If your credentials packet has been submitted and you have been approved to take the next exam, please click below to pay exam fees and register. All candidates seeking certification as an ACT Diplomate must take and pass a comprehensive examination in Theriogenology. The certifying examination is based on the professional competence expected of Diplomates based on a job task analysis
conducted periodically by the College. The
examination
reflects the breadth and depth of the field of Theriogenology.
The examination is prepared by the Certifying Examination Committee. The Examination Committee maintains the examination database, composes questions, and creates and administers the certifying examination. The questions selected by the Examination Committee are then scored by an independent Angoff Scoring Committee working with the assistance of a psychometrician. The Angoff Scoring Committee sets the examination passing point. Members of the Certifying Examination Committee and Angoff Scoring Committee are appointed according to species of interest and professional affiliations to ensure diversity and balance within the committees.
The examination consists of 100 multiple-choice questions (200 points), 20 essay questions
(200 points), and 45 to
50
practical questions (100 points). Candidates are expected
to express themselves fully to demonstrate specialization when answering essay questions. Practical questions include pictures or short video clips that only require short answers. The examination is usually administered once each year, over two
days during late summer. Specific examination dates vary from year to year. The examination is entirely in electronic format and is administered remotely using a web-based tool.
The examination covers animal species commonly seen by Diplomates. Exam specifications (blueprint) related to the distribution of assessment material according to species are:
Species
|
Blueprint
|
Equine
|
35%
|
Canine
|
25%
|
Bovine
|
20%
|
Caprine/ovine
|
6%
|
Feline
|
4%
|
General,
non-species specific*
|
6%
|
Swine
|
2%
|
New world
camelids
|
2%
|
*Not other species
The examination covers 16 knowledge domains divided into several subdomains. Exam specifications (blueprint) related to knowledge content domains are:
Knowledge domains and subdomains
|
Blueprint
|
Non-pregnant female anatomy, physiology, and
clinical reproduction
|
18%
|
§ Comparative anatomical structure and function (e.g.,
vasculature, innervation, ovaries, oviducts, ovarian bursa, uterus, cervix,
vagina, vestibule, vulva, mammary gland)
§ Reproductive endocrinology (e.g.,
hypothalamic-pituitary-gonadal axis, steroidogenesis, pheromones)
§ Puberty (e.g., definition, factors affecting onset)
§ Oogenesis (e.g., oocyte recruitment, oocyte
differentiation, folliculogenesis, follicular dynamics, ovulation)
§ Estrous cycle (e.g., stages, corpus luteum formation
and function, luteolysis)
§ Behavior (e.g., estrous, peri-pubertal, maternal)
§ Reproductive immunology
§ Reproductive microbiology and microbiome
§ Reproductive senescence
§ Lactation
§ Exam of the reproductive tract (e.g., palpation,
ultrasonography, endoscopy, cytology, histopathology, culture)
§ Reproductive hormones in health and disease (e.g.,
progesterone with anestrus, inhibin and AMH with gonad neoplasia, acquired
endocrinological and metabolic disorders)
§ Abnormal cyclicity (e.g., anestrus, persistent estrus,
short/long interestrus interval)
§ Congenital and acquired disorders of the ovaries (e.g.,
XO syndrome, granuloma cell tumor, cystic ovarian disease)
§ Congenital and acquired disorders of the uterine tubes
and uterus (e.g., hydrosalpinx, uterus unicornis, leiomyoma, endometritis,
pyometra)
§ Congenital and acquired disorders of the vulva,
vestibule and vagina (e.g., persistent hymen, coital exanthema, prepubertal
and peripubertal vaginitis)
§ Congenital and acquired disorders of the bladder and
urethra (e.g., ruptured bladder, urethral mass)
§ Genetic testing and assessment (species/breed-specific
testing)
|
Fertilization, embryology, and sexual
differentiation
|
4%
|
§ Fertilization process (e.g., sperm capacitation and
acrosome reaction, oocyte maturation and activation)
§ Embryonic stages of development (e.g., cytula, zygote,
morula, blastocyst, hatched blastocyst, parthenogenesis)
§ Cytogenetics (e.g., DNA, mitosis, meiosis, diploid,
haploid, karyotypes, chromosome)
§ Chromosome anomalies (e.g., aneuploid, monosomic,
trisomic, chimeras, mosaics, translocations, inheritance)
§ Embryonic anatomy and differentiation (e.g., sex
determination, system differentiation)
|
Pregnancy
|
11%
|
§ Maternal recognition of pregnancy
§ Pregnancy diagnosis methods (e.g., palpation,
ultrasonography, radiography, blood tests)
§ Comparative placentation (e.g., deciduate, adeciduate,
epitheliochorial, syndesmochorial, interspecies pregnancy)
§ Fetal development
§ Polytocous pregnancy (e.g., prolificacy, embryo
migration, uterine capacity, spontaneous embryo reduction, twin pregnancy in
monotocous species)
§ Fetal circulation
§ Endocrinology of pregnancy
§ Maternal hematologic changes (e.g., hematocrit,
neutrophilia)
§ Gestational length (e.g., seasonality, fetal sex,
nutrition, fetal numbers)
§ Fetal well-being (e.g., fetal stress signs, combined
thickness of the uterus and placenta)
|
Clinical approach to the pregnant and postpartum
female
|
16%
|
§ Endocrinology of parturition (e.g., fetal stress, ACTH,
Ferguson's reflex)
§ Stages of parturition (e.g., definition, timing,
behavior, maternal and fetal physiological changes)
§ Techniques for monitoring parturition (e.g.,
temperature drop, waxing, milk electrolytes, tocodynamometry)
§ Multiple births (e.g., monozygotic, dizygotic,
conjoined twins)
§ Obstetric nomenclature (e.g., fetal presentation,
position, and posture)
§ Exam of the reproductive tract (e.g., palpation,
ultrasonography, culture; hormone levels, CMT)
§ Disorders of pregnancy (e.g., vaginal prolapse,
hydropic conditions, abdominal hernia, placentitis, pregnancy toxemia)
§ Dystocia causes (e.g., primary/secondary uterine
inertia, fetomaternal disproportion, abnormal presentation)
§ Dystocia management (e.g., obstetrical maneuvers,
controlled vaginal delivery, fetotomy, cesarean section)
§ Fetal monsters (e.g., Schistosomus reflexus,
arthrogryposis, anasarca)
§ Disorders of the postpartum period (e.g., recto-vaginal
trauma, uterine prolapse, uterine artery rupture, hypocalcemia, retained
fetal membranes, metritis, eclampsia, lactational anestrus)
§ Disorders of the mammary gland (e.g., agalactia,
mastitis, neoplasia)
§ Induction abortion/parturition (e.g., indications and
limitations, non-hormonal methods, hormone actions and dosage/protocol)
§ Endocrine disruptors and metabolic diseases (e.g.,
effect of drugs on pregnancy, lactation,diabetes, PPID, insulin
disregulation, mycotoxins)
§ Pregnancy wastage investigation (e.g., epidemiological
record analysis, exam of aborting female, necropsy findings of
aborted/stillbirth animals, collection of samples for laboratory tests,
laboratory test options)
§ Embryonic death (e.g., occurrence and causes, clinical
signs)
§ Bacterial causes of pregnancy wastage (e.g.,
brucellosis; leptospirosis, campylobacteriosis)
§ Viral causes of pregnancy wastage (e.g., PRRS virus,
feline panleukopenia virus, equine herpes virus)
§ Protozoal causes of pregnancy wastage (e.g.,
trichomoniasis, toxoplasmosis, neosporosis)
§ Fungal causes of pregnancy wastage (e.g., Aspergillus,
Mucor)
§ Teratogens and toxins of pregnancy wastage (e.g.,
drugs, toxic plants, mycotoxins)
§ Other non-infectious causes of pregnancy wastage (e.g.,
iatrogenic, nutritional deficiencies, heat stress, hypoluteoidism, twinning
in mares, endometrial health)
|
Male anatomy, physiology, and clinical reproduction
|
14%
|
§ Comparative anatomical structure and function (e.g.,
vasculature, innervation, accessory sex glands, scrotum, spermatic cords,
testes, epididymides, penis, prepuce)
§ Reproductive endocrinology (e.g., hypothalamic-pituitary-gonadal
axis, steroidogenesis, pheromones)
§ Testicular descent/migration
§ Puberty (e.g., definition, factors affecting onset)
§ Spermatogenesis (e.g., spermatogenic cycle,
spermatocytogenesis, spermiogenesis, spermiation, testicular
thermoregulation)
§ Ejaculate constituents (e.g., sperm, seminal plasma,
accessory sex glands and epididymal contributions)
§ Sperm structure and function (e.g., morphology,
concentration, motility)
§ Erection, emission, ejaculation, detumescence
§ Sexual behavior (e.g.,
pubertal, peripubertal)
§
Reproductive senescence
§ Exam of the reproductive tract (e.g., palpation,
ultrasonography, endoscopy, cytology, histopathology, culture)
§ Reproductive hormones in health and disease (e.g.,
testosterone with cryptorchidism, steroids with gonad neoplasia,
gonadotropins with testicular degeneration)
§ Congenital and acquired disorders affecting mating
ability (e.g., behavior, neurologic, musculoskeletal)
§ Congenital and acquired disorders of the scrotum and
its contents (e.g., XXY syndrome, testicular hypoplasia, spermatic cord
torsion, epididymitis, hydrocele)
§ Congenital and acquired disorders of the prepuce and
penis (e.g., persistent frenulum, coital exanthema, transmissible venereal
tumor)
§ Congenital and acquired disorders of accessory sex
glands (e.g., benign prostatic hyperplasia, seminal vesiculitis, ampullary
obstruction)
§ Spermiogram analysis (e.g., methods of analysis, sperm
production and output, CASA, flow cytometry, seminal plasma evaluation,
hemospermia, urospermia, oligospermia, asthenospermia, teratospermia,
obstructive/non-obstructive azoospermia)
§ Genetic testing and assessment (species/breed-specific
testing)
§ Endocrine disruptors (e.g., effect of drugs on
spermatogenesis, mycotoxins)
|
Breeding management and population control
|
8%
|
§ Normal breeding behavior
§ Analysis of animal and herd breeding records (e.g., per
cycle pregnancy rate, calving interval, fecundity rate)
§ Estrous cycle manipulation (e.g., supplemental light,
hormones, male-effect, estrus induction)
§ Estrous cycle monitoring (e.g., estrus behavior, estrus
detection aids, ultrasonography, cytology, hormone levels, timing breeding)
§ Estrus suppression (e.g., indications and limitations,
hormones, vaccines, gonadectomy)
§ Nutrition management (e.g., nutritional requirements
according to sex, age and physiological status, male and female,
pre-pubertal, gestating, post-partum, body condition scoring and recommendations,
micronutrients, excessive dietary protein, “flushing”)
§ Nutritional deficiency and toxicity (e.g., vitamin A
deficiency, selenium deficiency, mycotoxins)
§ Disease prevention programs (e.g., venereal disease
testing, vaccination program)
§ Contraception (e.g., hormonal implants, chemical
castration, vaccines)
§ Genetic counseling (e.g., common genetic conditions,
recessive vs dominant genetic conditions, polygenic vs single gene
conditions, pedigree analysis, common breed predispositions)
|
Artificial insemination
|
9%
|
§ Semen collection techniques and procedures
§ Requirements for sanitation, hygiene and quality
control
§ Producing fresh and cooled extended semen doses (e.g.,
semen extenders, processing, packaging, and transporting, breeding dose
quantity/quality, sperm cold shock)
§ Producing frozen semen doses (e.g., semen extenders,
processing and packaging, breeding dose quantity/quality, sperm cryobiology)
§ Insemination techniques (e.g., choice of method
according to species/semen type, deep-horn insemination, endoscopy-guided
insemination)
§ Processing epididymal sperm (e.g., sperm harvest, semen
extenders, processing, and packaging)
§ Sexed semen production and use (e.g., X- and
Y-chromosome bearing sperm differences, flow cytometry cell sorting,
pregnancy rate and gender bias)
§ Disease transmission through semen (e.g., potential
pathogens, semen donor testing, control with semen antibiotics, import/export
regulations)
|
Embryo technologies
|
6%
|
§ In vivo embryo production (e.g., indications,
limitations, expected outcomes)
§ Requirements for sanitation, hygiene, and quality
control
§ Superovulation (e.g., hormone treatment protocols and
basis)
§
Embryo recovery and
transfer techniques (e.g., surgical and non-surgical)
§ Recipient synchronization (e.g., hormone treatment
protocols and basis, pregnancy rates according to synchrony)
§ Oocyte aspiration techniques (e.g., excised ovaries,
ultrasound-guided aspiration)
§ In vitro embryo production (e.g., indications,
limitations, and expected outcomes, media requirements, timing, oocyte
maturation, sperm selection, in vitro fertilization, embryo culture)
§ Intracytoplasmic sperm injection (e.g., indications,
limitations, and expected outcomes, equipment, sperm selection, oocyte
injection procedures)
§ Embryo evaluation and classification (e.g., stage of
development, morphology/quality)
§ Embryo cryopreservation (e.g., in-vivo vs in-vitro
embryos, processing and packaging, embryo cryobiology, vitrification)
§ Disease transmission through embryos (e.g., potential
pathogens, oocyte and semen donor testing, control through processing,
import/export regulations)
§ Somatic cell nuclear transfer (e.g., indications,
limitations, and expected outcomes, procedures overview)
|
Urogenital surgery
|
6%
|
§ Vaginal vestibular surgery (e.g., urine pooling,
hymenal remnant, Buhner's vulvar suture technique, vaginal septum)
§ Cervical surgery (e.g., lacerations, fibrosis, cervical
wedge resection)
§ Uterine surgery (e.g., Cesarean section, hysterectomy,
mass removal)
§ Ovarian surgery (e.g., ovariectomy, ovarian remnant
syndrome, colpotomy, cyst removal)
§ Routine desexing surgeries (OHE, OVX)
§
Perineal surgery (e.g.,
Caslick's, episioplasty, perineal repair)
§ Penile surgery (e.g., amputation, reefing,
urethrostomy, trauma)
§ Testicular surgery (e.g., hemicastration, adult
castration, prepuberal castration, testicular biopsy)
§ Teaser preparation (e.g., penile translocation,
vasectomy, epididymectomy, penopexy)
§ Prepuce surgery (e.g., diverticulectomy, amputation)
§ Effects of gonadectomy on general health and welfare,
growth performance
|
Neonatology
|
5%
|
§ Assessment of neonates (e.g., postpartum and neonatal
viability scoring, passive transfer evaluation, limb deformities, conditions
caused by the birthing process, congenital conditions, hernias)
§ Neonatal care (e.g., resuscitation, colostrum/plasma
supplementation orphan neonates, husbandry, assessment of environment)
§ Neonatal development (e.g., suckling reflex, body
weight doubling, eyes opening)
§ Clinical assessment and management for neonatal disease
and surgery (sepsis, neonatal isoerythrolysis, cleft palate, patent urachus,
intestinal obstruction/colic, septic joints, angular limb deformities)
|
Pharmacology
|
3%
|
§ Pharmacological analogs of reproductive hormones (e.g.,
mechanisms of action, clinical uses, toxicity)
§ Hormones of diagnostic utility (e.g., progesterone vs
progestogens, inhibin, AMH, testosterone, estrogen, estrogenic compounds)
§ Antimicrobials and non-antimicrobials (e.g., antibiotic
classes, antifungals, antivirals, chelators, biofilm disruptors, mechanisms
of action, mechanism of resistance, bioavailability and penetration of the
reproductive tract, pharmacokinetics, and pharmacodynamics)
§ Anesthetics (e.g., local, regional, general, choice for
gravid and non-gravid animals, contraindications)
§ Analgesics, antipyretics, anti-inflammatories
(mechanisms of action, penetration)
§ Animal Medicinal Drug Use Clarification Act and use of
prescription agents to improve reproductive performance
|
Study RecommendationsThe following recommendations are based on results of surveys conducted with ACT candidates:- Develop a study plan with your mentor, including topics, materials, and timelines. Agree on a system to periodically assess progress and ensure that you are on track.
- Begin to study early during the training program and devote specific time to study. A common pitfall is to expect to have time off work just before the exam to study (cram).
- Create study summaries such as written transcripts, flash cards, comparative tables, typed bullet points, or recorded audio notes. Review summaries closer to the exam rather than re‐reading the sources.
- Do not rely on study groups as the primary or only means of study. It is recommended that study groups are mentored by an ACT diplomate.
- Use textbooks as primary source of information for study. Read textbooks early on.
- Read a wide number of journal articles. Recent review articles are good sources for the most up-to-date information on a topic.
- With assistance from mentor, practice writing and answering essay questions, working on content, completeness, and time constraints.
- With assistance from mentor, practice writing multiple-choice questions as a form of study.
- If possible, arrange to visit other colleges or practices to work with species or in areas that you are unfamiliar or do not have access to at your institution or practice, to gain hands‐on experience and obtain good mentoring from persons with different expertise.
Additional Materials
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