This module is delivered over a 6 week block and provides students with a comprehensive understanding of the anatomy, physiology, and function of the urogenital system across domestic animal species. It serves as a foundational module that underpins the subsequent study of urogenital pathology, clinical diagnostics, and therapeutics. The module integrates comparative anatomy, physiological processes, and the regulatory mechanisms that maintain urogenital health, with a focus on renal function, urinary excretion, and reproductive physiology. Students will develop a strong knowledge base regarding the structure and function of the kidneys, bladder, ureters, and urethra, alongside the reproductive organs in both male and female animals. The module explores key concepts such as fluid and electrolyte balance, acid-base homeostasis, mechanisms of urine formation, and hormonal regulation of the reproductive system. Additionally, students will examine species-specific variations and adaptations in urogenital function, ensuring relevance across a range of domestic animals. Through a combination of lectures, practical sessions, and case-based learning, students will gain an appreciation for the normal physiology of the urogenital system, setting the foundation for recognising deviations from health. The role of the urogenital system in systemic homeostasis will be highlighted, with an emphasis on renal physiology, endocrine interactions, and reproductive cycles.

1. Demonstrate an understanding of the functional anatomy and physiology of the urogenital system in domestic animals
2. U ndertake a clinical examination and identify the key anatomical and functional features of the urogenital system in healthy domestic animals and demonstrate practical skills relevant to this system
3. Explain the mechanisms of urine formation, including glomerular filtration, tubular reabsorption, and secretion and its significance in fluid balance, electrolyte homeostasis, acid-base balance and blood pressure
4. Analyse the endocrine control of renal and reproductive functions, including the roles of hormones such as aldosterone, antidiuretic hormone (ADH), and reproductive hormones.
5. Evaluate the normal reproductive cycles of male and female animals, including oestrous cycles, spermatogenesis, and pregnancy maintenance
6. Identify potential sites for pharmacological intervention within the urogenital system, the host-specific microbes of the urinary and reproductive tracts of domestic animals and the biosecurity requirements for reproductive and urinary management requirements for domestic animal species
7. Understand the behaviour of animals as they relate to the urogenital systems and the effects of this on their interactions with humans and other animals
8. I ntegrate knowledge of the underlying sciences that support urogenital function, systemic health, and reproductive physiology

This module is delivered over a 6 week block and uses an integrated approach to teach the structure and function of the nervous system and special senses in the healthy animal.

In this module, students will acquire an understanding of the nervous system and sensory organs in a range of species, focusing on what constitutes healthy and normal structure and function, from the gross anatomical level to the cellular.

To facilitate this, students will conduct basic neurological examinations that enable them to recognise the range of normal structure and function of these systems. Students will learn what constitutes normal cells and cellular functions in the nervous system and special senses, and the exogenous agents of disease affecting the brain, spinal cord, peripheral nerves, and sensory organs.

They will learn how the nervous system and special senses relate to environmental, management, and nutritional factors and how they contribute to the behaviour and welfare of the animal.

1. Demonstrate an understanding of the functional anatomy and physiology of the nervous system and special senses in domestic animals
2. Undertake a neurological and sensory examination to identify the key features of these systems in the domestic animals in health and demonstrate practical skills relevant to this system
3. Outline the characteristics of metabolism and homeostasis in the nervous system and special senses of healthy animals
4. Understand the environmental and nutritional influences on neurological and sensory health in domestic animal species.
5. Understand the housing and management requirements to promote good neurological and sensory health in domestic animals
6. Identify potential sites for pharmacological intervention within the nervous system and sensory organs and the microbes involved in disease in these systems
7. Demonstrate an understanding of zoonotic infections in these systems and the implications for public health
8. Demonstrate an integrated knowledge base around the sciences that underpin health in the nervous system and special senses of animals

This module provides students with a comprehensive understanding of the reproductive processes, breeding management, and overall production cycles in key Irish farmed species — dairy cattle, beef cattle, sheep, pigs, fish, and poultry.

Students will explore the biological stages of reproduction, key breeding strategies, and the veterinarian's role in optimising fertility, health, and productivity within sustainable, economically viable production systems. The module also addresses how reproduction integrates into the wider production cycle, covering species-specific management practices from birth to slaughter.

Throughout, there is a focus on evidence-based breeding decisions, herd- and flock-level reproductive monitoring, genetic improvement, and the role of reproductive technologies. The impact of environmental, economic, and regulatory factors on breeding and production systems in Ireland and the UK will also be considered.

1. Analyse the biological processes underlying reproduction and breeding management in cattle, sheep, pigs, and poultry as they apply to control of the production of these species and demonstrate skills in assessing and managing these
2. Critique the stages of the production cycle for each species, including reproductive, growth, and production phases
3. Evaluate the impact of breeding objectives and genetic selection on health, productivity, and welfare in production animals
4. Apply knowledge of reproductive physiology, data interpretation, and reproductive technologies (e.g., AI, synchronisation, embryo transfer) to support evidence-based breeding programmes
5. Interpret reproductive and production data (e.g., fertility records, growth rates, litter size) to identify areas for improvement at herd or flock level
6. Discuss the veterinarians advisory role in breeding planning, fertility monitoring, biosecurity, and disease control across different production systems
7. Compare and contrast the production cycles across species, identifying key species-specific management practices, health challenges, and welfare concerns, including aquaculture and niche species such as honey bees (apis mellifera)
8. Critically apply legislation and industry guidelines regulating breeding and production practices in Ireland and the UK

This module integrates advanced concepts of health planning, infectious disease control, preventive medicine, and sustainable livestock production, focusing on cattle, sheep, pigs, fish, and poultry. It equips students with the clinical, analytical, and ethical reasoning skills required to provide whole-herd/flock/shoal health planning advice, manage infectious disease risk at population level, and contribute to sustainable, economically viable, and ethically responsible production systems. Emphasis will be placed on evidence-based approaches to disease prevention, herd and flock health monitoring, epidemiology and the integration of the One Health One Welfare concept.

1. Evaluate the principles of health planning and preventive medicine within the herd health cycle of livestock systems, including the design, implementation, and auditing of herd/flock health plans
2. Conduct herd and flock health audits, including disease surveillance, vaccination planning, antimicrobial stewardship, and production benchmarking
3. Critically appraise the epidemiology, control, and prevention strategies for key infectious diseases in cattle, sheep, pigs, fish and poultry as well as niche species such as honey bees and other insects
4. Integrate farm data analysis, clinical observations, and laboratory results to develop tailored herd and flock health strategies and biosecurity protocols for production animals units
5. Critically evaluate health and productivity records to detect emerging disease trends, biosecurity gaps, and areas for performance improvement
6. Critique the application of advanced diagnostic techniques (e.g., seroprofiling, bulk milk PCR, whole genome profiling and disease modelling tools) in herd and flock health management
7. Communicate health planning strategies effectively with farmers and multidisciplinary teams
8. Assess the role of the veterinarian in promoting sustainable livestock production, integrating environmental, economic, and ethical considerations in alignment with the One Health One Welfare approach

Building on the foundations of Professional Skills 1, this module further develops students' understanding of professional behaviour. More challenging aspects of professional experience will be introduced, including ethical decision-making, managing challenging interactions with clients, handling ethical dilemmas, and more complex elements of veterinary practice. The Calgary-Cambridge model will be introduced, allowing students to gain skills in history taking and writing case notes in these vital skills for their future roles. By the end of the module, students will demonstrate a deeper understanding of the role of the veterinary practitioner in a variety of contexts. Students will reaffirm their commitment to the VCI Code of Professional Conduct for Veterinary Practitioners by reviewing the code at the beginning of this module and renewing their commitment to the code by signing a declaration confirming their commitment to adhere to both this and relevant ATU policies during the course of their studies and EMS placements. As with other modules in this pathway, students will use this module for structured reflection using SWOC analysis focusing on their evolution as learners and professionals. Reviewing feedback from AHEMS placements, identifying gaps in their skills and knowledge and goal-setting for the year, including learning objectives for AHEMS placements. Students will learn the specific regulatory requirements around Continuous Veterinary Education (CVE) for veterinary practitioners and use the outcomes-based cycle of plan, do, record to evidence professional activities. Learning within this module will be applied and further developed horizontally within other modules in this stage as well as vertically in subsequent modules within the veterinary training programme.

1. Critically apply professional and ethical standards in practice, including responding to complex ethical dilemmas integrating ethical standards and clinical evidence
2. Demonstrate skills in use of the Calgary-Cambridge model and advanced communication skills in challenging examples of client/ customer interactions such as breaking bad news
3. Develop self-awareness in recognising signs of stress and fatigue using reflection to identify individual stressors and self-management tools that prevent and alleviate stress
4. Outline the responsibilities of the veterinary professional in maintaining confidentiality, responsibilities under GDPR and in keeping clear and effective case notes and records.
5. Reflect on and improve personal and professional performance by using the cycle of plan, do, record for EMS using SWOC analysis and creating a structured personal development plan

This module will build upon the module AHBW 1 taught in Year 1 of the BVMS programme. Students will gain more advanced skills in handling and restraint, including clinical examination of the core species (cattle, sheep, horse, dog and cat), using appropriate biosecurity measures. Module content will include species native to Ireland and extend to species that are reflective of more global populations as well as the use or purpose of these animal species and their respective Irish and global industries. This module will present core husbandry knowledge and handling skills in various species, including honey bees and aquaculture aspects, in Semester 1. Students will spend semester 2 based at ATU Mountbellew where they will study modules: Production cycle and breeding of production animals and Sustainable Production, Herd Health and Epidemiology. The focus in the AHBW 2 modules will therefore be on the production species being studied while located at ATU Mountbellew to support and complement learning across the curriculum. Students will gain deeper knowledge of how audits can be used to measure, manage and monitor husbandry, including carrying out audits during their Animal Husbandry Extra Mural Studies (EMS). The module will include practical sessions on animal handling, incorporating personal protection equipment and biosecurity.

1. Describe the husbandry requirements for native and non-native species to include basic environmental and nutritional needs
2. Assess the welfare and ethics of animals kept in a variety of husbandry systems, and associated legislation
3. Describe the welfare issues associated with intensive, extensive, and free-range systems and during transport, markets, and slaughter
4. Handle, restrain, move and lift animals using approved handling techniques that consider the behaviour and welfare of the animal as well as observing biosecurity principles
5. Appraise welfare strategies to address the welfare concerns of animals which are in captivity / confined / separated from their owners
6. Perform a clinical examination of the core veterinary species ensuring appropriate hygiene procedures are followed including appropriate protective clothing
7. Reflect upon how the discipline/topic is impacted by, and impacts, aspects of social and environmental wellbeing, both now and into the future
8. Extrapolate and transfer knowledge of husbandry to unfamiliar species

Animal Husbandry Extra Mural Studies (AHEMS) are participated in over the first 2 years of the BVMS programme. A total of 12 weeks of AHEMS is required to be completed over these 2 years which is credit bearing and assigned 5 ECTS in each of years 1 and 2 of the programme. Animal husbandry EMS allows students to gain further experience in animal handling and husbandry in all common domestic species, in authentic working environments where animals may be less used to being handled than in academic settings. These practical experiences give students the opportunity to practice and become proficient in handling competences and techniques that they have been taught and assessed on during Animal Husbandry, Behaviour and Welfare (AHBW) modules. Specific weeks have been allocated for periods of AHEMS in the programme calendar to enable students to accumulate a total of 12 weeks of AHEMS within the academic calendar of years 1 and 2. In year 2, 2 weeks of AHEMS have been scheduled during semester 2 where students will be located at within the working farm environment at ATU Mountbellew and will complete lambing AHEMS. Students will develop their own personal learning goals for AHEMS which will be reviewed by staff in the Professional Skills 2 module. Students must discuss their learning goals with a potential placement provider. This will ensure that all parties, i.e., the student, the university and the AHEMS provider, are clear regarding the expectations of the placement. This must be evidenced in the ATU EMS placement proposal form (this must be submitted at least 30 working days in advance of commencement of a placement in a practice / establishment with whom ATU does not have an existing placement agreement). All 12 weeks of AHEMS, the ATU EMS Student EMS completion and feedback form for each AHEMS placement and a reflection for each AHEMS placement must be completed to allow student progression to the clinical phase of the programme commencing in year 3. The AHEMS placements should provide a total of: • 2 Weeks Beef & Dairy • 2 Weeks Sheep • 2 Weeks Horse • 2 Weeks Pig • 2 Weeks Companion Animal • 2 weeks other AHEMS experience can be undertaken outside Ireland with the approval of the BVMS programme board provided the majority of AHEMS provides students with the experience required for veterinary practice in Ireland. Further detail around AHEMS requirements can be found in the ATU EMS policy.

1. Proficiency in hands-on experience while conducting routine husbandry chores with food-producing animals and horses
2. Understand the key elements of the main production systems at farm level, such as stocking rates, housing requirements, grazing management, winter feeding, breeding policy, welfare, disease prevention and principles of good husbandry for optimum health, welfare and productivity of animals
3. Proficiency in handling, feeding, cleaning, exercising and carrying out routine chores on dogs, cats and other companion animals
4. Confidently approach, handle, restrain, and examine companion animals in a competent professional manner and carry out routine procedures
5. Demonstrate c ommunication skills and professionalism across a range of contexts and appreciate the importance of animal welfare in animal production and in the husbandry of other species

This module focusses on veterinary emergency and critical care (ECC) principles, anaesthesia, pharmacology, fluid therapy, and peri-operative management across species in the context of routine clinical care, in addition to emergency scenarios including disaster preparedness and response. The scheduling of this module in the programme coincides with the start of the clinical phase of the programme. Thus, the content and skills in this module are designed to scaffold student knowledge of anaesthesia, fluid therapy, peri-operative management and pharmacology as they progress through Systems in Disease modules throughout the clinical phase of the programme. Student will be prepared for their role in animal rescue, disaster medicine, and One Health crisis response. Covering individual patient emergencies to multi-casualty veterinary disaster response, the module integrates tactical veterinary rescue drills, clinic and field-based emergency critical care, triage and pharmacokinetics and pharmacodynamics of emergency drugs. Simulations and drills will be used to rehearse decision-making under pressure, including case prioritisation and delegation, and students will integrate stress management techniques and animal welfare knowledge from elsewhere in the programme in these scenarios. The course will equip students with the skills to manage both routine and complex cases in general practice while ensuring readiness for high-pressure situations, including emergencies and disasters, teaching life-saving skills across all species and environments, from companion animals to livestock, equids, exotics, and wildlife.

1. Critically evaluate species-specific physiological responses to shock, sepsis, and cardiorespiratory failure to optimise emergency and critical care (ECC) interventions across diverse environments
2. Diagnose and manage peri-anaesthetic complications, including hypotension, hypoxia, arrhythmias, and drug toxicities, ensuring patient stabilisation in emergency and crisis situations
3. Evaluate pharmacokinetic and pharmacodynamic principles to optimise drug selection, dosing, and administration in routine veterinary case as well as emergency and high-risk cases
4. Apply evidence-based principles of fluid therapy, electrolyte management, and emergency drug administration to support patient stabilisation and recovery in both general practice and critical care situations
5. Design and implement anaesthetic and analgesic protocols tailored to individual patient needs and comorbidities ensuring effective pain management and perioperative care in routine procedures.
6. Adapt anaesthetic, sedation, and pain management techniques to accommodate species-specific considerations, patient comorbidities, and resource availability in emergency and high-risk scenarios
7. Apply epidemiological principles to zoonotic disease control, biosecurity, and One Health One Welfare crisis interventions in local and global veterinary disaster responses
8. Coordinate teams demonstrating leadership communication and coordination skills in veterinary team management, effectively overseeing case prioritisation, delegation, management and interprofessional collaboration in both clinical and field settings including animal rescue scenarios

This advanced module provides veterinary students with an in-depth understanding of the pathophysiology, diagnosis, treatment, and management of disease and dysfunction of the cardiorespiratory and lymphatic systems. The module covers both medical and surgical approaches to managing common and complex disorders affecting the cardiorespiratory and associated systems in companion animals, equids, production animals and exotics. Through a combination of lectures, practical workshops, case-based learning, problem-based, and clinical placements, students will gain expertise in diagnostic techniques, including but not limited to, auscultation, electrocardiography (ECG), radiology, echocardiography, and laboratory diagnostics (blood gas analysis, biomarkers). They will also learn the latest therapeutic strategies, including pharmacological treatments, and surgical interventions for both acute and chronic cardiorespiratory conditions. Clinical cases from the Cardiovascular, respiratory and lymphatic systems – Principle in Health module are revisited, reinforcing scientific knowledge from earlier in the programme and using it in a spiral approach to underpin evidence-based clinical reasoning in cases integrating pathology, diagnosis and treatment. The module integrates clinical decision-making with an emphasis on a multidisciplinary approach to disease management, ensuring that students are equipped to apply both medical and surgical therapies appropriately based on individual animal cases. It also explores the ethical and welfare implications of managing cardiovascular and respiratory diseases, including end-of-life decisions and long-term management of chronic conditions. As with other System in disease modules, there is a focus on system integration, providing students with a holistic approach to the management of clinical cases.

1. Critically analyse the pathophysiology of cardiovascular, respiratory, and lymphatic diseases, ranging from common to complex conditions, across multiple animal species, integrating molecular, cellular, and systemic mechanisms
2. Formulate accurate differential diagnoses for cardiovascular, respiratory, and lymphatic disorders through systematic clinical examination, advanced diagnostic imaging, laboratory diagnostics, and endoscopic evaluation
3. Design comprehensive, evidence-based treatment plans incorporating pharmacological, interventional, and surgical therapies tailored to species-specific physiological and pathophysiological considerations
4. Apply surgical and interventional techniques for cardiovascular and respiratory conditions, including thoracocentesis, pericardiocentesis, tracheostomy, and vascular procedures, while demonstrating proficiency in perioperative care
5. Implement emergency management strategies for acute cardiovascular and respiratory crises, such as congestive heart failure, pulmonary oedema, respiratory distress syndrome, and thromboembolic events, ensuring rapid stabilisation and optimal patient outcomes
6. Describe the role of rehabilitation and nutrition in cardiovascular and respiratory health, integrating dietary interventions for disease prevention, chronic condition management, and postoperative recovery
7. Critically evaluate ethical and welfare considerations in the diagnosis and treatment of cardiovascular, respiratory, and lymphatic diseases, ensuring interventions prioritise patient welfare and quality of life
8. Apply the One Health One Welfare concept to recognise the impact of zoonotic and environmentally linked cardiovascular and respiratory diseases, such as heartworm disease, tuberculosis, and mycotic pneumonia, on animal, human, and ecosystem health
9. Demonstrate an integrated understanding of the interplay between cardiovascular, respiratory, and lymphatic systems, analysing how dysfunction in one system influences disease progression and therapeutic strategies

This module provides students with a well-developed understanding of the pathophysiology, diagnosis, and treatment of gastrointestinal disorders in domestic animals. This module builds upon prior knowledge from the Digestive System – Principle in Health module, focussing on both medical and surgical approaches to the management of common and complex gastrointestinal diseases, integrating diagnostic techniques, therapeutic interventions, and the latest advancements in veterinary gastroenterology. The module covers a wide range of gastrointestinal diseases, including inflammatory, infectious, obstructive, neoplastic, and metabolic disorders. Students will gain knowledge and skills in both the medical management of gastrointestinal dysfunctions, such as pharmacologic therapies, nutritional support, and dietary modifications, as well as in surgical interventions such as endoscopy, laparotomy, and gastrointestinal reconstructive surgery. The module emphasises a multidisciplinary approach to diagnosis and treatment, combining clinical reasoning with hands-on experience. Clinical cases from the Digestive system in Health module are revisited, reinforcing scientific knowledge from earlier in the programme and using it to underpin evidence-based clinical reasoning in cases integrating pathology, diagnosis and treatment. Key aspects of the module include understanding the role of diagnostic imaging, endoscopy, and laboratory tests in diagnosing gastrointestinal conditions, as well as determining appropriate therapeutic strategies, including pharmacological treatment, nutritional management, and when to proceed with surgical intervention. Students will also explore the welfare implications of gastrointestinal diseases, including the impact of long-term dysfunction on the animal's quality of life and the importance of an ethical approach in both medical and surgical decision-making. The One Health concept will be incorporated, addressing zoonotic gastrointestinal diseases and their significance in both veterinary and human medicine. By the end of this module, students will be equipped with the knowledge and clinical skills required to effectively manage gastrointestinal diseases, making informed decisions regarding medical and surgical interventions that promote optimal patient outcomes and animal welfare.

1. Critically analyse the pathophysiology of gastrointestinal diseases and disorders, from common to complex conditions, across various animal species by using the principles of disease: injury, adaptation, inflammation and repair
2. Formulate accurate differential diagnoses for gastrointestinal diseases effectively using clinical examination, diagnostic imaging, laboratory tests, and endoscopic evaluation
3. Design comprehensive, evidence-based treatment plans incorporating pharmacological, interventional, nutritional and surgical therapies tailored to species-specific physiological and pathophysiological considerations
4. Apply surgical and interventional techniques for common gastrointestinal conditions, including performing and assisting in procedures such as gastrotomy, enterotomy, intestinal resection and anastomosis while demonstrating proficiency in perioperative care
5. Implement emergency management strategies for acute andemergency gastrointestinal disorders with appropriate diagnostic, medical, and surgical interventions, ensuring rapid stabilisation and optimal patient outcomes
6. Critique the role of nutrition in gastrointestinal disease management and the application of dietary interventions for both medical and postoperative care
7. Evaluate ethical and welfare Issues in the treatment of gastrointestinal diseases, with a focus on the animals long-term health, quality of life, and humane treatment
8. Apply the One Health One Welfare concept in recognising the importance of zoonotic gastrointestinal diseases and their relationship to human and environmental health
9. Demonstrate an integrated understanding of the interplay between nutrition, pathology, diagnosis, and treatment in digestive health and disease

This module provides students with a well-developed understanding of the pathophysiology, diagnosis, and treatment of musculoskeletal disorders across domestic animals. It builds upon prior knowledge from the Musculoskeletal System – Principles in Health module, focusing on both medical and surgical approaches to the management of common and complex musculoskeletal diseases. The module integrates diagnostic techniques, therapeutic interventions, and the latest advancements in veterinary orthopaedics and musculoskeletal medicine. The module covers a wide range of musculoskeletal conditions, including inflammatory, degenerative, traumatic, neoplastic, and congenital disorders. Students will gain knowledge and skills in the medical management of musculoskeletal dysfunctions, such as pharmacologic therapies, rehabilitation strategies, and pain management, as well as in surgical interventions including fracture repair, arthroscopy, joint replacement, and soft tissue reconstruction. A multidisciplinary approach is emphasised, combining clinical reasoning with hands-on experience. Clinical cases from the Musculoskeletal System – Principles in Health module are revisited, reinforcing foundational scientific knowledge and applying it to evidence-based clinical decision-making in pathology, diagnosis, and treatment. Key aspects of the module include understanding the role of diagnostic imaging (radiography, ultrasonography, CT, and MRI), gait analysis, and laboratory tests in diagnosing musculoskeletal conditions. Students will learn to determine appropriate therapeutic strategies, including pharmacological treatment, physiotherapy, regenerative medicine, and when surgical intervention is necessary. Students will also explore the welfare implications of musculoskeletal diseases, including the impact of chronic pain and reduced mobility on an animal's quality of life, as well as the ethical considerations involved in treatment decisions. The One Health concept will be incorporated, addressing zoonotic musculoskeletal diseases and the implications of antimicrobial resistance in treating infections of the musculoskeletal system. By the end of this module, students will be equipped with the knowledge and clinical skills required to effectively manage musculoskeletal diseases, making informed decisions regarding medical and surgical interventions to optimise patient outcomes and animal welfare.

1. Critically analyse the pathophysiology of musculoskeletal diseases and disorders, from common to complex conditions, across various animal species by using the principles of disease: injury, adaptation, inflammation and repair
2. Formulate accurate differential diagnoses for Musculoskeletal Disorders using clinical examination, diagnostic imaging (radiography, ultrasonography, CT, MRI), laboratory tests, and gait analysis
3. Design comprehensive, evidence-based treatment plans incorporating pharmacological, interventional (e.g. physiotherapy, regenerative medicine) and surgical therapies tailored to species-specific physiological and pathophysiological considerations
4. Apply surgical techniques for the triage and management of fractures, luxations, ligament injuries and joint disease, while demonstrating proficiency in perioperative care and recognising the potential for techniques including fracture fixation, arthroscopy, and joint stabilisation approaches in management of musculoskeletal disorders
5. Implement emergency management strategies for acute and emergency musculoskeletal disorders with appropriate diagnostic, medical, and surgical interventions to ensure patient stabilisation and recovery
6. Describe the role of rehabilitation in musculoskeletal disease management, including the application of physiotherapy, hydrotherapy, and pain management techniques
7. Evaluate ethical and welfare Issues in the treatment of musculoskeletal diseases, with a focus on the animals long-term mobility, quality of life, and humane treatment
8. Apply the One Health One Welfare concept in recognising the importance of zoonotic musculoskeletal diseases, antimicrobial resistance, and their relationship to human and environmental health
9. Demonstrate an Integrated Understanding of the interplay between biomechanics, pathology, diagnosis, and treatment in musculoskeletal health and disease

This course builds upon content from 2 nd year modules ' Production cycle and Breeding of Production Animals and Sustainable Production, Herd Health and Epidemiology to provide learners with a comprehensive overview of the role of the veterinarian in managing and assuring food safety and public health. This module is year-long in nature so as to enable horizontal integration between the Systems in Disease modules studied over the course of the year and this module. The module covers the principles of safe food production of animal-based foods, including food microbiology, encompassing all aspects of food safety from farm to table, food-borne infections and the role of food hygiene authorities/legislation at Irish and international level, highlighting the intricate links between human and animal health that underpin the One Health concept

1. Describe the aetiology, pathogenesis, clinical signs, diagnosis and post-mortem inspection lesions of the common diseases of importance in veterinary public health that occur in the common farm animal species (cattle, poultry, sheep, pigs and fishery products) in Ireland
2. Outline the legislation and regulations relating to welfare of animals destined for the food chain, including during transportation of animals
3. Describe the legislative and regulatory requirements around notifiable diseases including the correct procedures to follow after diagnosing notifiable, reportable and zoonotic diseases
4. Perform ante mortem inspection of animals destined for the food chain and, incorporating objective evidence, correctly identify conditions affecting the quality and safety of products of animal origin
5. Perform a basic gross post-mortem examination, record details and make a judgement on the fitness of food for human consumption
6. Advise on, and carry out preventive programmes appropriate to the species and commensurate with accepted animal health, welfare and public health standards, using responsible prescribing principles, seeking advice and assistance where necessary from professional colleagues
7. Minimise the risks of contamination, cross-infection and accumulation of pathogens in the veterinary premises, in the field and in food-producing establishments
8. Assess and advise on principles of good hygiene practices, food microbiology and HACCP, and the role of the veterinary surgeon in safeguarding public health in accordance with the One Health One Welfare approach

Students are required to complete to 24 weeks of CEMS over the final 3 years of the programme. The ATU BVMS programme has been structured to provide periods of CEMS outside of timetabled learning activities to allow students to complete at least 6 weeks of CEMS across the final 3 years of the programme and to allow them to fulfil their requirements to complete 24 weeks of CEMS. Students are free to complete further periods of CEMS outside of the required 24 weeks. If suitable CEMS placements cannot be secured by students during the weeks allocated to CEMS in the programme, students will be required to make up this deficit during their holiday periods. CEMS has been accredited with 5 ECTS for each of years 3, 4 and 5 of the programme to a total of 15 ECTS. Students set learning goals for CEMS during the ' Professional skills 3' module. Once a student has identified their learning and experience needs, their learning goals for EMS placements must be discussed with any potential placement provider prior to the placement being booked/confirmed. This will ensure that all parties, i.e., the student, the university and the EMS provider, are clear regarding the expectations of the placement. Furthermore, students are required to establish the expectations of the practice of the student while on CEMS placement to include daily hours, out of hour duties, and any other rules or expectations. They are required to document this discussion in the ATU EMS placement proposal form and submit to the Department of Veterinary Medicine (at least 30 working days in advance of commencement of a placement in a practice / establishment with whom ATU does not have an existing placement agreement). The duration of a 'week' should primarily be based on the EMS providers' typical working week. For example, many providers will operate a 5-day working week (Monday to Friday). However, if a placement provider has asked the student to be present across 6 days from Monday to Saturday, but from 9am – 3pm, then that may also constitute one week. It is also accepted that some providers may operate 4-day weeks, perhaps with longer working days. ATU Department of Veterinary medicine will have final approval on what constitutes a 'week' of CEMS. Students are encouraged to participate in out-of-hours activities of the practice where available. Students should select CEMS placements aligned to their own interests and the learning goals that they have set; However, ATU require students to complete at least ; 2 weeks Equine practice 4 weeks Companion Animal Practice 4 weeks Farm Animal/Mixed Practice 1 week assigned for Meat Plant experience and assessment 13 weeks of the student's choice CEMS experience can be undertaken outside Ireland with the approval of the BVMS programme board, however the majority of CEMS placements should take place in Ireland to familiarise students with Irish veterinary practice. CEMS taken in the UK must be in a Practice Standards Scheme (PSS) RCVS accredited practice. Further detail can be found in the ATU EMS policy.

1. Evaluate diagnostic, medical (including preventative medicine) and surgical treatments commonly utilised across a range of veterinary practice environments, including companion animal, production animal, and equine practice
2. Analyse the role of herd health management and epidemiology in food-producing animal systems, with particular reference to disease prevention, productivity, and public health
3. Evaluate the economic factors influencing veterinary decision-making in food production animal practice, and demonstrate an understanding of the balance between animal health, welfare, productivity, and financial sustainability
4. Apply effective communication strategies across all areas of veterinary practice, demonstrating the ability to communicate appropriately and sensitively with clients, colleagues, and other stakeholders
5. Demonstrate an appreciation of the veterinarians ethical and professional responsibility to protect animal welfare, including the alleviation of pain, suffering, and distress
6. Understand the business and financial elements of veterinary practice including understanding the role of the veterinary nurse, other members of the multidisciplinary team, and practice management aspects including clinical governance

The module aims to equip students with the professional skills and knowledge required for the clinical phase of the BVMS programme. The module introduces Halsted's principles of surgery, which will be reinforced in the teaching of Systems in Disease modules throughout the clinical phase of the programme. Learners will understand the regulation of veterinary medicines in Ireland and their responsibilities in prescribing medicines, including reporting adverse effects and the prudent prescription of antimicrobials and antiparasitic medicines as this relates to the One Health One Welfare concept. This module also aims to advance students' understanding and application of evidence-based practice as well as teamwork and communication skills. It builds critical appraisal and research skills, enabling students to understand the importance of integrating research findings into clinical decision-making using evidence-based decision-making and preparing them for their 4 th year when they will undertake a research project. Students will evolve their understanding of their role within the team as a leader and future employer with responsibility for training staff and taking responsibility for their future learning and that of others. They will develop more advanced communication skills with patients and team members in setting expectations, delegating and dealing with conflict. Scenario-based situational judgement simulations with veterinary nurses and other paraprofessionals will be used to cultivate confidence and clinical decision-making skills, including situations where information is incomplete and they must demonstrate their adaptability. The resilience and personal attributes required for their studies and role going forward will be explored and supported using peer assessment and reflective practice. Students will once again reaffirm their commitment to the VCI Code of Professional Conduct for Veterinary Practitioners by reviewing the code at the beginning of this module and renewing their commitment to the code by signing a declaration confirming their commitment to adhere to both this and relevant ATU policies during the course of their studies and EMS placements. As in previous Professional Skills modules, students will review feedback on previous EMS placements and set learning goals for placements for this year, reviewing these with lecturing staff.

1. Critically appraise literature utilising suitable models in a journal club format, including understanding and critiquing study designs in the literature including use of the 5As approach as appropriate
2. Describe Halsteds principles of surgery and describe their application in cutting-edge surgical techniques
3. Critique the responsibilities of the vet in prescribing animal medicines, including prudent prescription of antimicrobials and antiparasitics in the context of the One Health approach
4. Demonstrate advanced communication skills in leading a team in a simulated clinical environment and in challenging client interactions
5. Use reflection in goal setting for the year and for Clinical EMS, reflecting particularly when goals are not achieved and how to overcome setbacks

This module provides students with a well-developed understanding of the pathophysiology, diagnosis, and treatment of integumentary and endocrine disorders across domestic animals. This module builds upon prior knowledge from the Integumentary and Endocrine Systems – Principles in Health module, focusing on both medical and surgical approaches to the management of common and complex conditions affecting these systems. The module integrates diagnostic techniques, therapeutic interventions, and the latest advancements in veterinary dermatology and endocrinology. The module covers a wide range of integumentary and endocrine diseases, including inflammatory, infectious, immune-mediated, metabolic, neoplastic, and congenital disorders. Students will gain knowledge and skills in both medical management, such as pharmacologic therapies, hormone replacement, and nutritional support, as well as in surgical interventions including wound management, plastic surgery and reconstruction, skin grafting, mass removal and oncological surgery, and endocrine gland surgery. Emphasis is placed on a multidisciplinary approach to diagnosis and treatment, combining clinical reasoning with hands-on experience. Clinical cases from the Integumentary and Endocrine Systems – Principles in Health module are revisited, reinforcing scientific knowledge from earlier in the programme and using it to underpin evidence-based clinical reasoning. Key aspects of the module include understanding the role of diagnostic imaging, histopathology, hormone assays, and microbiological testing in diagnosing integumentary and endocrine conditions, as well as determining appropriate therapeutic strategies, including pharmacological treatment, nutritional management, and when to proceed with surgical intervention. Students will also explore the welfare implications of chronic integumentary and endocrine diseases, including their impact on quality of life and the importance of an ethical approach in both medical and surgical decision-making. The One Health concept will be incorporated, addressing zoonotic dermatological diseases and endocrine disorders relevant to both veterinary and human medicine. By the end of this module, students will be equipped with the knowledge and clinical skills required to effectively manage integumentary and endocrine diseases, making informed decisions regarding medical and surgical interventions that promote optimal patient outcomes and animal welfare.

1. Critically analyse the pathophysiology of integumentary and endocrine diseases, ranging from common to complex conditions, across multiple animal species, integrating molecular, cellular, and systemic mechanisms and using the principles of disease: injury, adaptation, inflammation and repair
2. Formulate accurate differential diagnoses for integumentary and endocrine disorders effectively using clinical examination, diagnostic imaging, hormone assays, histopathology, and microbiological testing
3. Design comprehensive, evidence-based treatment plans that integrate both medical therapies (e.g., pharmaceuticals, hormone replacement therapy, nutritional support) and surgical interventions when necessary
4. Apply surgical techniques for common integumentary and endocrine conditions, including performing and assisting in procedures such as mass removal, wound management, skin grafting, and adrenalectomy
5. Implement emergency management strategies for emergency dermatological and endocrine conditions, including acute hypersensitivity reactions, diabetic ketoacidosis, hypoadrenocorticism crises, and severe burns
6. Critique the role of nutrition in managing integumentary and endocrine diseases, including dietary modifications for conditions such as dermatological hypersensitivities and metabolic disorders
7. Critically evaluate ethical and welfare issues in the treatment of integumentary and endocrine diseases, with a focus on quality of life and humane treatment
8. Apply the One Health One Welfare concept in recognising the importance of zoonotic dermatological diseases and endocrine disorders and their relationship to human and environmental health
9. Demonstrate an integrated understanding of the interplay between dermatological and endocrine health and its impact on overall patient well-being
10. Evaluate traumatic and planned wounds, understand the principles of wound management, plastic surgery and reconstruction

This module provides students with an integrated understanding of the pathophysiology, diagnosis, and treatment of neurological and special senses disorders across domestic animals. This module builds upon prior knowledge from the Neurology and Special Senses – Principles in Health module, focussing on both medical and surgical approaches to the management of common and complex neurological diseases. It integrates diagnostic techniques, therapeutic interventions, and the latest advancements in veterinary neurology and ophthalmology. The module covers a wide range of neurological and special senses diseases, including inflammatory, infectious, traumatic, neoplastic, metabolic, and degenerative disorders. Students will gain knowledge and skills in both the medical management of neurological dysfunctions, such as pharmacologic therapies, physiotherapy, and neurorehabilitation, as well as in surgical interventions such as spinal decompression, neurosurgery, and ophthalmic procedures. The module emphasises a multidisciplinary approach to diagnosis and treatment, combining clinical reasoning with hands-on experience. Clinical cases from the Neurology and Special Senses – Principles in Health module are revisited, reinforcing scientific knowledge from earlier in the programme and using it to underpin evidence-based clinical reasoning in cases integrating pathology, diagnosis, and treatment. Key aspects of the module include understanding the role of diagnostic imaging, electrodiagnostics, and laboratory tests in diagnosing neurological conditions, as well as determining appropriate therapeutic strategies, including pharmacological treatment, rehabilitation management, and when to proceed with surgical intervention. Students will also explore the welfare implications of neurological and sensory diseases, including the impact of long-term dysfunction on the animal's quality of life and the importance of an ethical approach in both medical and surgical decision-making. The One Health concept will be incorporated, addressing zoonotic neurological diseases and their significance in both veterinary and human medicine. By the end of this module, students will be equipped with the knowledge and clinical skills required to effectively manage neurological and sensory diseases, making informed decisions regarding medical and surgical interventions that promote optimal patient outcomes and animal welfare.

1. Critically analyse the pathophysiology of neurological and special senses diseases diseases, ranging from common to complex conditions, across multiple animal species, integrating molecular, cellular, and systemic mechanisms and using the principles of disease: injury, adaptation, inflammation and repair
2. Formulate accurate differential diagnoses for neurological and sensory diseases by integrating results from clinical examination, diagnostic imaging, electrodiagnostics, laboratory tests, and ophthalmic evaluation
3. Design comprehensive, evidence-based treatment plans that integrate both medical therapies (e.g., pharmaceuticals, physiotherapy, neurorehabilitation) and surgical interventions when necessary
4. Apply surgical techniques for common neurological and ophthalmic conditions, including performing and assisting in procedures such as spinal decompression, tumour resection, and enucleation
5. Implement emergency management strategies for emergency neurological disorders with appropriate diagnostic, medical, and surgical interventions to ensure patient stabilisation and recovery
6. Describe the role of rehabilitation in neurological disease management and the application of physiotherapy and assistive devices for both medical and postoperative care
7. Critically evaluate ethical and welfare considerations in the diagnosis and treatment of neurological and sensory diseases, with a focus on the animals long-term health, quality of life, and humane treatment
8. Apply the One Health One Welfare concept in recognising the importance of zoonotic neurological diseases and their relationship to human and environmental health
9. Demonstrate an integrated understanding of the interplay between neurology, sensory function, and systemic health

This module provides students with a well-developed understanding of the pathophysiology, diagnosis, and treatment of urogenital disorders across domestic animals. This module builds upon prior knowledge from the Urogenital System – Principles in Health module, focusing on both medical and surgical approaches to the management of common and complex urogenital diseases. It integrates diagnostic techniques, therapeutic interventions, and the latest advancements in veterinary urology and reproductive medicine. The module covers a wide range of urogenital diseases, including inflammatory, infectious, obstructive, neoplastic, metabolic, and congenital disorders. Students will gain knowledge and skills in both the medical management of urogenital dysfunctions, such as pharmacologic therapies, fluid therapy, and hormonal treatments, as well as in surgical interventions such as cystotomy, nephrectomy, and reproductive surgeries. The module emphasises a multidisciplinary approach to diagnosis and treatment, combining clinical reasoning with hands-on experience. Clinical cases from the Urogenital System – Principles in Health module are revisited, reinforcing foundational scientific knowledge from earlier in the programme and using it to underpin evidence-based clinical reasoning in cases integrating pathology, diagnosis, and treatment. Key aspects of the module include understanding the role of diagnostic imaging, urinalysis, and laboratory tests in diagnosing urogenital conditions, as well as determining appropriate therapeutic strategies, including pharmacological treatment, reproductive management, and when to proceed with surgical intervention. Students will also explore the welfare implications of urogenital diseases, including the impact of long-term dysfunction on the animal's quality of life and the importance of an ethical approach in both medical and surgical decision-making. The One Health concept will be incorporated, addressing zoonotic urogenital diseases and their significance in both veterinary and human medicine. By the end of this module, students will be equipped with the knowledge and clinical skills required to effectively manage urogenital diseases, making informed decisions regarding medical and surgical interventions that promote optimal patient outcomes and animal welfare.

1. Critically analyse the pathophysiology of urogenital diseases and disorders, ranging from common to complex conditions, across multiple animal species, integrating molecular, cellular, and systemic mechanisms and using the principles of disease: injury, adaptation, inflammation and repair
2. Formulate accurate differential diagnoses for urogenital diseases effectively using clinical examination, diagnostic imaging, urinalysis, laboratory tests, and reproductive evaluation.
3. Design comprehensive, evidence-based treatment plans that integrate both medical therapies (e.g., pharmaceuticals, fluid therapy, reproductive hormone management) and surgical interventions when necessary
4. Apply surgical techniques for common urogenital conditions, including performing and assisting in procedures such as cystotomy, urethrostomy, and ovariohysterectomy
5. Implement emergency management strategies for emergency urogenital disorders with appropriate diagnostic, medical, and surgical interventions to ensure patient stabilisation and recovery
6. Describe the role of reproductive management in urogenital health, including assisted reproductive techniques and fertility treatments
7. Critically evaluate ethical and welfare issues in the treatment of urogenital diseases, with a focus on the animals long-term health, quality of life, and humane treatment
8. Apply the One Health One Welfare concept in recognising the importance of zoonotic urogenital diseases and their relationship to human and environmental health
9. Demonstrate an integrated understanding of the urogenital system as it relates to other body systems

This capstone module in the clinical phase of the programme integrates business, clinical practice, One Health, and emergency response with personal and professional development, contextualised within rural and remote veterinary practice in Ireland. The module is designed to support students as they transition into the final year of the programme, particularly in the rural mixed practice rotation and beyond graduation to veterinary practice in an Irish context. A global perspective is introduced through the study of transboundary biosecurity and zoonotic disease reinforcing learning from the Veterinary Public Health and Food Safety module. The module equips veterinary students with the clinical, communication, leadership, and business management skills required for effective practice in resource-limited, high-stakes environments. Students will explore the interconnectedness of animal, human, and environmental health within the One Health framework, with an emphasis on the unique challenges faced by rural and remote veterinarians in Ireland. Key areas of focus include emerging diseases, antimicrobial resistance, and the impact of climate change on veterinary practice. The module also addresses disaster preparedness and emergency response in rural and remote settings, distinguishing these from broader global veterinary crises. Practical applications will prepare students for real-world challenges by integrating clinical decision-making, high-pressure scenarios, and professional resilience. Business and financial management components will ensure graduates are equipped to navigate the economic realities of rural veterinary practice. By the end of this module, students will have developed the necessary skills to provide high-quality veterinary care, lead in crisis situations, and contribute to the sustainability of rural and remote veterinary services.

1. Critically evaluate the role of One Health in rural and remote veterinary medicine, assessing its implications for disease surveillance, antimicrobial resistance, and environmental health
2. Synthesise veterinary public health principles and policy frameworks relevant to rural and remote practice in Ireland and internationally
3. Apply advanced clinical skills, including surgery, diagnostic imaging, and emergency care, adapted to resource-limited rural and remote environments
4. Demonstrate leadership and crisis management competencies in veterinary response to rural and remote disasters, including disease outbreaks, extreme weather events, and infrastructure failures
5. Integrate cultural competency and appropriate communication styles into veterinary practice, ensuring equitable care for underserved communities
6. Critically appraise the role of telemedicine, mobile veterinary clinics, and digital tools in improving access to veterinary services in remote settings
7. Develop sustainable business models for rural veterinary practices, incorporating financial management, workforce planning, and mental well-being strategies
8. Evaluate and implement strategies to mitigate the professional and personal challenges of rural and remote practice, promoting resilience and long-term career sustainability

This module aims to enable the student to produce their own research proposal and produce a literature review on same. Weekly lecturers and small group teaching will be used to examine the various methods of quantitative and qualitative data collection and relevant methods of statistical analysis for use in research as well as other concepts of importance in research.

This includes, but is not limited to; formulating a research question, writing a research proposal, the scientific process and how it differs to evidence-based reasoning, research process and study design, sampling and measurement, questionnaire design, research interviewing, data processing, literature searches, the peer review process and citation management, scientific writing and critical appraisal of literature.

The module will introduce the concept of the 3Rs of animal research in broad terms and as it relates to the module. In addition, research integrity, including the use of AI, and ethical issues relating to research using animal and human subjects are addressed. It should be noted that research projects requiring HPRA authorisation will not be pursued.

Learners are required to risk assess the project in terms of their own safety, the welfare of any animals involved as well as the ethics of the projects and submit an ethical application for the work, where relevant.

Students will be assigned a research project supervisor with whom they will meet on a weekly basis who will guide them in formulating a research proposal in producing a literature review on their chosen topic based on the most recent and significant research in that area, as well as guide them through the research process, appropriate analysis and writing the final research report. Learners will take into account the research problems, issues, and procedures that their research could encounter, and the most appropriate research methods with which to address their research questions.

Students are encouraged to base their research project on their own interests and experience, thereby reinforcing the importance of reflective practice in personal and professional enquiry as a means to create learning opportunities and solve problems. The research proposal requires that it, and all associated documentation, is submitted in electronic form, for checking by anti-plagiarism software.

Presentations from the project plan will be communicated to peers as well as presented in posters at the Department of Veterinary Medicine research day.

1. Critique study designs, methodologies, statistical analysis and interpretation, research integrity and ethical issues relating to research with animal subjects to formulate a research question
2. Develop an appropriate hypothesis and design a set of experiments to investigate this hypothesis, taking into account the 3Rs of animal research and other relevant ethical aspects
3. Compile and critically evaluate a significant body of relevant literature
4. Compile a methodology and perform appropriate procedures to examine the research hypothesis
5. Critically evaluate research findings, perform relevant statistical analysis to analyse research data collected
6. Detail project work in the form of a written report
7. Communicate the outcomes of the research project by oral presentation

This module is the final of a series of modules focused on professional and personal development of the student towards becoming an autonomous and confident veterinary practitioner. Following completion of the module, the student will be well-prepared for clinical life and the expectations and responsibilities of year 5 of the programme.

Students will once more reaffirm their commitment to the VCI Code of Professional Conduct for Veterinary Practitioners by reviewing the code at the beginning of this module and renewing their commitment to the code by signing a declaration confirming their commitment to adhere to both this and relevant ATU policies during the course of their studies and EMS placements.

There is a focus on managing the most challenging aspects of the veterinary profession,including isolation, on call requirements, economic challenges, exposure to trauma and managing client complaints.

This module equips students with tools to enhance their resilience and manage challenging aspects of the profession, equipping them for the clinical phase of the programme and their lives upon graduation. The module gives a firm grounding in the requirements of a new veterinary business and the requirements of the vet as an employer with responsibilities in staff management, clinical governance, risk management and quality assurance.

As in previous Professional Skills modules, students will review feedback on previous EMS placements and set learning goals for placements for this year, reviewing these with lecturing staff. In years 4 and 5, they will do this in the context of the VCI Day One competencies, aligning their learning objectives with these.

1. Assess the more challenging aspects of veterinary practice including long term approaches to managing the personal impact thereof
2. Develop a business plan for a new veterinary practice using examples of financial accounts to establish pricing structures
3. Compile the legal and regulatory requirements for a new veterinary practice and perform a risk assessment on an existing facility
4. Outline the performance achievement review process and understand its significance in managing and improving the performance of team members
5. Use reflection to evaluate expectations of professional life and develop strategies for managing professional stress and maintaining wellbeing, including designing a structured self-plan for mental preparedness

Students are required to complete to 24 weeks of CEMS over the final 3 years of the programme. The ATU BVMS programme has been structured to provide periods of CEMS outside of timetabled learning activities to allow students to complete at least 6 weeks of CEMS across the final 3 years of the programme and to allow them to fulfil their requirements to complete 24 weeks of CEMS. Students are free to complete further periods of CEMS outside of the required 24 weeks. If suitable CEMS placements cannot be secured by students during the weeks allocated to CEMS in the programme, students will be required to make up this deficit during their holiday periods. CEMS has been accredited with 5 ECTS for each of years 3, 4 and 5 of the programme to a total of 15 ECTS. Students set learning goals for CEMS during the ' Professional skills 3' module. Once a student has identified their learning and experience needs, their learning goals for EMS placements must be discussed with any potential placement provider prior to the placement being booked/confirmed. This will ensure that all parties, i.e., the student, the university and the EMS provider, are clear regarding the expectations of the placement. Furthermore, students are required to establish the expectations of the practice of the student while on CEMS placement to include daily hours, out of hour duties, and any other rules or expectations. They are required to document this discussion in the ATU EMS placement proposal form and submit to the Department of Veterinary Medicine (at least 30 working days in advance of commencement of a placement in a practice / establishment with whom ATU does not have an existing placement agreement). The duration of a 'week' should primarily be based on the EMS providers' typical working week. For example, many providers will operate a 5-day working week (Monday to Friday). However, if a placement provider has asked the student to be present across 6 days from Monday to Saturday, but from 9am – 3pm, then that may also constitute one week. It is also accepted that some providers may operate 4-day weeks, perhaps with longer working days. ATU Department of Veterinary medicine will have final approval on what constitutes a 'week' of CEMS. Students are encouraged to participate in out-of-hours activities of the practice where available. Students should select CEMS placements aligned to their own interests and the learning goals that they have set; However, ATU require students to complete at least ; 2 weeks Equine practice 4 weeks Companion Animal Practice 4 weeks Farm Animal/Mixed Practice 1 week assigned for Meat Plant experience and assessment 13 weeks of the student's choice CEMS experience can be undertaken outside Ireland with the approval of the BVMS programme board, however the majority of CEMS placements should take place in Ireland to familiarise students with Irish veterinary practice. CEMS taken in the UK must be in a Practice Standards Scheme (PSS) RCVS accredited practice. Further detail can be found in the ATU EMS policy.

1. Evaluate diagnostic, medical (including preventative medicine) and surgical treatments commonly utilised across a range of veterinary practice environments, including companion animal, production animal, and equine practice
2. Analyse the role of herd health management and epidemiology in food-producing animal systems, with particular reference to disease prevention, productivity, and public health
3. Evaluate the economic factors influencing veterinary decision-making in food production animal practice, and demonstrate an understanding of the balance between animal health, welfare, productivity, and financial sustainability
4. Apply effective communication strategies across all areas of veterinary practice, demonstrating the ability to communicate appropriately and sensitively with clients, colleagues, and other stakeholders
5. Demonstrate an appreciation of the veterinarians ethical and professional responsibility to protect animal welfare, including the alleviation of pain, suffering, and distress
6. Understand the business and financial elements of veterinary practice including understanding the role of the veterinary nurse, other members of the multidisciplinary team, and practice management aspects including clinical governance

Students are required to complete to 24 weeks of CEMS over the final 3 years of the programme. The ATU BVMS programme has been structured to provide periods of CEMS outside of timetabled learning activities to allow students to complete at least 6 weeks of CEMS across the final 3 years of the programme and to allow them to fulfil their requirements to complete 24 weeks of CEMS. Students are free to complete further periods of CEMS outside of the required 24 weeks. If suitable CEMS placements cannot be secured by students during the weeks allocated to CEMS in the programme, students will be required to make up this deficit during their holiday periods. CEMS has been accredited with 5 ECTS for each of years 3, 4 and 5 of the programme to a total of 15 ECTS. Students set learning goals for CEMS during the ' Professional skills 3' module. Once a student has identified their learning and experience needs, their learning goals for EMS placements must be discussed with any potential placement provider prior to the placement being booked/confirmed. This will ensure that all parties, i.e., the student, the university and the EMS provider, are clear regarding the expectations of the placement. Furthermore, students are required to establish the expectations of the practice of the student while on CEMS placement to include daily hours, out of hour duties, and any other rules or expectations. They are required to document this discussion in the ATU EMS placement proposal form and submit to the Department of Veterinary Medicine (at least 30 working days in advance of commencement of a placement in a practice / establishment with whom ATU does not have an existing placement agreement). The duration of a 'week' should primarily be based on the EMS providers' typical working week. For example, many providers will operate a 5-day working week (Monday to Friday). However, if a placement provider has asked the student to be present across 6 days from Monday to Saturday, but from 9am – 3pm, then that may also constitute one week. It is also accepted that some providers may operate 4-day weeks, perhaps with longer working days. ATU Department of Veterinary medicine will have final approval on what constitutes a 'week' of CEMS. Students are encouraged to participate in out-of-hours activities of the practice where available. Students should select CEMS placements aligned to their own interests and the learning goals that they have set; However, ATU require students to complete at least ; 2 weeks Equine practice 4 weeks Companion Animal Practice 4 weeks Farm Animal/Mixed Practice 1 week assigned for Meat Plant experience and assessment 13 weeks of the student's choice CEMS experience can be undertaken outside Ireland with the approval of the BVMS programme board, however the majority of CEMS placements should take place in Ireland to familiarise students with Irish veterinary practice. CEMS taken in the UK must be in a Practice Standards Scheme (PSS) RCVS accredited practice. Further detail can be found in the ATU EMS policy. All 24 weeks of CEMS, the forms pertaining to these weeks and a reflection for each CEMS placement must be completed and submitted by the end of the final year for consideration.

1. Evaluate diagnostic, medical (including preventative medicine) and surgical treatments commonly utilised across a range of veterinary practice environments, including companion animal, production animal, and equine practice
2. Analyse the role of herd health management and epidemiology in food-producing animal systems, with particular reference to disease prevention, productivity, and public health
3. Evaluate the economic factors influencing veterinary decision-making in food production animal practice, and demonstrate an understanding of the balance between animal health, welfare, productivity, and financial sustainability
4. Apply effective communication strategies across all areas of veterinary practice, demonstrating the ability to communicate appropriately and sensitively with clients, colleagues, and other stakeholders
5. Demonstrate an appreciation of the veterinarians ethical and professional responsibility to protect animal welfare, including the alleviation of pain, suffering, and distress
6. Understand the business and financial elements of veterinary practice including understanding the role of the veterinary nurse, other members of the multidisciplinary team, and practice management aspects including clinical governance