceptors, and AVIP sites can find information about partnering with the DVTP, training resources, and program expectations.
What Is the Clinical Year?
USU’s clinical year is built around an 11-block model that combines required rotations, elective rotations, program check-ins, protected NAVLE preparation time, and a final closing period focused on graduation readiness and transition to practice. Students learn in authentic veterinary settings while remaining students in training.
The distributed model is meant to provide breadth, real-world clinical experience, and close connection to the profession while preserving academic authority within the College.
Clinical Year Timeline
The clinical year follows a shared annual framework, even though each student’s individual sequence of rotations may differ. The year begins with onboarding, moves through eleven clinical blocks, includes dedicated check-in and study periods, and ends with a closing period focused on graduation readiness and transition to practice.
Opening Period
Y-3 Remediation & DVTP Onboarding
Students begin with final readiness activities, onboarding, and any remaining Year 3 remediation as applicable.
Blocks 1–5
Clinical Rotations
Students move into the first phase of assigned clinical experiences across approved practice settings.
NAVLE Intensive Study & Check-In
This dedicated non-block period provides protected NAVLE preparation time along with an early clinical-year program check-in.
Blocks 6–7
Clinical Rotations
Students return to assigned clinical placements for the next phase of required and elective experiences.
Holiday Break & Check-In
This period provides time away while also allowing the program to conduct a mid-year check-in and maintain calendar alignment.
Blocks 8–10
Clinical Rotations
Students continue the core experiential portion of the clinical year through additional rotation blocks.
Block 11
Externship / Directed Clinical Experience
For students progressing as expected, this block may function as an externship. When needed, the College may instead use it as a directed clinical experience for focused competency completion.
Closing Period & Commencement
Graduation Readiness and Transition to Practice
This final period is reserved for requirement verification, program closeout, transition planning, and graduation readiness – culminating in commencement.
What Student Participation Looks Like
Students in the DVTP are expected to be active participants in the clinical environment, not passive observers. Depending on the setting, the case, and the student’s level of training, participation may include:
Obtaining Patient Histories
Physical Examinations & Procedures
Diagnostic Work-Up
Medical Records & Discharge Instructions
Client Communication
Working with the Care Team
All participation occurs under the authority of a licensed veterinarian as part of a supervised educational experience.
Travel, Planning, and Logistics
Because the model is distributed, some rotations may require travel or temporary relocation. Students should expect to plan ahead for transportation, housing, scheduling, and site-specific preparation once assignments are released.
Students can indicate preferences and logistical considerations through CORE ELMS, but final placement decisions remain under program authority.
The best approach is to communicate early and plan early.
If You Need Help on Rotation
Students should not feel like they are on their own once they are off campus. Concerns related to supervision, participation, safety, scheduling, site environment, mistreatment, or wellness can be raised through:
- CORE ELMS
- The Office of Clinical Programs
- Other established support pathways
If something is urgent, use the contact information provided in program materials and seek immediate help. Support remains available throughout the clinical year, including while students are assigned to off-campus rotations.
Frequently Asked Questions
It is the final phase of the DVM curriculum, delivered through supervised clinical education across a distributed network of approved clinical partners. Although students train in many locations, the College maintains academic oversight of placements, assessment, competency verification, and graduation readiness.
In many cases, yes. The distributed model means that some rotations may require travel or temporary relocation. Students should expect to plan ahead for transportation, housing, and site-specific logistics once assignments are released.
The distributed clinical year can create added complexity for students with dependents or significant caregiving responsibilities. Students in that situation should communicate with the Office of Clinical Programs as early as possible during planning and scheduling. The program cannot guarantee a particular site, location, or schedule based on personal circumstances, but early communication may help with planning guidance, identification of possible resources, and consideration of any limited support mechanisms available within program rules.
No. Placements are made through a structured program process. Students can share preferences and logistical considerations, but they may not independently arrange, exchange, or alter placements without prior approval from the program.
Students are expected to participate meaningfully in the clinical environment. The level of participation varies by patient, procedure, setting, and supervising veterinarian, but the expectation is that students will engage in real clinical learning activities rather than simply shadow.
Communicate early. Students can report concerns through CORE ELMS, directly to the Office of Clinical Programs, and through established support pathways. Concerns related to safety, supervision, scheduling, mistreatment, or wellness should be raised promptly so they can be reviewed and addressed.