(February 21, 2023)

Veterinary Educational Program Standards

IntroductionI.

The Veterinary Educational Program Standards (hereinafter the “Standards”) arean updated version of the Standards of February 28, 1997, issued by the Japan
University Accreditation Association (hereinafter the JUAA). The latest Standards
have been reviewed to maintain and enhance the quality of veterinary
undergraduate programs and for the JUAA to conduct evaluations by specialized
field of study to reflect the current circumstances and international norms ofveterinary education.

II.

Veterinary medicine consists of four disciplinary areas: the basic area, which covers
the underlying concepts, theories, and principles; the pathological area, which
relates to the study of animal disease mechanisms; the application area, in which
students learn to apply veterinary knowledge in society; and the clinical area,
focusing on putting veterinary theories into practice for healthcare purposes.
While each of these areas has its own focus, with the basic and pathological areasemphasizing the deductive theory approach, the application area stressing
technical aspects, and the clinical area highlighting empirical elements, together
they form an integrated field of veterinary study.

III. These Standards apply to veterinary undergraduate programs (hereinafter the“Program” or “Programs”), whose mission is to produce veterinarians who willcontribute to the improvement of animal and public health, the development of
the livestock industry, and the well-being of humans and animals by providing
veterinary healthcare, such as diagnosing diseases and offering animal health andsanitation advice. Because veterinarians are also expected to contribute tosociety through the exploration of a broad range of animal sciences, including life
science fields, the Programs should impart veterinary knowledge and skills, foster
the ability to put the expertise gained into practice, and instill a lifelongcommitment to professional development.
IV. As a guideline for universities to maintain and improve appropriate standards ofeducation and research, JUAA has established and revised such standards as the“University Standards” to evaluate universities. The Standards are positioned as
one of the JUAA standards, with the “University Standards” placed at the top.
V.

These Standards comprise the following six key items:
1. Mission and Purpose
2. Educational Content, Methods, and Outcomes- 1 -3. Education and Research Environment
4. Student Enrollment and Support
5. Faculty and Faculty Organizations
6. Self-study
VI. Each key item of the Standards is composed of the “text” and “perspectives of
evaluation.”
The “text” outlines the purport of that key item and the requirements for fulfillingthe common basic mission imposed on all Programs as well as for realizing thedistinct objectives of the organization conducting veterinary education andresearch (hereinafter the “School”).
Specified based on the objectives of the text, the “perspectives of evaluation”
refer to individual points of focus that need to be addressed by (1) the university’s
School when conducting self-study and (2) JUAA when conducting the certified
evaluation and accreditation. To interpret and apply each perspective of
evaluation, the School is required to understand the objectives stated in the text
and pay sufficient attention to the interconnections and other aspects.
VII. The evaluations in each perspective of evaluation are described in the “overview,”
and “comments” are added, if necessary, according to the table below.
Type ofContent
Comment• Items recognized as successful or effective efforts in fulfilling
Commendations
the Program’s mission and purpose• Items that do not apply to “commendations” but are
Distinctive
evaluated as efforts highly expected to produce positive
featuresoutcomes or as distinctive approaches in line with theProgram’s mission and purpose
Areas of serious • Areas or practices that have serious problems that requireconcerncorrection• Issues that do not apply to “areas of serious concern” but
Suggestions forrequire correction
improvement• Requirements to make improvements and other additional
efforts to enhance the Program’s distinctive feature

VIII.

The JUAA makes a final determination on whether a Program meets withthese Standards based on a comprehensive evaluation of “area of serious
concern” citations. Specifically, if the contents of the “area of serious concern”
citations indicate major problems in the quality of the Program overall, theProgram will be considered as not meeting these Standards.
- 2 -Veterinary Educational Program Standards
Enacted December 15, 1947
Revised April 21, 1953
Revised June 23, 1986
Revised February 28, 1997
Revised May 23, 2016
Revised February 21, 2023
1. Mission and Purpose< Mission of Veterinary Medicine, and Mission and Purpose of the Program >Veterinary medicine, or animal medicine, is a branch of applied science based on
biology whose mission is to contribute to the well-being of humans and animals. The
mission of individuals who complete a veterinary undergraduate program (hereinafter
the “Program”) is to contribute to the improvement of animal and public health, andthe development of the livestock industry by providing veterinary healthcare, such as
diagnosing diseases and offering animal health and sanitation advice (Veterinarians
Act, Article 1). Veterinarians are also expected to contribute to society through the
exploration of a broad range of animal sciences, including life science fields.
The purpose of the Program is to produce graduates capable of accomplishing themission described above by imparting veterinary knowledge and skills, fostering theability to put the expertise gained into practice, and instilling a lifelong commitment toprofessional development. Veterinary education should therefore adhere to thefollowing guidelines.
1) Basic and pathology subjects should introduce students to the entire
spectrum of life sciences and aim to prepare them with the abilities necessary
to master applied and clinical subjects.
2) Applied subjects should aim to foster the abilities to develop and deploy
applied technologies that meet a wide variety of needs in society for the
benefit of public welfare.
3) Clinical subjects should not be limited to practical veterinary instruction
rooted in biological principles and mechanisms but also include social science
perspectives with a focus on promoting animal welfare.
4) The Program should aim to foster an attitude of constant inquiry and selfdirected learning.
5) The Program should aim to instill in students an appreciation of life and asense of ethics.
- 3 -6) The Program should aim to develop an awareness of the importance of theenvironment surrounding humanity.
7) The Program should aim to nurture the attributes expected of a sociallymature, educated person imbued with international perspectives.
< Purpose of the School’s Program >Based on the above, the organization conducting veterinary education and research(hereinafter the School) is required to establish its Program’s own distinct purpose andits vision for human resource development is clarified in line with the mission andpurpose of the university within which the program is housed. The School must
disseminate this information not only to its academic and administrative staff, andstudents but also make it widely available to the public.

○ Perspectives of Evaluation
Item
Mission andPurpose

Perspectives of evaluation
1-1

The Program’s own distinct purpose is established, and its vision
for human resource development is clarified in line with the mission
and purpose of the Program, and the mission and purpose of theuniversity within which the program is housed.

1-2

The purpose of the Program is disseminated to academic andadministrative staff and students, and made widely available to the
public.

- 4 -2. Educational Content, Methods, and Outcomes< Degree Award Policy and Curriculum Design and Implementation Policy >The School must adopt and publish a degree award policy (diploma policy) articulating
the expected learning outcomes, e.g., knowledge, skills, and attitudes, that areconsistent with the purpose of the Program and appropriate for the bachelor ofveterinary medicine degree. The School must also adopt and publish a curriculum
design and implementation policy (curriculum policy) that is consistent with the
diploma policy.
< Curriculum Design >The School must ensure that its curriculum is consistent with the curriculum policy andprovides a well-balanced understanding of basic knowledge in the various disciplines
comprising veterinary medicine.
The disciplines of veterinary medicine are divided into core courses and advanced
courses. Core courses are common to all universities and afford students the minimum
required level of knowledge and skills, while advanced courses highlight theinstitution’s specific characteristics. The School should follow the guidelines provided
in the Model Core Veterinary Curriculum in designing and implementing the core
courses for each disciplinary area. The School is given autonomy in designing anddelivering advanced courses, which are expected to be consistent with and reflectiveof the Program’s own distinct purpose.
The Program must provide opportunities for obtaining experience under field
conditions, in comprehensive participatory clinical clerkships, to develop the practicalskills essential for succeeding in society. It is recommended that the curriculum require
the completion of special research, e.g., graduation research, aimed at developing theattributes expected of a veterinarian or veterinary scientist, including the abilities to
identify and address issues on one’s own initiative and to communicate in a logicalmanner the processes and outcomes of such undertakings. The School is encouraged
to require field training, e.g., an internship, to the extent that such a requirement isfeasible, to provide the students with a firsthand understanding of the role of aveterinarian in society and to increase practical field experience opportunities.
< Teaching>
The Program should offer a structured range of compulsory and elective courses
consisting of a combination of lectures, laboratory work, clinical practice, seminars,
and research. In particular, laboratory work and clinical practice should be a criticalcomponent of the curriculum and offer opportunities for every student to be an active
participant. The School must plan and manage its teaching staff and class hours- 5 -accordingly and ensure the most effective timing for training during the course of
study. It is therefore important that the School provides the necessary resources tohelp students select a cohesive sequence of courses, such as a curriculum tree orcurriculum map.
The School must prepare a syllabus to provide the students with course information,
including the learning objectives and course content. The syllabus also ensures that all
faculty members have full access to the content of all courses offered by the School.
< Comprehensive Participatory Clinical Clerkship Structure, and Instruction for the
Improvement of Clinical Performance >The Program must have in place a structure for administering a comprehensive
participatory clinical clerkship, and evaluate the students’ competence through an
objective method, e.g., the Common Achievement Test, prior to conducting theclerkship. The Program must also provide the students with sufficient knowledge, skills,
and attitudes, and the ability to improve their clinical performance so that they canappropriately take on the role of veterinarian after graduation.
< Assessment of Academic Achievement, and Graduation Certification >The Program must assess academic achievement based on appropriate riteria andmethods established for each subject that are clearly presented in advance. A process
must be in place for handling the students’ inquiries concerning academic
achievement.
The School must establish appropriate graduation criteria and award undergraduate
degrees in accordance with its own diploma policy and process.
< Verifying Educational Outcomes >The Program must gauge and analyze student attainment of the expected learning
outcomes, e.g., knowledge, skills, and attitude, stated in the diploma policy.
Because veterinary medicine is an interdisciplinary field of study, graduates of theProgram are expected to succeed not only in clinical and public health professions but
also in a broad array of sectors. Nevertheless, veterinary medicine education is a
professional education that society entrusts the School to deliver. The School
therefore has a mission and responsibility to enhance and develop veterinary medicine
education and is required to keep track of and analyze the career paths of its graduates.
In line with the above, it is important for the Program to assess the students’ learning
outcomes and make use of the results for the improvement of its educational content- 6 -and methods.

○ Perspectives of Evaluation
Item
Diploma andcurriculum
policyCurriculum
DesignPerspectives of Evaluation
2-1

The School has adopted a diploma policy articulating the
expected learning outcomes, e.g., knowledge, skills, andattitudes, that are consistent with the purpose of the Program.
The School has adopted a curriculum policy that is consistent
with the diploma policy and provides relevant information,
including the curriculum structure, educational content, course
categories, and class formats.

2-2

The diploma and curriculum policies are disseminated toacademic and administrative staff and students, and madewidely available to the public.

2-3

The curriculum has a coherent structure in line with thecurriculum policy that aims at developing the basic knowledge,
skills, and attitude expected of a veterinarian or veterinaryscientist, taking into account the following:(1) Core courses are appropriately offered that meet therequirements of the Model Core Curriculum.
(2) Advanced courses are appropriately offered that meet the
purpose of the Program.
(3) The curriculum requires the completion of a special research,e.g., graduation research, aimed at developing theattributes expected of a veterinarian or veterinary scientist.
(4) The School requires field training, e.g., an internship, toprovide the students with a firsthand understanding of therole of a veterinarian in society and to increase practicalfield experience opportunities.

Teaching

2-4

The curriculum is delivered employing effective class formats andinstruction methods.

2-5

Laboratory work and clinical practices courses are conducted
appropriately under the instruction and supervision of a faculty- 7 -member.
2-6

Animal cadaver dissections are used appropriately for teachinganatomy and pathology.

2-7

The School provides appropriate curriculum counseling to assist
students in selecting a cohesive sequence of courses.

2-8

The School has prepared a syllabus outlining the subject goals
and objectives, and general course information, and uses it as abasis for conducting classes.

Comprehensiv 2-9
e participatory
clinicalclerkship
2-10
structure

A structure is in place for administering a comprehensive
participatory clinical clerkship.

Instruction fortheimprovementof clinicalperformance

2-11

The Program evaluates the students’ knowledge, skills, andattitudes prior to conducting clinical practices with the aim of
ensuring the quality of students taking part in its comprehensive
participatory clinical clerkship.

2-12

An educational curriculum is in place that takes into consideration
the safety of diseased animals while improving the students’clinical performances.

2-13

The affiliated veterinary teaching hospital examines sufficientnumbers of diseased animals (cases) for conducting acomprehensive participatory clinical clerkship.

2-14

Instruction is provided in veterinary practice and activities during
the course of the comprehensive participatory clinical clerkship.

The Program provides the criteria for teaching a comprehensive
participatory clinical clerkship and ensures the placement of thenecessary faculty members as well as full-time veterinarians,
trainee veterinarians, veterinary nurses, and other support staff
at the hospital.

- 8 -

2-15

The Program ensures the students’ clinical performance byhaving in place a system for indicating their clinical performanceat the time of graduation and evaluating the abilities acquired
through the comprehensive participatory clinical clerkship.

2-16

The Program establishes appropriate criteria and methods foracademic achievement, and specifies in advance to students.

2-17

The Program assesses academic achievement in a fair andrigorous manner based on its established grading criteria andmethods.

2-18

The Program establishes and specifies advancement criteria andpractices appropriate assessment and awarding.

2-19

To ensure fair and rigorous assessment of academic
achievement, a process is in place for handling the students’inquiries concerning academic achievement. The process isappropriately implemented, and information about it is provided
to the students.

2-20

The School implements a fair and rigorous graduation process inaccordance with its diploma policy.

Evaluation of 2-21
educational
outcomes

The Program assesses its educational outcomes by keeping trackof and analyzing the students’ learning outcomes and thegraduates’ career paths.

2-22

The Program makes use of the evaluation results for the
improvement of its educational content and methods.

Academicachievement
assessment
andgraduation
approval- 9 -3. Education and Research Environment< Facilities and Equipment Necessary for Providing Veterinary Education, andMaintenance of Affiliated Resources >Facilities and equipment related to the Program must be maintained not only foreducational purposes but also with due consideration to the university’s mission in thelocal community, which includes providing the research results of the veterinary
medicine field to the bioindustry, meeting the social demands for the veterinary fields,
and dealing in animal welfare and cutting-edge medical treatment.
In line with the above, the School must maintain lecture rooms, laboratory rooms forpractices and experiments, research laboratories, and other facilities and equipment
needed for the Program. It must also systematically accumulate sufficient scientific
literature in the quality and quantity required for veterinary education and research,
maintain these resources, and promote their effective use to contribute to thestudents’ learning and the faculty members’ education and research activities.
Furthermore, the School must set up a veterinary education hospital (veterinary
hospital, veterinary medical center, or veterinary clinical center) as an affiliatedresource particularly necessary for veterinary education. It is desirable that thisveterinary education hospital not only contributes to the Program but also serves as a
specialized central hospital in the region (a facility that plays a guiding role forveterinarians and residents in the region), and that it provides a platform for education
after graduation.
Moreover, to the extent possible, the School is advised to set up unique facilities andjoint-use facilities in accordance with the regional conditions and the university’s
circumstances.
An example of such affiliated resources that the School is advised to select and set up
is a specialized training center. It is desirable that the university work actively towardmaking these facilities available for joint use with other universities. The School should
ensure that such facilities do not overlap with existing facilities.
< Maintaining Environments for Experiments, Research, and Medical Activities >The Program is required to maintain facilities for breeding animals for experiments andconduct appropriate animal experiments. In maintaining such environments, theProgram must observe the Act on Welfare and Management of Animals and theStandards Relating to the Care and Keeping and Reducing Pain of Laboratory Animals.
It must also respect the internationally widespread principle of the three Rs(Replacement, Reduction, and Refinement) in accordance with the Fundamental
Guidelines for Proper Conduct of Animal Experiment and Related Activities issued by- 10 -

the competent authorities and the Guidelines for Proper Conduct of Animal
Experiments formulated by the Science Council of Japan.
Regulations must be stipulated on research ethics and the prevention of unlawful
research and medical activities. The Program must provide education on ethics andprevention, adhere to research ethics under an appropriate organization, and carry out
appropriate research and medical activities.
< Establishing an Educational Environment with an International Outlook >To develop socially cultured individuals with international awareness, the School isadvised to build a globally competent environment, such as by actively sending
students abroad, providing classes in English, and appointing foreign faculty members.

○ Perspectives of Evaluation
Item
Facilities andequipment
necessary forprovidingveterinary
education

Perspectives of Evaluation
3-1

The School appropriately maintains the educational facilities andequipment necessary for veterinary education.

3-2

The School has the scientific literature necessary for veterinary
education and research, and makes it adequately available foruse by students and faculty members.

3-3

The School has an affiliated veterinary education hospital andmaintains its facilities and equipment for educational use incomprehensive participatory clinical clerkships.

Maintenanceof affiliatedresources

3-4

The School maintains resources that highlight the Program’s
specific characteristics and uses them for education andresearch activities.

Maintaining
environments
forexperiments,
research, andmedical

3-5

The School maintains facilities and equipment for breeding
animals for experiments, with due consideration to animal
experiment ethics and animal welfare.

3-6

The School has internal rules and management manuals foranimal experiments in conformity with animal experimentation
ethics and welfare, and a committee that supervises and guides- 11 -

activities

Establishinganeducational
environment
with aninternational
outlookanimal experiments.
3-7

The School has law-based internal rules and management
manuals for experiments using pathogens, and a committeethat supervises and guides such experiments.

3-8

The School has law-based internal rules and management
manuals for experiments involving generic engineering, and acommittee that supervises and guides such experiments.

3-9

The School has written rules about research ethics and theprevention of unlawful research and medical activities, andworks to adhere to them under an appropriate organization.

3-10

The School has established an environment for developing
socially cultured veterinarians with international awareness.

- 12 -

4. Student Enrollment and Support< Admissions policy, Selection of Applicants, and Quota Management >The School is required to admit students with an aptitude for achieving the purpose of
the Program, and to this end, must adopt and publish a clear admissions policy. The
university is responsible for establishing applicant selection process based on theadmissions policy, which must be designed to effectively select candidates who are
qualified to study veterinary medicine. Universities offering a veterinary medicine
program are encouraged to actively accept applicants of diverse backgrounds throughvarious admission processes, including selection by school recommendation,
comprehensive selection, and transfer-based selection. Student quotas must be
managed to ensure an appropriate learning environment for the students.
< Student Support >As campus life support, it is necessary to pay due consideration to the students’environment by providing guidance and consultation in the form of counseling toappropriately deal with concerns about mental and physical health and hygiene.
Moreover, to ensure that the students feel comfortable and safe, there is a need to
pay attention to the students’ human rights and prevent harassment.
As academic support, it is important to provide both various forms of support toencourage the students to learn independently and opportunities for supplementary
learning and education in accordance with the students’ abilities. Adequate supportshould be made available to diverse students, such as students with disabilities orforeign students. To ensure a stable campus life, the university must moreover set up
its own scholarship system and other support systems, and establish organizations fortheir appropriate operation.
As career support, it is necessary to set up an organized structure for providing thestudents with appropriate guidance related to career paths and career designs.
○ Perspectives of Evaluation
Item
Admissions
policy andselection of
applicants

Perspectives of Evaluation
4-1

The School has adopted an admissions policy that is consistent
with the diploma and curriculum policies, describing theattributes and characteristics of the students it seeks to serve as
well as the standards and methods of selection.

- 13 -

4-2

The School has established selection methods, procedures, , andother requirements based on the admissions policy for precisely
and objectively assessing the aptitude of applicants.

4-3

The admissions policy, selection methods, procedures, and otherrequirements are made available in advance.

4-4

The selection of applicants is conducted appropriately and fairly
under a responsible structure.

Quota
Management

4-5

The ratio of incoming students to the student quota, and theratio of enrolling students to the admissions capacity areappropriately managed.

Student
Support

4-6

The School has a system for providing consultation and support
related to campus life, and provides adequate support.

4-7

The School has an appropriate system for encouraging students
to learn independently and for providing supplementary learningand education in accordance with the students’ capabilities.

4-8

The School has an appropriate system for supporting the learning
activities of diverse students.

4-9

The School has an appropriate system for providing consultationand support related to career paths and career designs.

- 14 -

5. Faculty and Faculty Organizations< Faculty Organizations >Education and research in veterinary medicine must be conducted through theindependent and systematic activities of faculty members. To this end, the School
must ensure faculty placement for the most effective achievement of its educational
goals and maintain the facilities, equipment, and other conditions for their appropriate
management. In doing so, it is essential to aim for cooperation and organizedcollaboration between faculty and staff members.
The unit of education need not necessarily be the same as the field of research. To
efficiently implement the Program’s wide range in a limited time, it is desirable todeliberate on the most appropriate system and set up educational units regardless ofthe framework of lectures and research fields. Moreover, there is also a need todetermine subjects and faculty members in charge of them for each educational unit,
taking care so that there is no overlapping or omission in the content of the subjects.
Based on the above, there is a need to establish a policy on faculty organization in linewith the diploma and curriculum policies.
The desirable number of faculty members in veterinary medicine education is 68–79
or more when the number of freshman enrollment is 30–140. These faculty members
should clearly undertake veterinary medicine education as their main duty. Other thanthese members, the faculty should leverage veterinarians involved in practice in andoutside the university and experts in fields related to veterinary medicine. Continuity
and diversity should be taken into consideration for the placement of faculty members.
To appoint faculty members with adequate education and research capabilities, andspecialized knowledge and experience, the School must establish a transparent
process and ensure its fair execution.
< Faculty Development >Faculty members are required to engage in education, research, and social
contribution, and to provide high levels of education based on research activities. For
determining the eligibility of faculty members, due consideration must be paid to theirachievements in education as well as research in veterinary medicine, practicalexperience in veterinary treatment, and participation in academic associations and insociety. Moreover, faculty members must engage in systematic and multidimensional
faculty development activities to improve their abilities.
○ Perspectives of Evaluation- 15 -

Item
Facultyorganization

Facultydevelopment

Perspectives of Evaluation
5-1

The School has a policy on faculty organization to support theProgram.

5-2

Based on the policy on faculty organization to support theProgram, the School ensures appropriate placement of faculty
members in each field for the execution of education andresearch activities.

5-3

The School ensures the placement of appropriate faculty
members for the execution of core and advanced subjects.

5-4

The School ensures an appropriate ratio of students to faculty
members.

5-5

The School ensures an appropriate faculty organization withdue consideration to continuity and diversity (e.g., gender andnationality).

5-6

The School conducts veterinary research and has researchcapabilities that enable the development of future researchersof veterinary medicine.

5-7

The School conducts appropriate faculty recruitment,
employment, and promotion activities.

5-8

The School maintains a system for improving the abilities offaculty members, and periodically offers organizational training
and research.

5-9

The School has an appropriate awareness of and evaluates theactivities of its key faculty members, such as education andresearch, organizational management, relationship building
with society, and social contribution.

- 16 -

6. Self-study< Self-study, and Efforts to Improve and Enhance Education and Research Activities
Based on the Results >The School must work to improve the quality of its teaching, research, and technology.
All faculty members must be properly aware of this and strive to improve and advanceveterinary education through constant self-study and evaluation. To this end, there isa need to engage in self-study and evaluation with attention to education, research,
practical experience, academic associations, and society, and to establish anassessment system for individuals as well as units of the School.
The School must build an independent educational quality assurance system aimed at
self-improvement, through periodic self-study and evaluation, and optional third-party
evaluation.
The School grants qualification for the National Veterinary Examination in Japan andbears the social responsibility of maintaining international standards in veterinary
education. Apart from self-study and evaluation, therefore, the School must also
receive an objective third-party assessment.
< Information Disclosure >The School must disseminate the results of its self-study as well as various educational
information about objective-based policies (diploma policy, curriculum policy, andadmissions policy), educational content and methods, graduation and degree
certification not only to faculty, staff, students, and other constituent members of theuniversity but also make it widely available to the public through the university’s
website, brochures, and other outlets.
○ Perspectives of Evaluation
Item
Self-study

Perspectives of Evaluation
6-1

The School has a system for self-study and evaluation.

6-2

The School conducts organized, continuous self-study of its
education and research activities.

6-3

The School receives third-party assessment by external experts.

- 17 -

Efforts to
6-4
improve andenhanceeducation andresearch
activities
based on the
results

The School uses the results of self-study and third-party
assessments to improve and enhance its education and research
activities.

Information
disclosure

The School fulfills its accountability to society by appropriately
making available to the public various educational information
about the Program, including the results of self-study and thirdparty assessments.

6-5- 18 -