School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonnington, UK.
Department of Comparative Biomedical Sciences, Royal Veterinary College, University of London, London, UK.
J Anat. 2024 Jan;244(1):184-201. doi: 10.1111/joa.13948. Epub 2023 Sep 4.
Anatomy forms a key component of veterinary curricula, but, in the context of an evolving profession, curricula are adapting and changing accordingly. There is a lack of guidance for educators regarding the levels of anatomical knowledge required for a graduate to be considered safe or competent. A formal review of veterinary anatomy learning outcomes (LOs) is therefore timely to support curriculum development in this rapidly evolving field. This study aimed to create a set of LOs which reflect the recommended core requirements for a new graduate veterinarian. A consensus approach using a modified Delphi method was used. The Delphi panel consisted of 23 experienced and active veterinary anatomy educators from veterinary schools within the UK and Ireland. The process had four stages: (1) Research team review, pre-screening and modification of a list of existing LOs (adapted from the Core Regional Anatomy Syllabus) which then formed the initial set of outcomes sent for review; (2) Delphi Round 1; (3) Delphi Round 2; (4) Post-Delphi final screening and review. Qualitative data outlining the rationale for modification and rejection of LOs were analysed via content analysis. 167 LOs were initially presented to the Delphi panel in Round 1. 64 of those were accepted, 79 recommended for modification and 23 rejected. 122 LOs were presented to the Delphi panel in Round 2. Of these, 86 outcomes were accepted, 10 modified and 26 rejected. 160 LOs were ultimately accepted and form the Veterinary Anatomy Core Syllabus. Key themes arising from analysis include the removal of unnecessary detail and increased focus on the relevance of competencies required of a new veterinary graduate. The syllabus presented may be used by curriculum planners, teachers and students within veterinary education worldwide.
解剖学是兽医课程的重要组成部分，但在专业不断发展的背景下，课程也在相应地进行调整和改变。对于教育工作者来说，缺乏关于毕业生所需的解剖学知识水平的指导，以确保其安全或胜任工作。因此，及时对兽医解剖学学习成果（LO）进行正式审查，以支持这一快速发展领域的课程开发。本研究旨在制定一套学习成果，反映对新毕业兽医的核心要求。使用改良 Delphi 方法达成共识。Delphi 小组由来自英国和爱尔兰兽医学校的 23 名经验丰富且活跃的兽医解剖学教育工作者组成。该过程分为四个阶段：（1）研究团队审查、预筛选和修改现有的学习成果清单（改编自核心区域解剖学教学大纲），然后形成发送给审查的初始学习成果集；（2）Delphi 第 1 轮；（3）Delphi 第 2 轮；（4）Delphi 之后的最终筛选和审查。通过内容分析，对概述修改和拒绝学习成果的理由的定性数据进行分析。在第 1 轮中，向 Delphi 小组提交了 167 项学习成果。其中 64 项被接受，79 项建议修改，23 项被拒绝。在第 2 轮中向 Delphi 小组提交了 122 项学习成果。其中，86 项学习成果被接受，10 项进行了修改，26 项被拒绝。最终接受了 160 项学习成果，并形成了兽医解剖学核心教学大纲。分析中出现的主要主题包括删除不必要的细节和更加关注新兽医毕业生所需的能力的相关性。该教学大纲可用于全球兽医教育的课程规划者、教师和学生。
