Abstract

There has recently been discussion regarding the term “clinical anatomy”: how can it be defined, and what makes an anatomist “clinical”? Is there any difference between “anatomy” and “clinical anatomy”? What makes an anatomist “clinical” as opposed to being simply “an anatomist”? With the wide range of educator backgrounds now teaching anatomy in higher education institutions, it is highly relevant to ask this question. In this Viewpoint article, members of Council of The British Association of Clinical Anatomists (BACA) discuss these issues in relation to anatomical education in the UK. We acknowledge that anatomy education in the UK has undergone significant changes, which reflect broader changes in medical education. BACA's approach of including members regardless of whether or not they hold clinical qualifications, while maintaining rigorous healthcare‐related standards, aligns with the perspective that the clinical anatomist is defined not by credentials alone, but by a commitment to collaborate with other healthcare disciplines, integrating anatomical knowledge with clinical relevance.