Information Booklet, Stage 1 MVB Degree

Programme

UCD Veterinary Medicine

MVB
Veterinary Medicine Degree Programme

Information Handbook

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Programme

Table of Contents
History of Veterinary Medicine in UCD ............................................................................................ 3
University Campus, Belfield ............................................................................................................ 3
The University Veterinary Hospital .................................................................................................. 4
Orientation Week .......................................................................................................................... 4
Teaching and Learning .................................................................................................................. 4
Lectures ................................................................................................................................... 5
Tutorials and problem based learning ......................................................................................... 5
Practical classes ........................................................................................................................ 5
Groupwork and projects ............................................................................................................ 5
Attendance ............................................................................................................................... 5
Use of animals in teaching the veterinary course ......................................................................... 5
Assessments ................................................................................................................................. 6
Methods of assessment ............................................................................................................. 6
UCD modular grading system..................................................................................................... 6
Health and safety in class .............................................................................................................. 7
Professionalism and student behaviour ........................................................................................... 7
Veterinary Medicine Programme, 5 Year Degree ............................................................................. 8
Overview .................................................................................................................................. 8
Outline of the Five-Year Degree Course ...................................................................................... 8
Specific Content, First Year of 5 Year Degree Course ..................................................................... 10
Recommended Textbooks ............................................................................................................ 12
Prior learning and module exemptions policy ................................................................................ 13
Extramural Experience (EMS) ....................................................................................................... 14
Preclinical EMS ........................................................................................................................ 14
Clinical EMS ............................................................................................................................ 15
Student representation and feedback ........................................................................................... 16
Class representatives .............................................................................................................. 16
Staff-Student Meetings ............................................................................................................ 16
Student focus groups .............................................................................................................. 16
Online surveys ........................................................................................................................ 16
AVMA “Postbox” ...................................................................................................................... 16
Student Union Programme Officers .......................................................................................... 16
Personal health ........................................................................................................................... 16

The modular curriculum is highly integrated, both

'horizontally' so that disciplines within veterinary medicine
are learned together, and 'vertically' in that clinical
examples and relevance are introduced from the beginning.
It is your job to assemble the pieces of this puzzle and your
lecturers will help.

These foundations are built upon during the five-year

course and are in preparation both for the “day one skills”
that a new graduate is expected to have. They also prepare
for lifelong learning at a time when the molecular revolution
in life sciences is now influencing developments in all
spheres of veterinary practice.

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History of Veterinary Medicine in UCD

The early European veterinary schools were established to meet the challenges resulting from the
intensification of animal husbandry, which took place in the 18th century. The need for trained
natural scientists, which was perceived by various learned societies in Europe, resulted in the opening
of veterinary schools in Lyons (1763), Vienna (1767) and London (1791).

The first Veterinary School in Ireland was established at Townsend Street in 1800 as a joint effort of
the Royal Dublin Society and Parliament. The objectives, which were declared for the School, were 'to
have sheds etc. for diseased cattle wherein methods of cure might be tried and to translate books on
this art into English, which would be condensed and arranged under special heads for references'.
Lectures dealt with the constitution, nourishment, diseases, cures and treatment of horses, cattle and
other animals. This college lasted until 1807 when financial difficulties forced the Government to
impose cuts. The Veterinary School became one of the victims of the credit squeeze.

A number of other attempts to establish a veterinary school in Dublin during the 19th century were
unsuccessful. In 1894 a group of people led by Sir Christopher Nixon developed the idea of
establishing a Veterinary College in Dublin of an exclusively teaching nature, which would be affiliated
to the Royal College of Veterinary Surgeons in like manner to the Edinburgh and Glasgow schools.
The RDS pledged £1,000 in annual instalments of £200 and a fund-raising target of £2000 was
exceeded in a matter of months. The new Veterinary College of Ireland was duly incorporated by
Royal Charter and began its work in October 1900. The College was taken over by the Department of
Agriculture and Technical Instruction in 1914 and the Department of Agriculture directly appointed
staff and provided buildings and equipment until 1960.

The Faculty of Veterinary Medicine at University College Dublin (UCD) was established in 1946 and a
School of Veterinary Medicine was established at Trinity College in 1954. Following the withdrawal of
the Department of Agriculture as a direct employing agency in 1960, two separate veterinary
enterprises were run by two of the Dublin Universities at the Ballsbridge site and this continued until
1977 when the two schools were merged. At that time a new Veterinary School was planned on the
Belfield campus but, because of a credit squeeze similar to that of 1807, these plans did not come to
fruition. The campaign for a new veterinary school building on the Belfield campus was launched in
1992. Ten years later the new school opened in Belfield in June 2002. The Veterinary Programme
achieved international accreditation with EAEVE in 2003 and AVMA in 2007. A joint Veterinary Council
of Ireland/EAEVE visitation was completed in 2011 and an AVMA visitation was completed in 2014.

University Campus, Belfield

Belfield, the main University College Dublin campus is located on a 132 hectare site, 4km south of
Dublin city centre. The campus is an attractively landscaped complex of modern architectural
buildings, accommodating student residences and numerous leisure and sporting facilities. UCD is the
largest university in Ireland with over 20,000 students. The University offers a wide choice of courses,
spanning a broad range of levels and disciplines; from part-time certificate courses to doctoral
studies.

UCD is a dynamic, modern university which strives to attain the highest standards in teaching and
research. It is renowned nationally and internationally for its provision of high-quality education and
for its pioneering research. At undergraduate level, the University provides excellent facilities to
support every aspect of teaching and learning.

There are well-resourced libraries, extensive computing facilities, welfare and counselling services and
facilities for indoor and outdoor sports.

For extensive, detailed information about UCD, including student accommodation, student support,
and facilities at UCD, please view the UCD website

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The University Veterinary Hospital

The UCD University Veterinary Hospital (UVH) is located within the Veterinary Sciences Centre in the
School of Agriculture, Food Science & Veterinary Medicine at Belfield. The hospital operates on the
basis of fee-for-service and provides clinical case material for the teaching and research needs of the
clinical units.

Currently the major animal species seen at the UVH are dogs, cats, horses, cattle and sheep, with
smaller numbers of exotic and zoo animals.
Every year the caseload for the hospital is approximately 4,500 animals and 5,000 paraclinical
samples. Most animals are referred from private practitioners throughout the country. Clients pay a
fee that covers some of the costs of the care of their animals. However, because a primary remit of
the UVH is teaching, not all costs are recovered from client-derived income.
The UVH is open for consultations Monday to Friday 9:00 am until 5:00 pm, throughout the year. An
out-of-hours roster operates to ensure 24 hour care of hospitalised patients.

Orientation Week

Each year, UCD welcomes thousands of new students to its campus. UCD is a big place and
September can seem like an intimidating time for someone who is new to the University. To deal with
this, a comprehensive orientation programme is put in place every year to ensure that new students
are made to feel at home as quickly as possible. Each Student Adviser coordinates a range of events
and activities to help those new to UCD find their feet. There are also a number of events coordinated
by the central Orientation Office.

During orientation, all new students:

 Find out about the UCD campus and learn where all the places to know are located
 Attend information sessions on their programme of study
 Learn about all the various support services that are in place for students
 Complete the registration process
 Meet with the key staff members who will help and guide them through their time
in UCD
 Make friends with other new students

During orientation week, which is the week prior to term starting, each new student will meet with an
existing student or Orientation Guide - whose role it is to ensure that new students are made to feel
at home in UCD.

Teaching and Learning

You will be attending a mixture of tutorials, lectures and practicals in various modules. The precise
mix of teaching methods depends on the module. Teaching is veterinary oriented. The curriculum
has a strong scientific base which ensures that graduates are well trained in the critical thinking and
scientific principles which are fundamental to their careers in all branches of veterinary medicine and
other allied careers. All basic subjects are covered and taught in modules. The modular system
integrates several basic science disciplines horizontally within a certain topic. All basic subjects (Cell
biology, molecular biology, anatomy, histology, embryology, physiology, biochemistry, pharmacology,
immunology, animal husbandry) are covered and taught in modules. The modular system integrates
several basic science disciplines horizontally within a certain topic.
Incoming students are expected to have obtained an adequate level in basic science in secondary
school. This includes chemistry, biology and physics. Some students may take an elective biology or
physics course.

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Lectures
The lecture is the traditional means of teaching in University, where a lecturer presents the subject
material to an audience of students. All the students taking a particular lecture-based module will
attend the same lectures. Groups who are being assessed in different modules may also attend the
same lecture, so the group size can be quite large. It is important that students arrive on time for all
classes, but late arrival into a lecture theatre causes considerable disruption and annoyance. There is
a high correlation between attendance and examination success!

Tutorials and problem based learning

Many modules make use of small group teaching in tutorials. These are primarily student-led sessions
of interactive questioning and analysis, which are facilitated by academic staff. It is essential to
prepare for these sessions. There is limited benefit if even one of the group needs to ‘catch up’ at the
beginning of a session due to failure in preparation.

Practical classes
Practical classes involve “hands on” work in a laboratory or on the farm. The aim is to put into
practice the theory covered in the lectures and tutorials, which should help you to understand the
theory. You may also need to read assigned material before the practical class. Practical classes are
compulsory - your work may be assessed and may contribute to your final mark in the module.

Groupwork and projects

Groupwork and projects form an important part of the course. Group interactions further the
veterinary course goals and also lead to students acquiring the teamwork skills needed in the modern
veterinary practice. Normally students are assigned into groups, and are not permitted to choose their
own groups. This mimics the workplace, where you as new graduates will not be in a position to
choose those you will or won’t work with. Students are expected to work effective in their group to
achieve the assigned endpoint, and normally a single group grade is given.

Attendance
You are required to attend lectures and practicals satisfactorily. If you miss a lecture or practical, you
must contact the Module Coordinator or Program Office to explain your absence. A medical certificate
or other evidence may be required, which can be taken into account in assessing your ability to
progress to the next level of your course. If you find that you have a serious difficulty in attending
your modules, you should contact the Module Coordinator or the Student Adviser as soon as possible,
so that we can provide whatever help is appropriate.

It is your responsibility to attend practical classes, lectures and tutorials. All medical certificates and
proof of absence must be handed into the Veterinary Program Office.

Use of animals in teaching the veterinary course

A number of classes will involve the use of animals. It is a privilege to be able to use these animals
for educational purposes and, as with all privileges, there are responsibilities. It is important that
everyone, and particularly those working in Veterinary Medicine, should be caring and careful of
animals at all times. We have a policy of keeping animal use to the minimum needed for the proper
training of a veterinarian. However, some animal use is inevitable and acceptance of this is a
requirement of those entering the programme.
In your first year, during your anatomy training, you will be dissecting several species of animals that
have been humanely euthanized- primarily dogs, horses, and cattle. At Lyons Farm and to a lesser
extent, in Belfield, you will also carry out procedures that are part of the normal physical examination,
including palpation and restraint of the species. In no case are healthy animals subject to major
invasive techniques to teach these procedures.

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Assessments

Methods of assessment
Assessment methodology will depend on the module, and details regarding assessment can be
obtained firstly from the online module descriptors at the UCD Horizons website, and from the
module coordinator for each module. Please note that continuous assessment is a feature of the 1st
year of this course, and can consist of mid-term MCQs, project work and online assignments.
Most modules have a final formal assessment at the end of the semester. These assessments may be
one or two hour papers, which are taken in examination halls which are located off the main campus.
Examination timetables are generated by the University and the formal examination period occurs
over a 10-11 day period at the end of the semester. Term dates, including examination periods, for
the academic year 2017-2018 are available here:

The specific dates for each module examination do not become available to staff and students until
the middle of the semester. If making vacation arrangements, it is recommended that you book a
date AFTER the final date for examinations.

UCD modular grading system

UCD follows a marking scheme which uses a letter grading system which is explained here

Although much of the University uses a scaling system with 40% as the passing percentage,
Veterinary Medicine (and Medicine) maintain 50% as the passing percentage. An indication of the
scale used is given in Table 1. Note that this is a simplified scale and is for information purposes only.
The scale used by UCD Assessment is in fact marked to two decimal points.

Table 1. Indicative marking and grading system in the UCD Veterinary Programme

Grade 50% pass scale

Letters Description (Indicative range)
A (A+, A, A-) Excellent 70 - 100
B (B+, B, B-) Very Good 64 - 69
C (C+, C, C) Good 57 - 63
D (D+, D, D -) Acceptable 50 - 56

E
F Fail 0-50
G
NG

As “Excellent” is recorded as 70% and above, staff will set the standard of most assessments with
this grading system in mind. Therefore, for a veterinary student to achieve an “excellent” grade, that
student would typically have demonstrated that they have read and understood material far beyond
that presented in lectures and tutorials. A similar system is used across most Universities in Ireland
and the UK, with “A” being equivalent to 1st Class Honours (70% and above). Although we expect
students to strive towards excellence, realistically, the majority of veterinary students will not achieve
this overall grade in many of their modules.

Essay – based tests, commonly used at formal end of semester examinations, are graded with a letter
grade guided by the UCD grading system.

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Health and safety in class

In advance of arriving at UCD, an up-to-date anti-tetanus vaccination is strongly recommended.

Ireland is rabies-free, and therefore we do not require a rabies titre, however if you expect to obtain
work experience in a country where rabies is present, then vaccination is advisable.
During orientation week, you will be asked to read, to understand, and comply with the
recommendations set out in our safety document. This document outlines basic principles regarding
safety in laboratories, in the dissection hall and on our farm.

Equipment and protective clothing needed for Year 1

Equipment for laboratories
2 x laboratory white coats (one is reserved for the anatomy dissection classes and the other
for laboratory practical classes)
A pair of Wellington boots (reserved for anatomy dissection- not to be taken on farm)
Box of laboratory gloves (nitrile for the dissection room)
Anatomy dissection kit (this is supplied)

On-farm animal handling (2nd Semester)

Protective clothing- "coveralls"- to be worn over your ordinary clothes during handling
Waterproof footwear or "wellington boots"- preferably with steel-capped toes (a 2nd pair)
Stethoscope and thermometer

Normal laboratory supplies (not Wellington boots) can be bought from the student shop in the
“Science block” a short distance from the Veterinary Sciences Centre.

There are additional health and safety measures to be considered when entering the dissection room.
Please ensure that you read the appropriate documentation and watch the accompanying video,
which will be available when you commence your studies.

Professionalism and student behaviour

As a UCD student you are expected to adhere to UCD’s Student Code as outlined in the Student
Handbook. Breaches of discipline may incur a severe penalty.

In joining UCD’s Veterinary degree program, you have also taken the first step towards becoming a
member of the veterinary profession. Over the course of your degree, you will be expected to develop
and demonstrate attitudes compatible with your future professional standing.

In particular, veterinary students are expected to:

 demonstrate concern for the welfare of animals and a sensitivity to their owners' worries.
 respect one another and to be sensitive in their interpersonal interactions to the individual
differences in race, religion, ethnic origin, gender, sexual orientation, and any disability that
may exist within the UCD community.
 treat all instructors with respect and courtesy and to attend designated classroom activities.
 deal courteously with administrative staff, both in their emails and direct correspondence.
 demonstrate an exemplary standard of professional behaviour, integrity, reliability and
thoroughness.
 demonstrate a commitment to learning and continuing professional development.

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Veterinary Medicine Programme, 5 Year Degree

Overview
The Veterinary Medicine Programme in UCD is concerned with the promotion of the health and
welfare of animals of special importance to society. This involves the care of healthy and sick animals,
the prevention, recognition, control and treatment of their diseases and the welfare and productivity
of livestock.

This programme is designed to educate the future veterinarian to the best international standards in
veterinary medicine and to prepare the graduate for careers in professional work, research and public
service.

There is an emphasis throughout the programme on problem-based learning, moving away from the
exclusive lecture-based approach and dealing with simulated and real-life problems. Clinical rotations
take place primarily in the University Veterinary Hospital in Belfield, which receives a wide range of
pet species, farm animals and horses. The caseload provides important opportunities for our students
to complete their clinical training requirements.

The 5 year programme requires students to complete 360 credits (ECTS: European Credit Transfer
System) over the course of their degree. By the end of this programme, the veterinary graduate
should be able to demonstrate:

Knowledge & understanding:

 A broad base of knowledge in the biological and veterinary sciences
 An understanding of normal structure and function of domestic animals and how these are
modified by disease processes

Applying knowledge & understanding:

 The ability to differentiate the pathological from the normal and relate this to the
fundamentals of medicine
 The ability to advise of the husbandry, welfare, nutrition and breeding of animals
 The ability to diagnose and treat diseases of animals and alleviate animal suffering
 The ability to apply surgical principles and perform common surgical procedures effectively
 The ability to work with other health professionals to promote public health and prevent
zoonotic disease

Making judgments
 Attitudes that promote professionalism and ethical judgement

Communications and working skills

 The ability to communicate effectively orally and in writing with the public, colleagues and
responsible authorities

Learning skills
 An understanding of the importance of and skills in independent learning and continuing
professional development
 An ability to use a variety of sources, including biological databases, to obtain and analyse
information relevant to veterinary medicine

Outline of the Five-Year Degree Course

In Semesters 1 and 2 of the programme students will be introduced to the basic biological sciences
by taking modules which also demonstrate how this knowledge is applied in the practice of veterinary
medicine. Also during this time, students gain a firm grounding in animal handling.

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A key objective will be to ensure that students have the required knowledge, skills and competences
to progress to later years of the programme. Enquiry/problem based learning approaches will form
part of the curriculum and will ensure that the clinical context for the application of basic scientific
principles is clear. Generally, these module offerings will involve a mixture of keynote lectures,
interactive seminars/tutorials, and practical classes.

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Specific Content, First Year of 5 Year Degree Course

Full details, including assessment methodologies, on all the following modules please click here

Note that curricular information can change.

From the very start, you will receive a strong grounding in normal
animal structure and function, animal handling, welfare, nutrition,
breeding and management, ensuring you are well prepared for
your later study. As well as lectures, small group tutorials and
practical classes are a great way to get to know your fellow
students and make new friends.
In Year 1 you will experience a mix of campus-based and off-site
educational experiences. At the Veterinary Sciences Centre in
Belfield you will study the foundations of biomedical science, and
at Lyons Estate Research Farm you will have practical sessions
that will enable you to handle a variety of animal species safely
and learn about their normal management and handling. You will
also have the opportunity to study elective modules from the
wide menu provided right across the University.

UCD Horizons
UCD Horizons is the name given to the structure for undergraduate taught degrees at UCD.
Compared with secondary school, the single biggest difference you will find as a university student is
how much you are in charge of your own learning. There is no points system, no best-selling
collections of past papers and, overall, much less emphasis on examinations and more on actual
learning:

Learning at university has always been very different. At UCD, we have taken this one step further,
with UCD Horizons. UCD Horizons places UCD in the vanguard of leading universities by providing
flexible, modular learning degrees that offer you, the student, choices rather than constraints. We’re
the first Irish university to adopt this system fully and we hope you’ll benefit from the freedom and
diversity it offers you.

UCD Horizons is the name given to the structure for undergraduate taught degrees at our university.
The programme is modular and based on credits. It’s much more flexible than traditional degree
structures and allows you to individualise your studies. It is aligned to best international standards
and makes it much easier if you wish to study abroad for part of your UCD degree.

Each full-time student takes 12 modules per year over two semesters. For the MVB programme, 10 of
the 12 modules will be in your core area of study; these are compulsory (i.e. core modules)

In addition, you generally have a choice of two ‘elective’ modules (subject to module entry
requirements, timetable and availability of places), which can either be taken from within your main
subject area to deepen your learning, or from outside it to broaden your learning. The choice is
yours. Anyone can take a general elective provided they meet the module's requirements. Some of
the stage 1 Science modules are relevant to the MVB programme, particularly if a student wishes to
develop their interests in, and awareness of, modern physics, chemistry or biology. For more
information on the elective selection process please visit: http://www.ucd.ie/students/electives.html

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The Core MVB Modules in Semester 1

 Basic Structure and Function. On completion of this module students should be able to:
• Use a microscope effectively to identify cellular structures.
• Identify and describe a range of normal cell and tissue structures (epithelium, glands,
connective tissues, cartilage, bone etc) in domestic animals.
• Give examples of major differences in these structures, where they exist, among different
species of domestic animals.
• Understand concepts underpinning functional genomics
• Describe the structure and function of the cell and outline the development of major tissue
types during embryonic development.
• Give examples of clinical abnormalities that affect normal tissue/organ structure.
• Demonstrate basic competency in applying knowledge and skills to clinical scenarios and
veterinary clinical case material.

 Cell Biology and Homeostasis. This module focuses on essential principles of the
physiology of communication and integrated functions of excitable cells with reference to
appropriate veterinary examples. The module covers homeostatic principles, membrane
potential, ion channels, action potentials. This provides an introduction to how excitable cells
work and how tissue levels of communication include synaptic transmission, synaptic
potentials, and cellular integration. A special example of homeostasis is illustrated through an
introduction to veterinary immunology.

 Introduction to the Practical Apps of Veterinary Anatomy & Comparative

Topographical Anatomy of the Thorax This module provides an introduction to the
practical and applied aspects of veterinary anatomy through small group dissection projects
aimed at relating anatomical structures to a clinical, surgical, or biological problem. It will also
cover the anatomy of the structures encompassing the walls and contents of the thoracic
cavity of the domestic veterinary species. Key areas covered include: the structure and
function of the thoracic skeleton, thoracic musculature, thoracic cavity and pleura, respiratory
system, cardiovascular system, gastro- intestinal tract within the thoracic cavity, innervation of
the thoracic cavity and the lymphatic system. It also includes an introduction to the clinical
examination of the thoracic cavity; thoracic radiography and thoracic surgery.

 Veterinary Cardiovascular and Respiratory Function At the end of this module the
student should be able to: Describe the physiological features of the cardiovascular and
respiratory systems; Relate histological structure to function in these systems; Explain the role
of these systems in homeostasis; Demonstrate basic competency in applying knowledge and
skills to clinical scenarios and veterinary clinical case material.

The Core MVB Modules in Semester 2

 Practical Animal Husbandry This module will focus on appropriate procedures to approach,
handle, restrain and conduct routine chores on food producing, equine and companion
animals. It will consist of a series of introductory lectures and a series of practical classes.

 Comparative Topographical Anatomy of the Abdomen and Pelvis This module covers
the basic anatomy of the structures encompassing the walls and contents of the abdominal
and pelvic cavities of the domestic veterinary species; including the key structures of the
gastrointestinal and urogenital tracts within them. This includes their basic function,
topographical relationships, attachments, blood supply, innervation and lymphatic drainage.
Key principals are emphasised through reference to (a) the developmental progression

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involved in organogenesis of the structures comprising relevant body systems and (b) practical
examples from surgery, pathology and clinical practice.

 Cell and Whole Body Metabolism This module covers the pathways of intermediary
metabolism. It describes how metabolism is a highly coordinated and directed cell activity, in
which many multi-enzyme pathways co-operate to obtain chemical energy by degrading
energy-rich nutrients. Students learn about enzymes and pathways of carbohydrate, amino
acid, protein, and lipid metabolism. Molecules generated in these pathways are used to
generate compounds such as nucleic acids, hormones, and neurotransmitters. The hormonal
regulation of metabolic pathways is discussed, as is the function of vitamins and minerals in
these pathways.

 The Physiology and Biochemistry of Digestion of Domestic Animals Most of the

organic material in the feed consumed by animals consists of macromolecules which must be
broken down into smaller molecules before they can be utilised to maintain energy-requiring
processes or serve as building blocks for cells and tissues. This module will describe the
structure/function relationships and metabolic and regulatory mechanisms controlling the
function of GI tract, including liver and pancreas, in animals of veterinary importance.

 Veterinary Career Orientation and Professional Development During this course, the
skills and attributes essential to the veterinarian, and the veterinary team, will be discussed,
along with the different career pathways possible in veterinary medicine. Students will explore
current topics in veterinary medicine both in class and using online discussions.
A major focus of this module is the development of professional attributes, and recognition of
the code of conduct that must be adopted by the veterinary professional. The importance of
communication will be stressed. Students will be encouraged to reflect on their progress to
date, and to set goals for themselves to provide the motivation and direction necessary for
personal growth and success.

 Introduction to Veterinary Epidemiology This module introduces the principles and

application of biostatistics, epidemiology and evidence-based veterinary medicine. Biostatistics
is increasingly prevalent in veterinary practice, and central to veterinary research.
Epidemiology relates to the study of disease in populations. Evidence-based veterinary
medicine has been defined as the conscientious, explicit and judicious use of current best
evidence in making decisions about the care of animals. In large part, this evidence is drawn
from a critical understanding of the published scientific literature. Students need a sound
understanding of these related subjects, as they are foundational to many aspects of
veterinary medicine.

In-Programme elective

 Animals in Society: Ethical Perspectives (Semester Two) This module will present
ethical arguments on the use of animals in society. It will focus on the history and
development of concepts and theories relating to animal ethics, propose constructs to form
ethical arguments, and review ethical issues relating to animal use.

Recommended Textbooks for 1st year of course

Most of the modules require you to carry out reading in advance of classes. You may be asked to
read specific chapters of the recommended textbooks, for example, in advance of the tutorial or
practical. There are a number of copies of these books in the short loan section of the library,
however, to ensure access we recommend that you purchase your own copy. These books are listed
in the column below marked “recommended texts for purchase”. We have also listed a second column

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of books that you will find that you will refer to regularly, but you may or may not wish to purchase.
There are a number of options available to you for purchasing books.
New Books
 Campus bookstore: There is a campus bookstore which will have been given our list of
recommended textbooks.
 Online – for example Amazon (amazon.com and amazon.co.uk).
 Students may wait and organise to purchase textbooks as a group or “bulk” order from the
publisher.
“Used” or “Second hand”
 From previous students: via UCD Student Union bookstore
 Direct student to student: Students progressing to their next year will be interested in
selling their books- watch for messages posted on notice boards within the Vet Sciences
Building.

Recommended texts Further textbooks

Human Physiology, An Integrated Approach 7th Edition, D. L. Miller’s Guide to the dissection of
Silverthorn 2016 the dog, Howard E. Evans,
Or Alexander DeLahunta, 7th Ed 2009
Physiology of domestic animals
Øystein V. Sjaastad, Knut Hove, Olav Sand.
Published 2003 by Scandinavian Veterinary Press in Oslo .
Textbook of Veterinary Physiological Chemistry, 3rd Ed. Textbook of Veterinary Physiology,
Engelking. Elsevier, 2014 5th Edition, Cunningham and Klein.
Saunders 2012
PhysioEx 9.0: Laboratory Simulations in Physiology with 9.1
Update. Zao, Strabler et al. Pearson 2011 (online version
available)
Either: Veterinary Embryology, Mc Geady,
Textbook of Veterinary Anatomy 4th edition, Dyce, Sack, Quinn, Fitzpatrick, Ryan. Wiley-
Wensing 2009 Blackwell 2006
or Anatomy of domestic Animals: systemic and Regional
Approach 11th edition, Sudz Press
Histology: A Text and Atlas with Correlated Cell and Molecular
Biology, 6th Edition. Ross, Pawlina. Lippincott Wiliams & Wilkins,
2010

* Semester 2 text

Prior learning and module exemptions policy

UCD has a specific policy which permits recognition of prior learning. Students may apply for specific
credit towards their degree. Specific Credit may be granted where the learning outcomes achieved in
previous University-level coursework is equivalent to the learning outcomes of a current UCD
module(s).

Award of credit is subject to evaluation of the following: student’s transcript, course/programme of

study; syllabus, course description, learning outcomes, number of contact hours, form of
assessment(s); level of qualification awarded and awarding institution. The time elapsed since prior
learning was achieved and advances in the relevant field(s) of study should also be considered. In
respect of establishing transfer arrangements, Programme/Graduate Boards will evaluate the
relevance of the programme of study based on its programme specification, learning outcomes and
credit value to reach an academic decision about the comparability of the programme with existing
UCD programmes, the point of entry to the UCD programme and the volume of credit to be awarded
to any transfer students.

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The policy document is available here:

To apply for credit, and therefore exemption from any of the modules within the Veterinary degree,
students must examine the full details of the module carefully and collate the appropriate information
for discussion, on appointment, with the relevant module coordinator in UCD. Only then may the
application be submitted to the Veterinary Medicine Programme Office for consideration by the
Programme Board. Please email Bronwyn Salmon (bronwyn.salmon@ucd.ie)
for further details and the application form. The deadline for submission for 1st semester module
exemptions is 22nd Sept 2017.

Students seeking exemption from any semester 1 modules should register for, attend and participate
in the modules until the have received notice of the Programme Board’s decision. Students who do
not receive exemption will be responsible for all assessments associated with their semester 1
modules.

Extramural Experience (EMS)

Preclinical EMS
Students are required to i) become proficient in the handling and management of a variety of animal
species and ii) to have good knowledge of the key essentials of the main food production systems
(dairy, beef, lamb, pig) at farm level in order to be good veterinarians. Each student must complete
an appropriate programme of farm and companion animal experience up to a maximum of twelve
weeks. This experience should be obtained during vacations up to the end of semester 1 of second
year. Students are designated a staff supervisor who approves the farms or animal enterprises
proposed. Students will be examined in their second year on their farm and companion animal
experience and on animal handling competencies (20 credits as part of EMS). Farm experience gives
the opportunity to practice and become proficient in competencies and techniques demonstrated
during animal handling practical classes.

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Periods and peak activity on different enterprises

Enterprise Type Number of weeks Period

Dairy 2 Calving, early lactation, breeding (Christmas / Spring)
Sheep 2 Lambing (Spring)
Beef 1-2 Calving, calf rearing and finishing (Preferably when
housed)
Horses 2 When indoors
Pigs 2 Anytime
Companion Animals 2 Anytime
Alternative enterprise* 1 Anytime

* Examples of an “alternative enterprise” include Poultry, Fish, Zoo, Deer, Goats, Ostrich, Mink etc.

Students who have a particular interest in some alternative enterprise may volunteer to do a week of
alternative enterprises as part of their EMS. This should only be carried out with the prior agreement
of your supervisor.

If a student has sufficient prior experience in one or more species, the student may apply for
exemption in some, or all, of the EMS requirements in that species. Evidence must be presented to
your supervisor, followed by a scheduled interview to determine if the exemption is granted.

Clinical EMS
During the 2nd, 3rd and final years of the course, students are required to complete a minimum
period of 24 weeks of practical extra-mural study (VET30260 Veterinary Clinical Extra Mural Studies-
40 credits). Students normally complete these during Winter, Spring and Summer breaks. Clinical EMS
provides students with the practical experience of the art and science of veterinary medicine, gained
from a number of branches of the practising profession.

Clinical EMS:
 provides experience of veterinary practices, their organisation, management and the
commercial reality of veterinary practice.
 provides the opportunity to encounter a wide array of common and some uncommon
diseases, their diagnosis and treatment.
 allows the student to learn aspects of veterinary work from experienced professional
veterinary practitioners, veterinary nurses and other professionals EMS provides the
opportunity to link theory with practical reality.
 provides an opportunity to learn and develop communication and people skills.
 contributes to the development of overall professional experience and knowledge.

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Student representation and feedback

There are a number of methods by which students may provide feedback to the Programme. A basic
principle, however, is that the viewpoint of an individual student or group of students must not take
precedence over viewpoint of the class as a whole.

Class representatives hold a particularly important role within the Veterinary Programme. At the
beginning of first semester, class elections are held, and the class is expected to choose two
representatives, a principal Class Rep. and a supporting Class Rep. The role of the class rep is to act
as a liaison between staff and students, to provide a line of communication between staff including
the Programme Office, the Dean, Programme Director and module coordinators. It is essential that
the Reps accurately reflect the views of their constituency, and therefore issues should be agreed
with the class before being brought to the attention of staff.

Staff-Student Meetings are held, at a minimum, twice per semester, and are normally attended by
both class reps, for each class within the Veterinary Medicine and Veterinary Nursing programmes.
The Programme Office contacts the class reps in advance of the meeting to request items for the
agenda. Class reps should discuss items for inclusion on the agenda with their class, and should be
prepared to discuss these at the meeting.

Student focus groups - “Structured group feedback” is a well-established process that can provide
students with the ability to contribute feedback to a program, with a level of anonymity, and puts
extreme and minority views to the test. Student focus groups have become a popular and valuable
method of providing and obtaining feedback from students.
A facilitator conducts the feedback session. Preferably, the facilitator should not have been involved in
teaching in that year. Typically, a group of 10 students is randomly chosen from each class, and a
timeslot identified within which to hold the feedback session.

Online surveys - Another method used to obtain anonymous feedback is via online surveys. Students
are asked to fill in online forms, providing feedback each module in the course.

AVMA “Postbox” - There is a “postbox” outside the Programme Office which can be used by any
student who wishes to anonymously indicate any issues that are of concern to them regarding the
Programme.

Student Union Programme Officers - Programme Officers are directly elected by students within each
“course programme” (for example, The Science Programme Officer is elected by Science students
only). These students are part-time officers who sit on the relevant programme boards across the
University, and represent the views of the students in their particular programmes at all levels.

Personal health

As a person, as well as a student, you may find that you will encounter issues that affect your well-
being. The important thing to remember is that the UCD Student Advisers are here for you in times of
difficulty and are happy to meet with you to talk things through. As well as offering one-to-one
support, they can refer you to more appropriate services, if necessary. See here for more information.

There is a Student Health Service which provides on-campus medical, psychological and psychiatric
care to registered students of the university see: http://www.ucd.ie/stuhealth/
A useful document which outlines health issues for International students is available here.

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