Veterinary Anatomy
FACULTY OF VETERINARY MEDICINE
Division of Cell Sciences
VETERINARY ANATOMY - BVMS I
CURRICULUM FOR THE DEGREE OF BVMS
COURSE INFORMATION
2005-2006
COURSE LEADER:
M.PURTON
QUALITY ASSURANCE OFFICER:
M.BAIN
1
Course Information
INFORMATION FOR FIRST YEAR
COURSE IN VETERINARY ANATOMY
ACADEMIC YEAR 2005-2006
PLEASE NOTE
Items contained within this Course Information Document are sometimes unavoidably subject to
change. It is the student’s responsibility to ensure they are aware of the correct lecture, practical,
tutorial and examination schedules. Lecture venues may be changed during the Course. The Year
Notice boards and email should be checked daily.
In light of student feedback and External Examiner comments the following changes have been made:
Code of Professional Conduct to Fitness to Practice. You are reminded that you will be expected to
have read the above code, sign for it and implemented during your time in the course
CONTENTS
Page
1.
Place of the Course in the BVMS Degree Curriculum
3
2.
Aims of the Course in Veterinary Anatomy
3
3.
Learning Objectives for the Course
3
4.
Components of the Course (4.1 – 4.5)
3-16
5.
Course Content
17
6.
Course Texts and Required Reading
18
7.
Teaching Hours and Teaching Methods
19
8.
Methods of Assessment
8.1
Assessment of course
8.2
Assessment of student learning
8.3
External Examiner
8.4
Appeal Against Result
8.5
General Information
Policy on Exemptions and Course Certification
19-20
20-24
25
25
25
25
Other Important Information
10.1 Protective Clothing
10.2 General Safety
10.3 Staff and Student Liaison
10.4 Lecturing and Anatomy Staff
26
26
26
27
11.
Practical competences required of the Veterinary Surgeon
28
12.
Essential competences required of the new Veterinary Graduate
29
9.
10.
2
Veterinary Anatomy
1.
PLACE OF THE COURSE IN THE BVMS DEGREE CURRICULUM
Veterinary Anatomy (including histology and embryology) is a major component of both 1st and 2nd Year
BVMS courses.
The detailed aims, objectives and course content for the anatomy component of the 1st Year BVMS
course is given below. The course is taught during all three terms of first year.
2.
AIMS OF THE COURSE IN VETERINARY ANATOMY
The aim of the course is to provide a thorough understanding of the fundamentals of veterinary anatomy,
and develop an appreciation of the importance of veterinary anatomy within the veterinary curriculum and
its relevance to the study of veterinary medicine and surgery.
3.
LEARNING OBJECTIVES FOR FIRST YEAR COURSE
On completion of the whole two year course you should have an understanding of the development, and
functional gross and microscopic anatomy, of the cells, tissues, organs and body systems of both the
common domesticated mammalian species and other species of considered veterinary importance. An
understanding of the relevance and application of veterinary anatomy to the paraclinical and clinical years
of the course should also be apparent.
4.
COMPONENTS OF THE COURSE
The first year of the course involves studies of the locomotor systems of our domesticated mammalian
species, basic neuroanatomy, early embryology, and cells and tissues( (histology).
Major body systems are covered in the second year of the course.
The veterinary anatomy course is integrated, as far as possible, with that of veterinary physiology.
3
Course Information
4.1
Introductory Session
Objectives
 To be able to apply correct anatomical terms when giving topographical description of directional or
positional anatomical detail, and to understand the nomenclature for the planes used in anatomical
presentation of specimens.
 To be able to correctly use the surgical instrumentation to carry out cadaver dissection.
 To be able to understand the interpretation of a radiograph and an ultrasonograph.
 To be able to perform simple surgical suturing techniques.
Course Content
By means of lecture/demonstration, the anatomical nomenclature referring to directional and positional
topography will be given. The instruments for dissection will be demonstrated in use and there will be an
explanation of the images seen on both radiographs and ultrasonographs.
Suturing classes will be held later in the year (Details of the relevant instructional classes will be posted
on the student noticeboards at the appropriate times).
4.2.
Locomotor System
4.2.1.
Thoracic Limb – Dog and Cat
Learning Objectives





To be able to understand the processes of protraction, retraction, abduction and adduction as applied to
the thoracic limb.
To be able to identify and name the extrinsic muscles of the thoracic limb, giving origins and
insertions plus motor nerve supply.
To be able to identify and name the bones of the shoulder region describing their major anatomical
features and centres of ossification on gross specimens, radiographs and live animals.
To be able to identify the component structures of the shoulder joint, naming the normal range of
movement and the structures limiting these movements as well as the muscles (including origins and
insertions) producing the movements and their motor nerve supply.
To be able to find the contents of the axillary space.
Course Content
Lectures - The bones, joints and muscles of the shoulder region will be described along with details of
movements and motor nerve supply.
Practicals – The region will be dissected using canine cadavers and the topographical details will be
demonstrated using fresh specimens, radiographs and live dogs.
4.2.2.
Thoracic Limb – Dog and Cat
Learning Objectives

To be able to identify and name the bones of the brachium and antebrachium of the dog and cat
4
Veterinary Anatomy


describing their major anatomical features and centres of ossification on gross specimens, radiographs
and live animals.
To be able to understand the processes of pronation and supination.
To be able to identify the component parts of the elbow joint, naming the normal range of movement
of the joint and the structures which limit the joint movement plus the muscles (including origins and
insertions) involved in producing this movement and their motor nerve supply.
Course Content
Lectures – A description of the bones, joints and muscles of the region will be given along with an
explanation of the movements associated with the elbow joint and the motor nerve supply to the muscles.
Practicals – The region of the brachium and antebrachium will be dissected on canine cadavers and the
topographical details will be demonstrated using fresh specimens, radiographs and live dogs.
4.2.3.
Thoracic Limb – Dog and Cat
Learning Objectives


To be able to identify and name the bones of the carpus and manus of the dog and cat describing their
major anatomical features and centres of ossification in gross specimens, radiographs and live
animals.
To be able to describe the component parts of the carpal, metacarpo-phalangeal and interphalangeal
joints, naming the normal range of movements of the joints and defining the structures which limit this
movement plus naming the muscles (including origins and insertions) responsible for the movements
and their motor nerve supply.
Course Content
Lectures – A description of the bones, joints and muscles of the region of the antebrachium and manus
will be given as well as the range of movements of the joints involved.
Practicals – The regions of the antebrachium and the manus will be dissected on canine cadavers and the
topographical details will be demonstrated using fresh specimens, radiographs and live dogs.
4.2.4.
Thoracic Limb – Dog and Cat
Learning Objectives





To be able to understand the structure and function of the sesamoidean apparatus, the manica and
scutum associated with the flexor tendon group.
To identify the structure and function of the pads and claw of the manus with their related ligamentous
associations.
To be able to identify the major vascular routes to and from the thoracic limb.
To understand the distribution of the components of the brachial plexus and the motor and sensory
innervation of the thoracic limb.
To appreciate the consequences of traumatic damage to individual parts of the nerve supply and assess
the impairment to function which would ensue.
Course Content
Lectures – A description will be given of the anatomy of the soft tissue structures of the manus with
5
Course Information
special relevance to the sesamoidean apparatus, pads and claws. There will be an overview of the
innervation of the thoracic limb with emphasis on the clinical implications of traumatic damage to
individual nerve trunks plus a description of the peripheral blood to and from the thoracic limb.
Practicals – The soft tissue structures of the manus will be dissected to reveal the insertions of the digital
flexor and extensor tendons. There will be an opportunity for revision dissection of the thoracic limb plus
use of radiographs and live animals.
4.2.5.
Thoracic Limb – Horse
Learning Objectives







To be able to identify and name the bones of the thoracic limb of the horse, ox and pig and compare
their morphology with that of the dog.
To be able to identify on radiographs the bony features of the equine thoracic limb and the bovine
manus.
To be able to describe the component parts of the joints of the equine thoracic limb and understand the
movements seen in these joints with a knowledge of their related synovial structures.
To be able to give an anatomical description of the bursae and synovial sheaths found in the equine
thoracic limb.
To be able to appreciate the major differences in structure and function of the perissodactyl ungulate
horse as compared with the pentadactyla digitigrade dog.
To describe in detail the structures contributing to the stay apparatus of the horse including the
sesamoidean ligaments, the flexor tendons with their related synovial structures and the suspensory
ligament.
To be able to interpret the sonographs obtained during ultrasonography of the limb.
Course Content
Lectures - A description will be given of the bones, joints and muscles of the equine thoracic limb and the
bovine manus. This will be given in comparative manner relative to the dog but only the osteology of the
pig will be dealt with. Particular attention will be paid to the structures contributing to the stay apparatus
of the horse and its individualistic mode of locomotion.
Practicals – Students will dissect the distal limb of the horse in detail and there will be demonstration
material of the comparative aspects of the equine, bovine and porcine thoracic limbs. There will be use of
live animals to reinforce these concepts plus a demonstration of ultrasonography of the equine distal limb.
4.2.6.
Thoracic Limb – Horse and Ox
Learning Objectives





To be able to identify the contents of the equine hoof and appreciate the functional significance of the
anticoncussive devices.
To be able to describe the topography and composition of the equine hoof.
To be able to identify the peripheral vascular and nerve supply of the equine thoracic limb and to be
familiar with the common nerve blocking sites for lameness diagnosis.
To be able to appreciate the comparative difference between the equine and bovine hoof.
To be able to appreciate the variation in the ligamentous structures within the bovine manus to
accommodate for the artiodactyla form.
6
Veterinary Anatomy
Course Content
Lectures – A description will be given of the topography and anatomical form of the equine hoof and its
contents including the functional significance of the anticoncussive devices. The bovine hoof will be
compared to that of the horse. There will be an overview of the peripheral nerve supply to the thoracic
limb with a description of the sites for clinical nerve blocking plus a comparative review of the major
vascular trunks.
Practicals – The students will dissect out the distal extremity of the equine limb removing the outer hoof.
The area will be further demonstrated using radiographs, fresh specimens and the live horse. There will
be a superficial dissection made of the bovine manus to illustrate the comparative ligamentous structures.
4.2.7.
Pelvic Limb – Dog and Cat
Learning Objectives






To be able to understand the terms protraction, retraction, abduction and adduction as they apply to
the pelvic limb and to comprehend which muscle groups (including origins and insertions) are
responsible for these movements.
To be able to identify and name the bones of the pelvic girdle and the thigh of the dog, describing their
major anatomical features and centres of ossification in gross specimens, radiographs and live
animals.
To be able to describe the component parts of the sacro-iliac and hip joints, naming the normal range
of movements of the joints and defining the structures which limit these movements plus naming the
muscles (including origins and insertions) responsible for these movements and their motor nerve
supply.
To be able to interpret in detail radiographs of the coxofemoral (hip) joint and to appreciate the
changes occurring in hip dysplasia.
To be able to identify the comparative muscular variations of the region as found in the cat.
To be able to identify the components of the lumbosacral plexus.
Course Content
Lectures – A description of the bones, joints and muscles of the region of the hip and thigh will be given
as well as the range of movements of the joints involved. The structure and radiographic appearance of
the hip joint will be discussed in detail and the region of the femoral canal will be highlighted.
Practicals – The region of the hip and thigh will be dissected on canine cadavers and the topographical
details will be demonstrated using fresh specimens, radiographs and live animals.
4.2.8.
Pelvic Limb – Dog and Cat
Learning Objectives


To be able to identify and name the bones of the stifle region and the crus, describing their major
anatomical features and centres of ossification in gross specimens, radiographs and live animals.
To be able to describe the component parts of the stifle joint, naming the normal range of movements
of the joint and defining the structures which limit these movements plus naming the muscles
(including origins and insertions) responsible for these movements with their motor nerve supply.
7
Course Information

To be able to describe in detail the ligamentous structures associated with the stifle joint and
appreciate the clinical consequences of damage to these structures.
Course Content
Lectures – A description of the bones, joints and muscles of the region of the stifle and crus will be given
as well as the range of movements of the joint involved plus the clinical consequences of damage to the
ligamentous structures around and within the joint.
Practicals – The region of the stifle and crus will be dissected on canine cadavers and the topographical
details will be demonstrated using fresh specimens, radiographs and live dogs.
4.2.9.
Pelvic Limb – Dog and Cat
Learning Objectives




To be able to identify and name the bones of the tarsus, metatarsus and pes of the dog and cat,
describing their major anatomical features and centres of ossification in gross specimens, radiographs
and live animals.
To be able to describe the component parts of the tarsal joint, defining the structures which limit these
movements plus naming the muscles (including origins and insertions) responsible for these
movements and their motor nerve supply.
To be able to identify the peripheral nerve supply from the lumbosacral plexus to the pelvic limb and
appreciate the clinical consequences of traumatic damage to individual trunks.
To be able to identify the major vascular trunks supplying the pelvic limb.
Course Content
Lectures – A description of the bones, joints and muscles of the region of the tarsus and pes will be given
as well as the range of movements of the joints involved. The peripheral nerve supply to the pelvic limb
will be reviewed along with the clinical significance of damage to individual trunks.
Practicals – The region of the tarsus and pes will be dissected on canine cadavers and the topographical
details will be demonstrated using fresh specimens, radiographs and live animals.
4.2.10.
Pelvic Limb – Horse
Learning Objectives



To be able to identify and compare the bones of the equine pelvic limb with those of the dog noting
major variations in the morphology.
To be able to identify and compare the musculature of the equine pelvic limb with that of the dog and
to relate the variations to the different manner of gait.
To be able to identify the variations in the structure of the equine hip and stifle joints compared to
those of the dog and to comprehend the system of patellar fixation peculiar to equidae.
Course Content
Lectures – A description of the comparative aspects of the bones, joints and muscles of the equine pelvic
limb will be given as well as a discussion of the movements of the hip and stifle joints with particular
reference to patellar fixation.
Practicals - Using demonstration material the bones, joints and muscles of the equine pelvic limb will be
8
Veterinary Anatomy
demonstrated and there will be supervised instruction on the live horse and radiographs.
4.2.11.
Pelvic Limb – Horse, Ox and Pig
Learning Objectives




To be able to identify in detail the components of the equine tarsal joint and using this knowledge to
interpret the possible anatomical causes of clinical swellings found in the equine hock region.
To be able to name the anatomical structures involved in the reciprocal and stay apparatus and to
comprehend their mode of action.
To be able to identify the peripheral vascular and nerve supply of the equine pelvic limb and compare
the regions of sensory innervation with those of the dog.
To be able to identify the major comparative features of the bones of the bovine and porcine pelvic
limb.
Course Content
Lectures – A description of the detailed anatomy of the equine tarsal joint with its related synovial
structures will be given and the phenomenon of the reciprocal apparatus will be explained. Clinical
significance of abnormal swellings which can occur in the equine tarsal region will be discussed. There
will be an overview of the major vascular trunks supplying the equine pelvic limb as well as a comparative
review of the peripheral nerve supply. The osteology of the bovine and porcine pelvic limbs will be
discussed with a small amount of information on comparative myology.
Practicals – Using demonstration material, live animals and radiographs the anatomy of the equine tarsal
region will be displayed as will the comparative osteology of the bovine and porcine pelvic limb.
4.3
Cells and Basic Tissues
4.3.1.
Cells and Tissues
Learning Objectives












To achieve an appreciation of the relationship between structure and function.
To develop the concept of tissues as three dimensional structures using light, scanning and
transmission microscopy.
To understand the structure and function of intracellular organelles.
To appreciate the ability of cells to increase their surface area to suit function.
To understand the development of glandular tissue from epithelial sheets.
To distinguish between exocrine and endocrine glands.
To understand the role of connective tissue, its cellular and fibrous components and the diverse roles
played by the same.
To understand the development of bone from a cartilage precursor its structure and the fuctional
significance of its cellular component.
To understand how bone is remodelled and the basic concepts underlying fracture repair.
To appreciate the concepts of flexion and extension and the relationship between these properties and
joint structure.
To understand structural and functional diversity in muscle tissue.
To know the formation, function, structure and fate of leucocytes and erthrocytes.
9
Course Information
Course Content
Lecture 1 – Microscopy, Light, Scanning, Transmission. Resolution, Histochemical reactions. Cell
structure – nucleus, rer, golgi, ser, mitochondrion lysosomes, pigment granules, lipid, glycogen,
microtubules, cell wall, junctional complexes, microvilli, cilia.
Basic Tissue 1 – Epithelium – Features common to epithelial sheets – nourishment, support, junctional
complexes, mitotic division. Differences related to function.
Types – Simple, squamous, cuboidal, columnar-secretory absorptive, pseudostratified columnar, stratified
squamous, transitional, stratified squamous keratinised.
Histology Practical – Slides of appropriate sections to be examined using Light Microscope.
Demonstration of Light/Scanning/Transmission Micrographs. Video.
Lecture 2 – Glandular Epithelium. Necessity for exocrine/endocrine glands, duct system/blood transport
Simple/compound glands, tubular, alveolar.
Relevance of terms – holocrine, merocrine, apocrine.
Serous, mucous glands. The gland unit. Myoepithelial cells. The duct system, changes in epithelial
height.
Histology Practical – Slides of appropriate sections to be examined using Light Microscope.
Demonstration of Light/Scanning/Transmission Micrographs. Video.
Lecture 3 – Connective Tissue. Ground substance, fibres, cells. Ground substance – sol, gel, hyaluronic
acid. Fibres – collagen, elastic, reticular. Arrangement loose, non supportive. Dense, supportive,
regular, irregular. Synthesis of fibres. Cells – fibroblasts, fibrocytes, fat cells, plasma cells. Tissue
macrophages – mononuclear phagocyte system, mast cells, eosinophils, pigment cells.
Histology Practical – Structure and Function. Slides of appropriate sections to be examined using Light
Microscope. Demonstration of Light/Scanning/Transmission Micrographs. Video.
Lecture 4 – Cartilage. Supporting connective tissue. Composition, cells, fibres, ground substance.
Chrondroblasts, chondrocytes.
Hyaline cartilage – development and growth.
Appositional and
interstitial growth. Distribution of same. Elastic cartilage, fibrocartilage.
Histology Practical – Structure and Function. Slides of appropriate sections to be examined using Light
Microscope. Demonstration of Light/Scanning/Transmission Micrographs. Video.
Lectures 5 and 6 – Bone. Skeletal support, calcium reservoir. Ossification, calcification. Cells,
structure/function.
Endocrine involvement. Intramembranous ossification, canalicular formation.
Trabecular, cancellous, compact/dense bone. Endochondral ossification, interstitial, appositional growth
mechanisms. Diaphyseal centre of ossification. Epiphyseal growth plate. Haversian systems. Bone
mechanics. Fracture repair. Bone nutrition. Immature, mature bone, growth characteristics.
Gross/Histology Practical – Structure and Function. Slides of appropriate sections to be examined using
Light Microscope. Demonstration of Light/Scanning/Transmission Micrographs. Video.
10
Veterinary Anatomy
Lecture 7 – Joints/Articulations. Physical/anatomical classification. Limitations of movement. Fibrous
joints-syndesmoses, sutures, gomphoses. Hyaline/fibrocartilage joints. Synovial joints-plane, ball and
socket, ellipsoidal, hinge, condylar, trochoid, saddle.
Gross Practical – Demonstration of joints (gross anatomical specimens).
Lecture 8 – Muscle. Function – smooth, striated, cardiac. With respect to each, structure and function.
Sarcoplasm, sarcolemma, sarcoplasmic reticulum. T-tubule + terminal cisternae = triad. Function of the
latter.
Distribution of connective tissue-epimysium, perimysium, endomysium.
Muscle bundles,
actin/myosin arrangement. Cardiac muscle – modified S.R., Sinoatrial node, artioventricular bundle,
atrioventricular node, location and function. Intercalated discs.
Histology Practical – Structure and Function. Slides of appropriate sections to be examined using Light
Microscope. Demonstration of Light/Scanning/Transmission Micrographs. Video.
Lectures 9 and 10 – Blood. Phases of development. Mesoblastic, hepatic, myeloid. Fluid, cell
constituents. Function – general. Circulating bloods cells. RBC, polymorphs, eosinophils, basophils,
lymphocytes, monocytes.
Structure and function.
Development from unipotential stem cell.
Myeloblast, promyelocyte, myelocyte, metamyelocyte. Proerythroblast – erythrocyte. Megakaryoblast
– megakaryocyte. Stimulating erythropoiesis. Avian blood cells, structural differences.
Practicals – Cell Structure and Function. Slides of appropriate sections to be examined using Light
Microscope. Demonstration of Light/ScanningTransmission Micrographs. Video.
4.4.
Embryology
4.4.1.
Early Embryology
Learning Objectives



To enable the student to understand the development of the male and female gamete, internal
fertilisation and the early development of the mammalian egg to the stage of a recognisable member
of the species.
To introduce the student to the concept of the three basic germ layers, gastrulation and establishment
of the placenta.
To introduce the student to a working vocabulary of anatomical nomenclature as the systems develop
in the early embryo.
Course Content
Lectures – A series of lectures describe the early development of the embryo and the extraembryonic
membranes. A comprehensive set of notes is supplied.
Practicals – Classes are used to allow the student to study the embryo assisted by demonstration
photographs and transparencies.
4.4.2.
Separation of Coelomic Cavities
Learning Objectives
11
Course Information

To enable the student to understand the development of the frictionless pericardial, pleural and
peritoneal cavities and the diaphragm.
Course Content
Lectures – One lecture given during the teaching of the respiratory and digestive system.
Embryology notes.
Practicals – Serial sections of the 10mm sheep embryo.
4.4.3.
Development of the Cardiovascular System
Learning Objectives




To enable the student to understand the development of the four chambered heart and the major
arteries and veins.
To understand the embryonic circulation and the essential extraembryonic circulation providing the
vascular bed for physiological exchange across the placenta.
To understand the changes in the circulation at birth.
To appreciate the anomalies that occur in the development of this system and cause clinical problems.
Course Content
Lectures – Two lectures given during the cardiovascular system course. Embryology Notes.
Practicals – Serial sections of the 10 m.m. sheep embryo.
4.4.4.
Development of the Digestive System
Learning Objectives



To understand the development of the head, the face and the oral cavity with consideration of any
problems due to malformations.
To enable the student to understand the development of the teeth, the tongue and the salivary glands and to use
this in the appreciation of the histological structure of the tissues.
To understand the development of the tubular digestive tract and associated glands, the liver and the
pancreas.
Course Content
Lectures – A series of lectures, demonstrations and practical sessions illustrate the embryology of the
digestive system. Embryology notes.
Practicals – N/A
4.5.
Vertebral Column and Body Wall
4.5.1
Vertebral Column
Learning Objectives
12
Veterinary Anatomy








To appreciate the functions and movements of the vertebral column.
To know the structure of a generalised vertebra.
To appreciate how this basic structure is modified in the different regions of the vertebral column, and
be able to identify cervical, thoracic, lumbar, sacral and caudal vertrebrae.
To be familiar with the types of joints formed between adjacent vertebrae.
To know the structure and topographical relationships of the intervertebral disc.
To be able to name the ligaments responsible for maintaining the integrity of the vertebral column,
and describe the attachments and distribution of each.
To be familiar with the formation of the vertebral canal and the intervertebral foramen, and to know
what soft tissue structures are associated with each.
To be able to identify individual vertebrae and their component parts, the vertebral canal and
intervertebral foramen, synovial joint articulations, and the intervertebral disc on a radiograph.
Course Content
Lectures – The bones, joints and ligaments of the vertebral column in the dog will be described, and
comparative and clinical features noted where appropriate.
Practical – The topographical details of the vertebral column in the domesticated mammalian species will
be demonstrated using skeletal mounts, fresh and embalmed dissections, radiographs and live animals.
4.5.2
Body Wall (Thoracic)
Learning Objectives





To be able to identify and name the bones involved in the formation of the thoracic wall, and discuss
the nature of their articulations.
To be able to identify and name the principal superficial and deep muscles of the thoracic wall, and
give their origins, insertions and motor nerve supply.
To be able to discuss the anatomy of the intercostal space.
To be able to locate, identify and name the vessels and nerves found within the intercostal space and
know their origins.
To know in principle the names of, and the order in which, structures are sectioned when making an
incision through the thoracic wall into the thoracic cavity.
Course Content
Lectures – The bones, joints and muscles of the thoracic wall in the dog will be described, along with
details of their blood supply, lymphatic drainage and nerve supply. Points of surgical relevance will be
discussed.
Practical – N/A
4.5.3
Body Wall (Abdominal)
Learning Objectives


To be able to identify and name the bony and ligamentous structures forming the boundaries of the
abdominal wall.
To be able to name and identify the muscles involved in the formation of the abdominal wall; to be
able to give details of their origins and insertions, as well as discuss their blood supply, lymphatic
drainage and innervation.
13
Course Information





To understand the formation of the inguinal canal, and be able to identify the superficial (external)
and deep (internal) inguinal rings.
To be able to name the principal structures that pass through the inguinal canal in both the male and
the female.
To understand how the sheath of m. rectus abdominis is formed in the dog, and to appreciate the
species variations in its formation.
To understand the distribution and role of fascial sheets in the formation of the abdominal wall in the
different domestic species.
To be able to list, in order, the layers to be sectioned when incising through the abdominal wall into
the abdominal cavity on a lateral or ventral approach.
Course Content
Lectures – The bones, ligaments and muscles of the abdominal wall in the dog will be described, along
with their blood supply, lymphatic drainage and innervation. Particular attention will be paid to the
formation of the inguinal canal and the sheath of m.rectus abdominis. Comparative species differences
will be discussed, along with points of surginal significance.
Practical – The body wall regions will be dissected using fresh canine cadavers. Labelled, embalmed
canine cadavers will be available for demonstration purposes, along with relevant comparative material.
4.6
Neuroanatomy
4.6.1.
Histology of Nervous Tissue
Learning Objectives







To understand the basic histological structure of the neuron and appreciate its structural involvement
in the formation of a synapse and associated reflex arcs.
To appreciate the structural variety of neurons.
To appreciate the variety and functional microscopic anatomy of the neuroglical cells.
To understand the terms, structural organisation and types of ganglia.
To understand the structure of myelinated and non-myelinated nerve fibres, and their organisation into
peripheral nerves.
To have a knowledge of the histological structure and function of the cranial meninges, and an
appreciation of the formation, circulation and volume control mechanism of the cerebrospinal fluid.
To have a brief understanding of the cytoarchitecture of the CNS.
Course Content
Lectures – The histology of nervous tissue will be described.
Practicals – The structure and organisation of nervous tissue will be examined by means of light
microscopy.
4.6.2.
Spinal Cord
Learning Objectives

To understand the position of the spinal cord in relation to the structure of the vertebral canal.
14
Veterinary Anatomy









To appreciate the regional differences in the gross morphological appearance of the spinal cord, and
understand the formation and location of the cauda equina.
To know the precise caudal limits of the spinal cord in the different domestic species.
To understand the topographical relationships between the spinal cord, the spinal meninges and the
vertebral canal, and thus understand the formation of the epidural space, and realise its clinical
significance.
To appreciate how the spinal cord is supported within the vertebral canal.
To appreciate the anatomical connections between the spinal nerves and the spinal cord.
To understand the concept of the spinal cord segment, and appreciate its clinical significance.
To appreciate the general relationships between spinal cord segments and the enclosing vertebrae.
To appreciate the differential distribution of white and grey matter within the spinal cord, and
appreciate, in general terms, the histological characteristics of each.
To know the locations of, and the major fibre tracts contained within, the different funicular regions of
the spinal cord.
Course Content
Lectures – The functional morphology and topographical relationships of the spinal cord in the dog will
be described. Features of comparative or clinical significance will be discussed where relevant.
4.6.3.
Practicals – N/A
Spinal and Cranial Nerves
Learning Objectives

To understand the formation of the spinal nerve, and review its anatomical
cord.

To understand the break-up of the spinal nerve outside the vertebral canal and be able to name the resultant
branches.






connection to the spinal
To know the functional nerve fibre types carried by a spinal nerve.
To understand the relationship between the relevant spinal nerves and the sympathetic chain.
To understand the terms ‘lower motor neuron’ and ‘upper motor neuron’, and appreciate their clinical
significance.
To understand the differences between peripheral and dermatomal nerve fields, and appreciate the
clinical significance of each.
To be aware of the anatomical pathways involved in the patellar, panniculus, anal and micturition
reflexes, as a basis for assessing the clinical significance of disruptive lesions to any of these
pathways.
To know the names of the twelve pairs of cranial nerves, and be aware of the major functions
performed by each.
Course Content
Lectures – The structure and organisation of the spinal nerves will be described, and the relationship
between peripheral and dermatomal nerve fields discussed. The principles of cranial nerve structure,
function and distribution will be examined. Points of clinical significance will be discussed where
relevant.
Practicals – Topographical details of the spinal cord and spinal nerves will be demonstrated using
labelled, fresh and embalmed specimens. Radiographs will also be available for examination.
4.6.4.
Brain
Learning Objectives
15
Course Information







To understand the organisation of the brain into the three major divisions of the brain stem,
cerebellum and cerebral hemispheres.
To be able to recognise the major anatomical features of each of these divisions, based on external
examination of dorsal, lateral and ventral views of the brain and in a median section of the brain.
To appreciate the basic functional roles of each of these major divisions and their major anatomical
features.
To have a knowledge of those structures involved in the formation of the limbic system.
To know the various sensory and motor regions of the cerebral hemispheres and appreciate their
functional significance.
To have a basic appreciation of both the major fibre tracts (ascending and descending) within the brain
and of the major ganglia.
To understand the principles of blood supply to the brain on a comparative species basis and
appreciate their significance to different slaughter techniques.
Course Content
Lectures – The basic organisation of brain morphology will be discussed on a functional basis.
Practical – Dissection of the canine brain will be carried out (when possible). Labelled demonstration
material, both fresh and embalmed, will also be available for the examination of topographical features
discussed.
4.6.5.
Autonomic Nervous System
Learning Objectives



To appreciate the basic function of the autonomic nervous system and understand its integrated role
within the general nervous system of the whole animal.
To have a knowledge of the structural components of the autonomic nervous system.
To understand the basic structural organisation of these components within the established autonomic
nervous system.
Course Content
Lectures – The functional morphology of the autonomic nervous system will be discussed. Features of
clinical significance will also be discussed where relevant.
Practical – Elements of the autonomic nervous system will be studied by means of dissection in fresh dog
cadavers. Labelled demonstration material will also be available for examination.
16
Veterinary Anatomy
5.
COURSE CONTENT
The content of the courses will be presented primarily in the form of lectures, frequently supported by
notes available for downloading from the student web server. To accompany the lectures there will be a
series of practical laboratory sessions in gross anatomy, histology and embryology. Further instruction
will be given by demonstrators during these practical labs. The gross anatomy practicals will be in the
form of dissection periods using both embalmed and fresh cadavers. Demonstration material will be
available during these classes and there will be live animals present where appropriate. The histological
practical classes will involve the students using light microscopes to examine prepared slides of various
tissues and the topics will be demonstrated with prepared displays and close circuit TV. Similar methods
will be used in the presentation of embryology and will also include the use of CD Rom and computer
based aids.
Additional Teaching Facilities



Audio Visual Aids - The Department holds a library of VHS video tape programmes which are used
during formal instruction and are available to students for revision. There are a number of computer
based teaching programmes for anatomy available for use in the computer cluster.
There is an extensive bone collection, plus a library of radiographs and ultrasonographs that students
can consult during their study periods.
Moodle
Moodle is the University's centrally supported Virtual Learning Environment (VLE). The
Faculty Moodle site can be accessed from on- or off-campus at:
http://moodle.gla.ac.uk/vet/moodle/
Users should log in with their Novell username and password. After a successful login you
will be asked to update your profile.
Once you have logged on, you will be able to access individual courses within Moodle, as
well as general information, and information relating to EMS, summer vacation scholarships,
and career opportunities. Many of the courses require a one-time enrolment key. Your course
tutors will provide these at the start of term. Within individual courses, you will find links to
lecture notes and presentations, past papers, timetables, and links to relevant websites that
have been reviewed by your tutors. Throughout the year your tutors may also add additional
Moodle ‘activities’ such as self-test material, assignments, surveys and discussion forums.
Within ‘General resources and links for students’, you will find links to courses designed to
help you start using Moodle.
Moodle replaces the Student Web Server, a 2004-5 archive version of which is still available
on- or off-campus at: http://www.gla.ac.uk/faculties/vet/teaching/sws/
You will need to username 'vetstudent' and the password 'jamesherriot' to access this.
For any problems with Moodle please email Vicki Dale (v.dale@vet.gla.ac.uk).
17
Course Information
6.
COURSE TEXTS, REQUIRED READING AND INSTRUMENTS
Student Notes
Guidance notes essential for use during practical classes will be distributed at the appropriate times during
both years of the course. These notes are to be used in addition to textbooks but some sections are not
available elsewhere and are necessary for carrying out the work of many parts of the course.
Recommended for Purchase

Guide to the Dissection of the Dog, Evans and de Lahunta, WB Saunders, 6th edition preferred.
Recommended for further reading and purchase if possible
(In case of restricted funds, priority should be given to Dyce)
Anatomy


Textbook of Veterinary Anatomy, K M Dyce, WB Saunders, 3rd Edition
A Colour Atlas of Clinical Anatomy of the Dog & Cat, J S Boyd, Moseby-Wolfe, 2nd edition if
available
Histology


Colour Atlas of Veterinary Histology, W J Bacha, Lea and Febiger
Textbook of Veterinary Histology, Dellman, Williams & Wilkens
Embryology

*Langman’s Medical Embryology, TW Sadler, Williams & Wilkins, 7th edition
Revision

Self Assessment Picture Tests in Veterinary Medicine, Clinical Anatomy, J.S. Boyd, Moseby & Wolfe
The following books are out of print but if they are available second hand they are
strongly recommended as a substitute for*


The Embryology of Domestic Animals, D M Noden & A de Lahunta, Williams & Wilkens, NY
Veterinary Developmental Anatomy, W K Latshaw, Decker, Toronto
Library Reading


Miller’s Anatomy of the Dog, H E Evans, W B Saunders, 3rd edition preferred
Sisson & Grossman’s The Anatomy of the Domestic Animals, Getty, W B Saunders, Vols. I & II.
Instruments
Instruments will be necessary for the start of the first term. A set of instruments and disposable gloves
will be available for purchase in the department at the start of first term, first year. The cost of a full set of
dissection instruments will be approximately £20 (exact cost not known at time of printing), and of gloves
£5.50, and new students may purchase them on arrival.
18
Veterinary Anatomy
7.
TEACHING HOURS AND TEACHING METHODS
FIRST YEAR
TERM I
Hours/
Student
TERM II
Total
Hours
Staff
TERM III
Hours/
Student
Total
Hours
Staff
(24)
16
TOTALS
Hours/
Student
Total
Hours
Staff
Hours/
Student
Total
Hours
Staff
(16)
12
(12)
52
(52)
Lectures
24
Practicals
40½
(121½)
36
(98)
27
(81)
103½
(300½)
Totals
64½
(145½)
52
(114)
39
(93)
155½
(352½)
Each student requires 155½ hours of work for the whole of the First Year course (excluding Examinations.
The academic staff require some 352 hours of teaching time to provide the First Year course, excluding
the time required for Class Exams and Professional Examinations.
Lectures and practical classes - the provision of comprehensive lecture and/or practical course notes,
demonstrations of relevant materials, the study of live animals and a number of video and computerassisted learning programmes are used to present the course to students. In addition, input into the first
year of the course by members of the clinical departments is scheduled at intervals
All staff are not routinely made aware of Students with Disabilities. This information is
considered confidential unless such a person agrees to complete disclosure. Consequently, the
onus is on you to make individual staff aware of special needs you may have that impact on a
particular method of teaching; staff will attempt to make reasonable adjustments. E.g. you may
have a degree of red-green colour blindness and have difficulty distinguishing tissues or cells
during microscopy.
8.
METHODS OF ASSESSMENT
8.1.
Assessment of the Course.
The content and presentation of the course, and the effectiveness of the teaching, is assessed by a number
of procedures.



Student questionnaires are distributed to undergraduates during the academic session. These are
filled in by students during class time and returned to the Head of the Division for analysis. The
results are made available to all members of divisional lecturing staff and any changes that are made
to the course as a result are intimated to the student body. A sample copy of the questionnaires can
be found in the Appendices.
At the end of each subject block, the member of lecturing staff responsible for co-ordinating that block
will interview a sample group of students and send a written report of the findings to the Head of
Division.
Results of these systems of student evaluation are discussed fully at divisional and departmental
meetings and relevant action taken when necessary. During term time, notices are displayed with
current information regarding divisional activities. It is the responsibility of each student to make
19
Course Information


8.2
themselves aware of the position of the divisional notice board outside the Gross Anatomy Practical
Laboratory and to regularly read the notices displayed there. First Year information is displayed on
green notepaper.
Assessment results arising from the evaluation procedures listed above are presented in the Divisional
Annual Course Monitoring Report to the Faculty Board of Studies for consideration, along with
feedback comments on assessment methods and information from the External Examiner. Such
assessment documentation may, where necessary, be progressed from Board of Studies to Faculty and
on to the Academic Regulation Committee (a sub-committee of the University Education Committee),
and ultimately to Senate.
Any proposed modifications to the course are presented through the Course Approval process to the
Board of Studies and Faculty, and, if major, the Academic Regulation Committee. Comments on any
such modifications are solicited from the appropriate External Examiner(s).
Assessment of Student Learning
Student assessment is carried out by means of class assessment tests and First Year Professional (Degree)
BVMS I examinations, as detailed below.
Students with Disabilities. Because of the level of confidentiality involved, the Teaching Unit is
not always aware of the currency of special need assessments. Therefore it is the responsibility
of special needs students to ensure that the Teaching Unit is informed in adequate time of any
new special needs evaluation prior to any summative assessment.
Where appropriate students will be given additional time for written examinations, but no extra
time will be given for the completion of oral examinations or practical/clinical assessments.
8.2.1.
Examination instructions




8.2.2.
Any student with reading or writing difficulties should contact the Faculty Secretary as soon as
possible so that special provision can be made in classes and examinations.
You are urged to read all examination papers carefully and plan your answers. Class exam papers
show the breakdown of marks awarded for each section. You must note the instructions given to
candidates.
Written papers are anonymous, only your Matriculation or Examination Number is to be
put on the answer books. Write ONLY on the right hand side page and leave the margin clear
for advisory comments from the examiner. Anything not to be considered by the examiner must
be clearly stroked out.
Should you have any difficulties in an examination you must alert the invigilator immediately.
Examination Structure

All the examinations in Veterinary Anatomy in 2004/2005 will be considered as summative
assessment, for the Degree Examination:
Term 1 (Martinmas)
Examination worth 7.5%
Term 2 (Candlemas)
Examination worth 7.5%
Whitsun Examination Examination worth 85%

The class examinations in Term 1 and Term 2 will be marked internally and the results will be
available to the students as provisional Grades.
The final Grades will be assessed, and if necessary, modified after consultation with the External
Examiner, at the time of the Whitsun examination.

20
Veterinary Anatomy


The External will attend in Whitsun and August/September to oversee the examination, the
completion of the Grades and to conduct Pass/Fail and Distinction Orals.
If a student fails to complete any of the Examinations, then the Code of Practice on incomplete
assessment and good cause (University of Glasgow Calendar 2003-2004 available in the Library
or from the Department) will apply. Relevant extracts are reproduced below.
“XXII CODE OF PRACTICE ON INCOMPLETE ASSESSMENT AND GOOD CAUSE
22.1
This section sets out the rules covering the treatment of students prevented by good
cause from completing an assessment or performing adequately therein.
(i)
(ii)
(iii)
(iv)
For the purposes of this section ‘good cause’ shall mean illness or other adverse personal
circumstances serious enough to prevent a candidate from completing a summative assessment
at or by the due time; ‘evidence’ shall mean a full medical report, not merely a medical
certificate, or a written report detailing the adverse personal circumstances including
independent written evidence as appropriate.
If a candidate believes that good cause has prevented a piece of summative assessment,
including an examination script, being completed at or by the due time or has seriously
prejudiced his or her performance in a summative assessment, then he or she must promptly
notify the Head of Registry and submit appropriate evidence. Notification later than a week
after the due date for completion of the assessment will not normally be taken into account
except where circumstances prevented the student from notifying the Head of Registry within
this time. The Head of Registry will notify the relevant Head(s) of Department.
The Head of Department shall have discretion to set a later completion date for the assessment
in question including a special sitting of an examination. The candidate shall have the right to
decline such an alternative unless the assessment has been designated as compulsory in the
assessment scheme approved by Senate in respect of the course or programme concerned and
published in the course data-base. Where the Head of Department does not exercise discretion
to set a later completion date, or where the candidate declines such an alternative, the candidate
may pursue the claim for good cause.
Where the claim for good cause is pursued the evidence submitted shall be considered by the
Board of Examiners which shall determine.
(a) if the evidence is of sufficient weight to constitute evidence of good cause;
(b) if sufficient material has been presented in respect of the summative assessment in question
for it to be regarded as completed, rather than merely attempted; in the latter case the
assessment shall be treated as though it had been prevented by good cause from being
completed.
22.2
If a candidate fails to complete a summative assessment required by a course without adequate
evidence of good cause then he or she shall be awarded zero marks or equivalent for that
assessment, and his or her mark or grade for the course shall be calculated accordingly.
22.4
If a candidate is adjudged by the Board of Examiners to have been prevented by good cause
from completing the assessment of the course, then the following arrangement shall apply;
(i)
The extent of the completion of the assessment shall be determined as a percentage of
the totality of summatively assessed work, based on assessment weightings published in
the course data-base, required by the assessment scheme approved by the Senate.
(ii)
The Board of Examiners shall make an overall judgement of the standard reached in the
completed part of the assessment, using as far as possible the same procedures as apply
to candidates who have completed the assessment.
(iii)
If the candidate has completed 85 per cent or more of the assessment the Board of
Examiners shall recommend the award of an appropriate grade (or no credit) on the
basis of the completed proportion.
(iv)
If the candidate has not completed 85 per cent of the assessment then the candidate
shall be regarded as not having attempted the assessment.”
21
Course Information
Second Diet of Examination – August/September
The Grades for the second diet will be based on the single examination unless the student has
missed the Whitsun examination with good cause. In such a case the total assessment will be
as for the first diet of the examination.
8.2.3.
First Year Class Examinations
There will be two assessments made during the first year anatomy teaching, which will coincide with the
end of major teaching blocks.

Term 1 - November (week nine of term)
Subject matter - Locomotion and Thoracic Limb.

Term 2 - January (week three of term)
Subject matter - Locomotion and Pelvic Limb.
These assessments will take the form of a written paper and spot practical tests.
Written Examination
Duration 2 hours. Section A weighting 40% and Section B 30% of total..
This will be comprised of :
Section A Student to answer one essay type question which will include a choice.
Section B Student to answer approximately 30 short compulsory questions.
Practical Examination
Duration approximately 1 hour. Weighting 30% of total.

Students will examine and comment on approximately 30 specimens.
All marking and reporting is performed anonymously with Matriculation or Examination Numbers used
for candidate identity. Matriculation cards must be taken to all Examinations as proof of candidate
identity.
Marked scripts are made available for student viewing and discussion after class examinations. Such
scripts are not to be removed from their location.
The marks obtained will provide a continuous assessment contribution of 15% towards the anatomy
component of the First Year Professional Examination (see below).
Written examinations are held in one of the examination halls in the main university campus at
Gilmorehill. The name of the examination room will be posted at the appropriate time. Students are
asked to consult the divisional notice board for dates, times and venues of the above examinations and
other details.
8.2.4.
First Year Professional (BVMS I) Examination
Components of the exam

The First Professional (BVMS I) Examination consists of two written examination papers each of
two hours duration. Each examination paper will consist of two 60 minute sections.
22
Veterinary Anatomy

Paper ONE will cover:Veterinary Anatomy
Veterinary Physiology

Paper TWO will cover:Veterinary Animal Husbandry
Veterinary Biomolecular Science
Timing
The First Professional examination will be held in week 6 (to be confirmed) of term 3 (First Diet) with
resits at the end of August (Second Diet).
Location
The First Professional examination will be held in examination halls at Gilmorehill, (exact details to
be announced).
Anonymity of marking and reporting
Examination answer books can only be identified to staff by matriculation number or examination
number, thus ensuring student anonymity. Examination results are reported anonymously by
matriculation number or examination number. Under the Data Protection Act students are entitled
to see their examination scripts but staff will not discuss individual scripts in detail.
DISTRIBUTION OF MARKS
The result of the first year integrated examination will be a single grade, which will reflect the overall
performance in the assessment. The examination has four separate subject areas, Veterinary Physiology,
Veterinary Anatomy, Veterinary Animal Husbandry and Veterinary Biomolecular Science, each of equal
weighting. The mark achieved in each subject areas will be made up as follows, 15% will be awarded
based upon performance in class examinations and/or course work taken during the session, the remaining
85% will be based upon performance in the professional examination. There will be no practical
components to the professional examination held in June. The distribution of marks will be clearly
indicated on the examination paper. Students must pass each subject area in order to obtain an overall
grade D or above in the Professional Examination.
Matriculation cards must be taken to all examinations as proof of candidate identity.
Delay between examination and notice of orals
In order to complete the marking and co-ordinate with other subjects in the exam, there may be a delay of
up to 2 weeks after the examination before students are notified of the need to attend for oral examination.
Distinctions
Students attaining the equivalent of ‘A grades’ in all 4 subject areas will be awarded a Distinction.
Resits
Any student failing the first diet of the examination will be allowed to resit the examination at the second
diet. Students, who fail the 1st diet of the assessment, will be required to resit the whole examination (i.e.
all 4 subject areas). There will be no contribution from course work in the second diet of the examination
and no contribution from the 1st diet of the professional examination. A pass grade (D or above) must be
attained in order to progress into second year. This by definition will necessitate achieving a pass grade in
each subject area at the second diet of the examination. Failure to achieve a pass grade in the second diet
of the exam will necessitate resitting the whole year, followed by two further diets of the exam, the
following June/August.
23
Course Information
Marking and Oral Examination
Description of standards
It is to be emphasised that grading bands are guidelines only and are not binding on examiners in awarding
particular grades, for which final responsibility will rest with the Board of Examiners. (See over for Schedule A)
SCHEDULE A
Non-honours Courses
Primary
Grade
A
BVMS
Gloss
Excellent
B
Very Good
C
Good
D
Satisfactor
y
E
Weak
F
Poor
G
Very Poor
H
CR
Primary verbal descriptors for attainment of Intended
Learning Outcomes
Credit
Refused
Exemplary range and depth of attainment of intended
learning outcomes, secured by discriminating command of
a comprehensive range of relevant materials and analyses,
and by deployment of considered judgement relating to
key issues, concepts and procedures
Conclusive attainment of virtually all intended learning
outcomes, clearly grounded on a close familiarity with a
wide range of supporting evidence, constructively utilised
to reveal appreciable depth of understanding
Clear attainment of most of the intended learning
outcomes, some more securely grasped than others, resting
on a circumscribed range of evidence and displaying a
variable depth of understanding
Acceptable attainment of intended learning outcomes,
displaying a qualified familiarity with a minimally
sufficient range of relevant materials, and a grasp of the
analytical issues and concepts which is generally
reasonable, albeit insecure
Attainment deficient in respect of specific intended
learning outcomes, with mixed evidence as to the depth of
knowledge and weak deployment of arguments or
deficient manipulations
Attainment of intended learning outcomes appreciably
deficient in critical respects, lacking secure basis in
relevant factual and analytical dimensions
Attainment of intended learning outcomes markedly
deficient in respect of nearly all intended learning
outcomes, with irrelevant use of materials and incomplete
and flawed explanation
No convincing evidence of attainment of intended learning
outcomes, such treatment of the subject as is in evidence
being directionless and fragmentary
Honours
Commendation
Pass
Fail
Failure to comply, in the absence of good cause, with
the published requirements of the course or
programme.
The new University policy on grading of Professional Examinations for BVMS students is displayed
above. All results will be presented as grades. Students should note that the former EP grade no longer
applies ; only grades A-D represent passes.
24
Veterinary Anatomy
8.3
External Examiner
The External Examiner for Session 2005/2006 will be one of the following:Dr G. Pettigrew, Reader in Preclinical Veterinary Sciences, Royal (Dick) School of Veterinary Studies,
University of Edinburgh, Summerhall, Edinburgh, EH9 1QH.
Dr J. Plummer, 16 Avril Way, London E4 9HS
Prof. D. Hogg, 32 Strathclyde Court, Helensburgh G84 9PW
Dr. J. Fishwick
8.4
Appeal Against Result
8.5
Any student who feels that they have been unfairly treated should communicate with the Faculty
Secretary, who will advise on the necessary procedure.

General Information









9.
Written examinations are held in one of the examination halls in the main university campus at
Gilmorehill. The name of the examination room will be posted.
Students are advised to read the instructions on the examination books carefully.
Students are not allowed to leave the examination hall until after the first hour has elapsed.
Any student experiencing difficulty should immediately communicate their problem to the invigilator.
No calculators will be permitted to be taken into the examination rooms for the subject of Veterinary
Anatomy. Overseas students who wish to use a language dictionary must present this for approval to
the Head of Division prior to the examination.
Practical examinations are necessarily held in the department. The nature of these examinations will
be communicated to students by the Head of Division. These examinations follow the formula
already established in the class examinations.
The weighting for each component examination is posted in the department at the beginning of the
session.
Students experiencing problems in their preparation for the examinations should contact a member of
staff, their Regent, their Adviser of Studies, the Faculty Secretary or the Dean.
It is customary for the Head of Division to interview students whose class exam results demonstrate
problems in dealing with the work of the course.
POLICY ON EXEMPTIONS AND COURSE CERTIFICATION
Students must attempt the Veterinary Anatomy component of the 1st Professional Examination and obtain
a Pass in order to proceed to the 2nd Year of the BVMS Curriculum since exemptions are not given.
Students are assumed to have qualified for “Class Ticket” Certification to attempt the Professional
Examination if they regularly attend classes and make an acceptable attempt at Class Examinations.
A student who is considered not to have performed the work of the Class on the basis of poor attendance
at classes or very poor performances in Class Examinations may be prevented from sitting the
Professional Examination by the person responsible for the Course. A student liable to be deprived of a
“Class Ticket” will receive a formal warning in the form of an interview with the Head of Division or the
Course Co-ordinator, before a final decision is taken on the matter.
25
Course Information
10.
OTHER IMPORTANT INFORMATION
10.1
Protective Clothing






10.2
All students MUST at all times, when working in the laboratory, wear protective clothing.
Protective clothing must be changed when contaminated.
Protective clothing worn in the laboratory must be taken off before visiting canteen, common rooms,
library or lecture theatre.
When taken off, protective clothing must not be placed in lockers adjacent to normal outer clothing.
Boots must be worn when working with fresh material and when handling live animals, and washed
thoroughly after use.
Hands must be washed after removing protective clothing and gloves.
General Safety














FOOD and DRINK is not permitted in laboratories or lecture theatres.
SMOKING is not permitted.
COSMETICS (other than hand creams used after washing) must not be applied in any laboratory.
You are advised to wash hands often during work periods and ALWAYS before you leave the work
area.
Cuts and grazes must be covered with a waterproof dressing.
Paper towels are supplied for use in all laboratories.
ALL INJURIES, no matter how minor, are to be reported at once to staff members on duty or the
Chief Technician. The incidents will then be noted on an official pro-forma.
Clean up work areas. Do not leave it for someone else to do for you.
Do not leave SHARPS lying around. Put them in receptacles provided for that use.
Unpack specimens carefully from plastic bags.
NO plastic gloves or bags to be put in the buckets under the tables. Put in black rubbish bags.
No bags, clothes etcetera to be left lying in dissection room. Leave outside.
There is a strict CODE OF PRACTICE for disposal of biological waste. Close attention should be
paid to the instructions posted in the laboratories for systems of disposal.
The departmental instructions for “Handling & Demonstration of Bovine Heads/CNS Material”
MUST be adhered to. The specific instructions are posted in the Dissection laboratory.
A laboratory coat must be worn at all times during practical classes and wellington boots (black or green)
are compulsory wear when working with live large animals. Students must have purchased these by the
start of each session.
10.3
Staff And Student Liaison
All teaching staff wish to stress the importance of quickly identifying problems associated with the course,
and seek to encourage concerned students to discuss any such problems with staff as soon as possible. It
has been found useful, however, to have a member of staff to pay attention specifically to such matters,
and for the Veterinary Anatomy course this is Dr.M.D. Purton.
There is also an avenue for some difficulties to be more usefully dealt with by the Faculty Staff/Student
Liaison Committee, via the First Year Class representative or the designated member of staff.
26
Veterinary Anatomy
10.4
Lecturing Staff presenting the Anatomy course
Dr M Bain, Lecturer, Division of Cell Sciences
Teaching Responsibilities – Cells and Tissues. Cardiovascular, Respiratory and Urinary Systems. Skin
and Mammary Glands. Poultry MSc.
Research Interests - Egg Shell Quality.
Divisional Responsibilities - Demonstrator Co-ordinator, Quality Assurance Officer.
Mrs A King, Lecturer, Clinical Services Unit
Teaching Responsibilities – Locomotion. Body Wall. Cardiac, abdominal, reproductive and
musculoskeletal ultrasound in small and large animals.
Research Interests - Reproductive ultrasound in sheep and horses, internet-based distance learning.
Mr C Paterson, Supervisor of Diagnostic Ultrasound, Clinical Services Unit
Teaching Responsibilities - Small and large animal ultrasound, including locomotion, cardiology and
abdominal systems.
Research Interests - Ultrasound reproduction in cattle, horses and sheep. Echocardiology in small and
large animals.
Professor J S Boyd, Tutor
Teaching Responsibilities - Practical classes and tutorials.
Dr M E S Pirie, Tutor
Teaching Responsibilities - Practical classes and tutorials.
Dr M D Purton, Lecturer, Division of Cell Sciences
Primary Teaching Responsibilities - Digestive and Reproductive systems. Nervous System. Special
Senses. Endocrine and Lymphatic Systems. Avian Anatomy. Biology of Reptilia, Amphibia and Fish.
Laboratory animals.
Research Interests - Comparative Vertebrate Anatomy. In charge of the Reptile Unit.
Divisional Responsibilities (for Anatomy)- Examinations Officer, Timetable Officer and Course Leader.
Faculty Responsibilities – First Year Student Adviser.
Anatomy Technical Staff
Mr David Newham
Mr Alan Purvis
Mr Ian McNaught
Anatomy Laboratory Assistants
Ms Pat Wilson
Mrs Frances Watterson
Mrs Barbara Lambie
Divisional Secretary
Mrs Linda Bellingham.
27
Course Information
11.
ESSENTIAL COMPETENCES REQUIRED OF THE VETERINARY SURGEON
INTRODUCTION
1.
2.
3.
4.
5.
6.
An important statutory function of RCVS is to determine the “standard of proficiency” and “knowledge and skill” to fit
veterinary surgeons for practising in the United Kingdom. The standard set for registration is a key benchmark that
affects the approval of veterinary degree courses in the UK and overseas, and should also be seen as the starting point
for consideration of an individual’s continuing education and training needs after registration. Maintaining and
further developing professional competence is a requirement for all veterinary surgeons.
This document sets out the essential competences required of the veterinary surgeon for membership of the Royal
College of Veterinary Surgeons.
There are many definitions of ‘competence’ and many views on how it can be developed and assessed. In general
terms, however, competence is a concept that integrates knowledge, skills and attitudes, the application of which
enables the professional to perform effectively, and to respond to contingencies, change, and the unexpected.
This document takes a broad definition of competence as being “the ability to perform the roles and tasks required by
one’s job to the expected standard” (Eraut & Boulay, 20001). The definition recognises that requirements and
expectations change depending on the job role and context. It also recognises that competence develops, and that an
individual may work ‘competently’ at many different levels, either at different stages of their career, or indeed from one
day to the next depending on the nature of their work.
Eraut and Boulay (2000) point out the importance of distinguishing between an individual’s competence – what one
can do, and performance – what one actually does. RCVS is concerned with competence when it undertakes its primary
function of determining “the standard of proficiency required for registration” and ensuring that individuals “will have
acquired the knowledge and skill needed for the efficient practice of veterinary surgery” (Veterinary Surgeons Act
1966, section 3). Performance may be affected by factors such as workload, working conditions, levels of support, and
so on. The regulation of performance is a function of RCVS through its statutory disciplinary powers.
The essential competences have been broken down into three main areas. They are:
-
A
General professional competences and attributes
describing the distinguishing characteristics of a veterinary surgeon
-
B
Underpinning knowledge and understanding
describing in general terms the breadth of knowledge and understanding needed for a career as a
veterinary surgeon, and for subsequent professional development in whatever sphere of veterinary science
the individual wishes to pursue
-
C
Practically-based veterinary competences
describing the basic practical competences that are expected at the point of graduation.
“Developing the Attributes of Medical Professional Judgement and Competence”, a review funded by the Postregistration
Medical and Dental Education Research Initiative of the Dept. of Health’s Policy Research Programme, by Professor Michael
Eraut and Benedict du Boulay, University of Sussex.
The full paper is available on the web at
http:/www.cogs.susx.ac.uk/users/bend/doh
1
28
Veterinary Anatomy
The ten guiding principles of the RCVS Guide to Professional Conduct should be seen
as overarching requirements for registration (and by implication, continued
registration) with the College. The Guide states that:
Your clients are entitled to expect that you will: 1. make animal welfare your first consideration in seeking to provide the most appropriate
attention for animals committed to your care
2. ensure that all animals under your care are treated humanely and with respect
3. maintain and continue to develop your professional knowledge and skills
4. foster and maintain a good relationship with your clients, earning their trust, respecting their
views and protecting client confidentiality
5. uphold the good reputation of the veterinary profession
6. ensure the integrity of veterinary certification
7. foster and endeavour to maintain good relationships with your professional colleagues
8. understand and comply with your legal obligations in relation to the prescription, safe-keeping
and supply of veterinary medicinal products
9. familiarise yourself with and observe the relevant legislation in relation to veterinary surgeons
as individual members of the profession, employers, employees and business owners
10. respond promptly, fully and courteously to complaints and criticism.
12.
ESSENTIAL COMPETENCES REQUIRED OF THE NEW VETERINARY GRADUATE
“DAY ONE SKILLS”
A1 - GENERAL PROFESSIONAL SKILLS AND ATTRIBUTES
The new veterinary graduate should be able to:
A1.1
Communicate effectively with clients, the lay public, professional colleagues and responsible authorities; listen
effectively and respond sympathetically to clients and others, using language in a form appropriate to the audience
and the context
A1.2
Prepare clear case reports and maintain patient records in a form satisfactory to colleagues and understandable by
the public
A1.3
Work effectively as a member of a multi-disciplinary team in the delivery of services to clients
A1.4
Be aware of the ethical responsibilities of the veterinary surgeon in relation to individual patient care and client
relations, and also more generally in the community in relation to their possible impact on the environment and
society as a whole
A1.5
Be aware of the economic and emotional climate in which the veterinary surgeon operates, and respond
appropriately to the influence of such pressures
A1.6
Be willing to use one’s professional capabilities to contribute as far as possible to the advancement of veterinary
knowledge in order to benefit veterinary practice and further improve the quality of animal care and public health
A1.7
Have an elementary knowledge of the organisation and management of a veterinary practice, including:
 awareness of own and employer’s responsibilities in relation to employment and health and safety legislation, and
the position relating to lay staff and public liability
 awareness of how fees are calculated and invoices drawn up, and the importance of following the practice’s
systems for record keeping and book-keeping, including computer records and case reports
 ability to use information technology effectively to communicate, share, collect, manipulate and analyse
information
 importance of complying with professional standards and policies of the practice
A1.8
Understand the need and professional obligation for a commitment to continuing education and training, and
professional development, throughout one’s professional life
A1.9
Conduct oneself in a professional manner with regard to the veterinary surgeon’s professional and legal
responsibilities and understand and apply the ethical codes as set out in the RCVS Guide to Professional Conduct
A1.10 Be able to cope with uncertainty and adapt to change
A1.11 Develop a capacity for self-audit and willingness to participate in the peer-review process
A1.12 Be aware of personal limitations, and demonstrate awareness of when and from where to seek professional advice,
assistance and support.
(Commentary: This last item is considered to be one of the most important, and should guide all new veterinary graduates
when undertaking their professional duties. Veterinary surgeons undertaking procedures on patients must at all
29
Course Information
stages in their careers be fully competent in their performance, or be under the close supervision of those so
competent. When in doubt, the new veterinary graduate must seek professional support and in the interests of
animal and human health, should not attempt to undertake complex procedures unsupervised.)
B1 - UNDERPINNING KNOWLEDGE AND UNDERSTANDING
The new veterinary graduate will need to have acquired a thorough knowledge and understanding of the following:
B1.1
B1.2
B1.3
B1.4
B1.5
B1.6
B1.7
B1.8
B1.9
The sciences on which the activities of veterinary surgeons are based
Research methods and the contribution of basic and applied research to all aspects of veterinary
science
How to evaluate evidence
The structure and functions of healthy animals, and all aspects of their husbandry
The aetiology, pathogenesis, clinical signs, diagnosis and treatment of the common diseases and disorders that
occur in the common domestic species in the UK
Legislation relating to the welfare (including transport) of animals and notifiable diseases
Medicines legislation and guidelines on responsible use of medicines
The principles of disease prevention and the promotion of health and welfare
Veterinary public health issues including zoonoses.
C1 - PRACTICAL COMPETENCES
The new veterinary graduate should be able to undertake the following:
C1.1
C1.2
C1.3
C1.4
Obtain an accurate and relevant history of the individual animal or animal group, and its/their environment
Handle and restrain an animal safely and humanely, and instruct others in performing these techniques
Perform a complete clinical examination
Attend all species in an emergency and perform basic first aid
(Commentary: problems to be handled for any species include first aid management of haemorrhage, wounds, breathing difficulties, eye
& ear injuries, unconsciousness, clinical deterioration, burns, tissue damage, internal organ damage and cardiac arrest. First aid
to be applied includes bandaging, cleaning, immobilising limbs, resuscitation procedures, haemorrhage control.)
C1.5
Assess correctly the nutritional status of an animal and be able to advise the client on principles of husbandry and
feeding
(Commentary: this applies to commonly presented cases and would not, for example, be expected to include advanced nutritional advice
for complex cases, eg. high performance horses, high yielding diary cows, certain exotic or zoological species.)
C1.6
Collect, preserve and transport samples, perform standard laboratory tests, and interpret the results of those
generated in-house, as well as those generated by other laboratories
(Commentary: new graduates are expected to have a working knowledge of tests to be undertaken include conditions relating to
infectious & contagious diseases; alimentary system; respiratory system; circulatory system; urinary system; nervous system;
endocrine system; mucucutaneous system; musculoskeletal system; trauma; poisoning; obstetrics; paediatrics; parturition;
reproduction)
C1.7
C1.8
C1.9
C1.10
C1.11
C1.12
C1.13
C1.14
Use radiographic, ultrasonic, and other technical equipment which can be used as a diagnostic aid, safely and in
accordance with current regulations
Follow correct procedures after diagnosing notifiable, reportable and zoonotic diseases
Know and apply the RCVS twelve Principles of Certification correctly
Access the appropriate sources of data on licensed medicines; prescribe and dispense medicines correctly and
responsibly in accordance with relevant legislation and ensure that medicines and waste are safely stored and/or
disposed of
Correctly apply principles of sterilisation of surgical equipment
Correctly apply principles of aseptic surgery
Safely perform sedation, general and regional anaesthesia, implement chemical methods of restraint, and assess and
control pain
Advise on, and administer appropriate treatment
(Commentary: the new veterinary surgeon must always seek professional advice and support if presented with a case beyond his or her
immediate capability – see item A.12)
C1.15
C1.16
C1.17
Recognise when euthanasia is necessary and perform it humanely, using an appropriate method, whilst showing
sensitivity to the feelings of owners and others, and with due regard to the safety of those present; advise on
disposal of the carcase
Perform a basic gross post mortem examination, record details, sample tissues, store and transport them
Perform ante mortem inspection of animals destined for the food chain and correctly identify conditions affecting
the quality and safety of products of animal origin
30
Veterinary Anatomy
C1.18
C1.19
C1.20
Assess and implement basic health and welfare records (and production records where appropriate)
Advise on, and carry out preventive and prophylactic programmes appropriate to the species and commensurate
with accepted animal health, welfare and public health standards, seeking advice and assistance where necessary
from professional colleagues
Minimise the risks of contamination, cross infection and accumulation of pathogens in the veterinary premises and
in the field.
31