ANAT SC 3105 - Limb Dissection

North Terrace Campus - Semester 2 - 2014

This course will involve a study of the functional anatomy of the limbs through dissection and the study of prosected specimens, radiographs and bones. Students will dissect upper and lower limbs. Students will work in groups of 4 and will be expected to do appropriate reading and preparation prior to the beginning of the dissection.

  • General Course Information
    Course Details
    Course Code ANAT SC 3105
    Course Limb Dissection
    Coordinating Unit Anatomy and Pathology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Restrictions Available to Level II MBBS students only
    Course Description This course will involve a study of the functional anatomy of the limbs through dissection and the study of prosected specimens, radiographs and bones. Students will dissect upper and lower limbs. Students will work in groups of 4 and will be expected to do appropriate reading and preparation prior to the beginning of the dissection.
    Course Staff

    Course Coordinator: Dr Jaliya Kumaratilake

    Course Coordinator: Dr Jaliya Kumaratilake
    Phone: +61 8 8313 5478
    Email: jaliya.kumaratilake@adelaide.edu.au
    Location: Discipline of Anatomy and Pathology, Room N125, Medical School North
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Describe basic structure, arrangement and functions of the bones of upper and lower limbs.
    2 Describe the basic arrangement of the fascia and fascial compartments in the lower and upper limbs. Also should be able to describe the nerve supply and the functions of the muscles in each compartment of upper and lower limbs.
    3 Identify the muscles of the upper and lower limbs and describe their basic arrangement and the functions. In muscles that are of structural, functional and/or clinical importance, students should know the specific relevant details (Eg. Proximal and distal attachments, the direction of muscle fibres).
    4 Identify the structure of the brachial plexus including the surface anatomy; the arrangement of the nerves in both upper and lower limbs including their nerve roots; the common sites where the nerves are likely to get injured and how the injuries at these sites occur.
    In addition, students should be able to describe the anatomical basis for the reduced/loss of motor and sensory functions that result from the nerve injuries, and the specific signs that could result from the nerve injury.
    5 Describe the arrangement of the main arteries, their branches and the areas supplied by them; arrangement of main veins, their tributaries and the areas drained by them, and the main lymphatic drainage of upper and lower limbs.
    6 Describe the basic structure, function and stability of sternoclavicular, acromioclavicular, elbow, proximal and distal radioulnar and tibiofibular, and ankle joints. In addition, students should be able to describe in detail structure, function and stability of shoulder, hip and knee joints. In these three joints the stability and also the blood supply of the hip joint are important.
    7 Identify parts/features of the upper and lower limbs in radiographs.
    8 Describe/demonstrate specific surface markings to locate clinically important structures/features in the upper and lower limbs.
    9 Develop the skills to dissect and demonstrate target structures in the upper and lower limbs.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3-5, 7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 4, 6
    Skills of a high order in interpersonal understanding, teamwork and communication. 9
    A proficiency in the appropriate use of contemporary technologies. 4, 9
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3, 4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 4
  • Learning Resources
    Required Resources
    Textbooks – Moore Clinically Orientated Anatomy (5th, 6th or 7th edition), K.L. Moore, A. F. Dalley, A.M.R Agur; dissecting instruments – standard dissecting kit; lab-coats; safety glasses.
    Recommended Resources
    Bones, radiographs, potted specimens and prosected upper and lower limbs kept in Room S406 (the Anatomy museum) and Dissecting room (Basement, South Wing, Medical School).
    Online Learning
    Students will be provided with course details, dissection guide, timetable, lecture presentations, audio recordings of lectures, formative assessment question papers and past examination papers via MyUni. In addition, when required students will be contacted and also provided with additional informations via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Learning will be done by dissections of upper and lower limbs. This learning will be supported by a dissection guide, lectures, textbooks and regular formative assessments. Bones, radiographs, potted specimens and prosected upper and lower limbs kept in Room S406 and the Dissecting room (Basement, South wing, Medical School) will be available for student learning. In addition, tutors (four) will be available during the dissections to assist in the dissection and learning. All learning sessions (dissections and lectures) will be done in “small group” teaching mode.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 hour of lecture and three hours of dissection per week. In addition, 3-4 hours of learning/preparation per week.
    Learning Activities Summary

    Week

    Topic

    Lecture

    Week 1

    Lecture 1

    Dissection session 1

    Upper limb – skeleton

    Dissection of upper and lower limbs

    Week 2

    Lecture 2

    Dissection 2

    Formative assessment 1

    Upper limb – muscles

    Dissection of upper and lower limbs

    Pectoral girdle, bones of limb, surface anatomy, shoulder region (posterior dissection, anterior dissection), limb (arm and cubital fossa)

    Week 3

    Lecture 3

    Dissection 3

    Upper limb – hand

    Dissection of upper and lower limbs

    Week 4

    Lecture 4

    Dissection 4

    Formative assessment 2

    Upper limb – nerves

    Dissection of upper and lower limbs

    Anterior dissection – forearm, hand; posterior dissection – arm, forearm, hand

    Week 5

    Lecture 5

    Dissection 5

    Upper limb – nerve injuries and blood vessels

    Dissection of upper and lower limbs

    Week 6

    Lecture 6

    Dissection 6

    Formative assessment 3 

    Upper limb – joints, axilla, superficial veins

    Dissection of upper and lower limbs

    Upper limb – joints (shoulder and elbow joints)
    Lower limb – pelvic girdle, limb bones, radiology

    Week 7

    Lecture 7

    Dissection 7

    Lower limb – skeleton

    Dissection of upper and lower limbs

     

    Week 8

     

    Lecture 8

    Dissection 8

    Formative assessment 4

     

    Lower limb – muscles

    Dissection of upper and lower limbs

    Lower limb – surface anatomy, inguinal region, superficial veins, thigh (anterior compartment, medial compartment); leg (anterior and lateral compartments) and dorsum of the foot.

    Week 9

    Dissection  9

    Dissection of upper and lower limbs

    Week 10

    Lecture 9

    Dissection 10

    Formative assessment 5

    Lower limb – blood vessels, nerves

    Dissection of upper and lower limbs

    Lower limb – posterior dissection (gluteal region, leg, foot), joints (hip, knee and ankle joints)

    Week 11

    Lecture 10

    Dissection 11

    Lower limb – joints

    Dissection of upper and lower limbs

    Week 12

    Lecture 11

    Dissection 12

    Revision – discussion of questions

    Dissection of upper and lower limbs

    Week 13

     Revision by students

    Upper and lower limbs

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Formative Assessment 1 Formative - 1-8
    Formative Assessment 2 Formative - 1-8
    Formative Assessment 3 Formative - 1-8
    Formative Assessment 4 Formative - 1-8
    Formative Assessment 5 Formative - 1-8
    End of semester theory paper Summative 70% 1-8
    End of semester oral assessment Summative 10% 1-8
    Dissection evaluation Summative 20% 9
    Assessment Detail

     1)    Formative assessment 1 – short and long answer essay type questions, students do on their own time.

    2)    Formative assessment 2 – short and long answer essay type questions, students do on their own time.

    3)    Formative assessment 3 – short and long answer essay type questions, students do on their own time.

    4)    Formative assessment 4 – short and long answer essay type questions, students do on their own time.

    5)    Formative assessment 5 – short and long answer essay type questions, students do on their own time.

    Formative assessments 1-5 covers most of the important aspects (structure, function and clinical aspects) of upper and lower limbs. They indicate the areas of importance, the depth at which different parts should be studied and the type of questions that the students will face in the summative assessments.  

     

    6)    End of semester theory paper: It is a 2 hours paper for the assessment of knowledge, consists of short and long answer essay type questions and accounts for 70% of the total summative assessment.   

    7)    End of the semester oral assessment: Focus on knowledge, particularly the aspects that were not assessed in the theory paper. It is summative and accounts for 10% of the total assessment.

    8)    End of the semester dissection evaluation: It is for the assessment of dissection skills and accounts for 20% of the total summative assessment.     

    Submission
    Any potential difficulties in meeting assessment deadlines should be discussed with the course coordinator. Extensions for due dates will only be granted in accordance with University of Adelaide policy. http://www.adelaide.edu.au/student/exams/supps.html
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    At least once in two years a SELT evaluation is carried out and changes are made to the course according to the SELT feedback and the feedback received from individual students. In addition, during the marking of examination papers, student performances are taken as feedback and changes are made to the course accordingly.
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