Journal of Anatomy · 3 authors, 2 centres
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This study used a modified Delphi method with 23 veterinary anatomy educators to create a core syllabus of 160 learning outcomes for veterinary anatomy. The syllabus focuses on day-one competencies for new graduates, removing unnecessary detail and emphasizing clinical relevance. It provides a structured, evidence-based guide for curriculum planners, teachers, and students in veterinary education worldwide.
**Background:** Anatomy is a fundamental component of veterinary curricula, essential for physical examination, communication, understanding normal function, and performing clinical procedures. However, there is a lack of formal guidance on the level of anatomical knowledge required for a new graduate to be considered safe and competent. Veterinary curricula are evolving, with reduced teaching time for anatomy and a shift toward outcomes-based education. The Royal College of Veterinary Surgeons (RCVS) Day One Competences are broad and lack specificity regarding anatomy. To address this gap, the authors aimed to develop a core veterinary anatomy syllabus using a modified Delphi consensus approach, building on the success of similar syllabi in human medicine (e.g., the Core Regional Anatomy Syllabus).
**Methods:** The study was approved by ethics boards at the Royal Veterinary College and the University of Nottingham. A modified Delphi method was used, consisting of four stages: (1) Research team review, pre-screening, and modification of existing learning outcomes (LOs) adapted from the human Core Regional Anatomy Syllabus and neuroanatomy LOs; (2) Delphi Round 1; (3) Delphi Round 2; and (4) Post-Delphi final screening and review. The initial list of 167 LOs was reorganized into a body systems approach and edited for veterinary relevance (e.g., replacing human-centric terms, adding species-specific clarifications). The Delphi panel comprised 23 experienced veterinary anatomy educators from UK and Ireland veterinary schools, who were required to be Associate Fellows or higher of Advance HE or have at least 3 years of experience. In Round 1 (May–June 2021), panellists could accept, reject, or modify each LO, with free-text comments. Consensus for acceptance was set at 90%. After Round 1, 64 LOs were accepted, 79 recommended for modification, and 23 rejected. The research team reviewed comments and generated 43 new LOs for Round 2. In Round 2 (September 2021), 122 LOs were presented (79 modified + 43 new), with 14 panellists participating. Panellists could accept or reject modified LOs, and accept, modify, or reject new LOs. After Round 2, 86 LOs were accepted, 10 modified, and 26 rejected. Post-screening removed duplicates and ensured consistency, resulting in a final syllabus of 160 LOs. Qualitative data from free-text comments were analyzed using inductive content analysis.
**Key Results:** The final Veterinary Anatomy Core Syllabus comprises 160 learning outcomes organized into six body systems: Alimentary (30 LOs), Cardiovascular/Respiratory (25 LOs), Endocrine/Lymphoreticular/Skin (11 LOs), Musculoskeletal (34 LOs), Nervous System and Special Sense Organs (35 LOs), and Reproductive/Urinary (25 LOs). In Round 1, the highest proportion of accepted LOs was in the endocrine/lymphoreticular/skin section (59%), while the cardiovascular/respiratory and alimentary sections had the lowest acceptance (26% and 28%, respectively). In Round 2, acceptance rates were highest for alimentary (92%), reproductive/urinary (89%), and musculoskeletal (81%) systems, and lowest for nervous system/special sense organs (52%). Key themes from qualitative analysis included the need to reduce unnecessary detail, focus on day-one competencies, emphasize clinical relevance and functional anatomy, and address species variation. The syllabus is intended as a flexible guide, not a prescriptive curriculum, to support educators worldwide.
**Clinical Implications:** This syllabus provides an evidence-based framework for veterinary anatomy education, helping educators determine the core anatomical knowledge required for safe and competent practice. By focusing on day-one competencies, it aims to reduce uncertainty and improve confidence among new graduates. The syllabus can be used by curriculum planners to design or revise anatomy courses, by teachers to prioritize content, and by students to guide their learning. It also supports the development of integrated curricula where anatomy is taught in a clinically relevant context. The authors note that the syllabus is not exhaustive and should be adapted to local contexts and evolving professional needs. Future work could involve clinicians to further refine the syllabus.