ANAT SC 2200 - Functional Human Anatomy II

North Terrace Campus - Semester 2 - 2016

Students will be introduced to the basic principles of gross anatomy and will study in detail the functional anatomy of the human musculoskeletal system. Teaching sessions will include lectures and practicals, the latter using prosected human material. In addition, students will be required to complete a project. The content will include detailed information on the anatomy of the upper and lower limbs, vertebral column, and head/neck with emphasis on the musculoskeletal system as well as relevant parts of the nervous system. In addition, students will study the more advanced functional aspects of joint anatomy.

  • General Course Information
    Course Details
    Course Code ANAT SC 2200
    Course Functional Human Anatomy II
    Coordinating Unit Medical Sciences
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 5 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge ANAT SC 1102 or equivalent
    Course Description Students will be introduced to the basic principles of gross anatomy and will study in detail the functional anatomy of the human musculoskeletal system. Teaching sessions will include lectures and practicals, the latter using prosected human material. In addition, students will be required to complete a project. The content will include detailed information on the anatomy of the upper and lower limbs, vertebral column, and head/neck with emphasis on the musculoskeletal system as well as relevant parts of the nervous system. In addition, students will study the more advanced functional aspects of joint anatomy.
    Course Staff

    Course Coordinator: Dr Nicolene Lottering

    Course Coordinator: Dr. Nicolene Lottering
    Location: Room N322 Medical School North
    Phone: +61 8 8313 5342
    Email: nicolene.lottering@adelaide.edu.au

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Describe and predict the planes of movement available and/or appropriate at each of the upper and lower limb joints
    based on the structure of those joints
    2 Describe the detailed gross anatomy, including bones, joints, muscles, nerves and vasculature, of the upper and
    lower extremities, vertebral column and head and neck.
    3 Explain and demonstrate the concentric functions of limb muscles based on knowledge of its origin and insertion, the
    joint that it crosses and direction of fibres.
    4 Identify and describe the types of joints and their macroscopic anatomy, selected ligaments and bursa of the human
    body.
    5 Explain the coordinated movements of the shoulder girdle and humerus.
    6 Describe the importance of eccentric muscle function in the lower limb during gait
    7 Explain and predict the movements available in each vertebral column region and the functions of the abdominal and
    back muscles
    8 Name, identify and locate the muscles of facial expression, mastication, and the anatomy and function of the temporomandibular joint
    9 Explain and describe the functional changes in movement following lesions of major nerves and/or plexuses.
    10 Reduce a complex functional problem to basic principles and explain the mechanism of the problem in lay terms by
    working in small groups
    11 Appreciate the role of voluntary body donation in the practice of anatomy teaching and learning, and the
    responsibilities of students in that setting
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-10
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-10
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    9,10
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5-10
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    10, 11
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    10, 11
  • Learning Resources
    Required Resources
    Required Textbooks
    1. Atlas of Clinical Gross Anatomy, 2nd edition, 2005 by Kenneth Prakash Moses et al., published by Saunders (imprint of Elsevier). ISBN: 978-0-323-07779-8
    2. Basic Biomechanics of the Musculoskeletal System, 2012 by Margareta Nordin and Victor H. Frankel, published by Wolfer Kluwer/Lippincott, Williams and Wilkins. ISBN: 978-1-6091-3335-1.
    Practical/Laboratory Resources
    Students will not be allowed to enter the Ray Last Anatomy Laboratory without a lab coat, closed in footwear (i.e. no ballet flats or sandals), safety glasses/eyewear and student ID card. You will be required to bring a print-out of the laboratory notes each week to complete in class.
    Recommended Resources
    Recommended Textbooks*
    1.    Manual of Structural Kinesiology, 19th edition, 2014 by RT Floyd and Clem Thompson, published by McGraw-Hill Education. ISBN 13: 978-0-07336-929-7

    2.    Imaging Atlas of Human Anatomy, 4th edition, 2011 by Jamie Weir et al., published by Elsevier Limited. ISBN: 978-0-7234-3457-3

    3.    Netter’s Orthopaedic Clinical Examination: An Evidence-based Approach, 3rd edition, 2016 by JA Cleland, Shane Koppenhaver, Jonathan Su, published by Elsevier. ISBN: 978-0-323-34063-2

    4.    Hollinshead’s Functional Anatomy of the Limbs and Back, 9th edition, 2009 by David Jenkins, published by Elsevier. ISBN: 987-1-4160-4980-7.

    *Note: You are not required to purchase recommended texts. I provide the above-listed texts merely as additional references and supplementary material. These are particularly useful if you choose to continue your study in musculoskeletal anatomy and anatomical imaging. Most of these texts are also available online through ClinicalKey Australia (UofA login required).
    Online Learning
    All lecture and Anatomy Resource session notes will be available on 'Canvas by Infrustructure' eLearning platform. All didactic lectures will be recorded using Echo360 and made available to students. A select number of Articulate Storyline online lectures will also be delivered. With respect to assessment, students will be required to complete two summative online quizzes in Canvas at the end of weeks 4 and 8, formatted to include multiple-choice, fill-in-the-blank and hotspot questions, to test their understanding of the course content and to identify areas that require further revision prior to end of semester examination.


  • Learning & Teaching Activities
    Learning & Teaching Modes
    Content will be disseminated in the form of four major modules: (1) You will be introduced to the basic concepts of functional anatomy common to all regions of the musculoskeletal system, accompanied by the fundamentals in medical imaging data acquisition and interpretation. (2) Regional anatomy, including the osteology, arthrology and neural and muscular systems of the upper and lower limbs will then be presented on a comparative basis (i.e. shoulder vs. hip). In the second part of the semester, we will cover modules 3 and 4 constituting regional and functional anatomy of the trunk and the head and neck. 

    Teaching sessions include at least two lectures per week (Mondays 11:10am and Tuesdays 11:10am), while in some weeks an additional lecture timeslot (Tuesdays 9:10am) may be utilized for revision, Q/A or office hours or summative assessment. Lectures will be delivered using a combination of didactic and online approaches. You will also be required to attend a two-hour laboratory session each week, which presents an opportunity to develop and test your understanding using models, human cadaveric prosections, skeletal material and medical images (conventional radiographs, MSCT, MRI); scheduled for Tuesday 3:10 – 5:00pm in the Ray Last Anatomy Laboratory (Dissecting Room) and S210AB. On two occasions throughout the semester, you will be required to complete online multiple-choice tests using the Canvas learning platform. Formative assessment will also be conducted within the anatomy practical sessions using cadaveric specimens, medical images and clinical examinations.

    Workload

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

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

    As a 3 unit course, Functional Human Anatomy II will require approximately 12 hours of work per week, including lecture and practical attendance, completion of multiple-choice assessment, preparation of the group project and private study. This unit mandates an independent, self-directed learning approach - therefore it is an expectation that students come prepared to the anatomy resource sessions, having completed the relevent prereading and prelaboratory questions and activities. Since the group project is worth 15% of the overall assessment, it is expected that students will spend approximately 15-20 hours on this piece working with their peers on this multimedia presentation.
    Learning Activities Summary

    Week

    Lecture

    Practical

    Week 1

    Introduction to Musculoskeletal Anatomy

    Fundamentals in Medical Imaging

    Regional/Functional Anatomy of the Hip

    Week 2

    Regional/Functional Anatomy of the Shoulder and Knee


    Regional/Functional Anatomy of the Shoulder and Hip

    Week 3

    Regional/Functional Anatomy of the Elbow and Ankle/Foot
    Regional/Functional Anatomy of the Knee and Elbow

    Week 4

    Regional/Functional Anatomy of the Hand/Wrist

    Introduction to MCQ / Q&A Session

    MCQ 1: Weeks 1-4 Content



    Regional/Functional Anatomy of the Ankle/Foot and Hand/Wrist

    Week 5

    Upper limb I: Osteology and Joints 

    Upper limb II: Nerve Plexuses



    Upper limb I (Osteology, Arthology and Muscles)

    Week 6

    Upper limb III: Vasculature

    Lower limb I: Osteology and Joints



    Upper limb II (Nerves and Vasculature)

    Week 7

    Lower limb II: Nerve Plexuses

    Lower limb III: Vasculature

    Lower limb I (Osteology, Arthology and Muscles)

     

    Week 8

    Q&A Session: Upper and Lower limbs

    Vertebral column I: Osteology

    MCQ 2: Weeks 5-8 Content




    Lower limb II (Nerves and Vasculature)


    Week 9

    Vertebral column II: Joints and Imaging 

    Vertebral column III: Muscles of the back



    Mid-Semester Practical Exam

    Week 10

    Q&A Session: Vertebral Column

    Mid-semester Exam Review

    Regional anatomy of the Head



    Regional/Functional Anatomy of the Vertebral Column and Back

    Week 11

    Regional anatomy of the Neck

    Blood supply of the Head and Neck



    Regional Anatomy of the Head and Neck

    Week 12

    Exam Revision I 

    Exam Revision II



    Exam Revision Session (open-laboratory)
    Small Group Discovery Experience
    SGDE will feature through formative group learning activities integrated in the Anatomy Resource Sessions each week and an “Anatomical Dialogue” Group project. In each laboratory session, students will be required to complete a quiz constituting spotter and problem-based learning questions as a team of eight students, and submit their consensus answers to their demonstrator. The demonstrator will guide students through the answers, encourage discussion and provide clarifications regarding of the challenging questions and concepts. Some of the laboratory sessions will have additional tasks to be completed on a worksheet in your course manual (made available on Canvas prior to the session).

    Further, students will be required to work in groups of five (self-allocated) to complete a multimedia “Anatomical Dialogue” group project, which aims to explain the regional and functional anatomy of a nominated injury or medical condition of the musculoskeletal system disseminated in the modern media/sports broadcasting. Students will be required to critically evaluate anatomical dialogue used or lack thereof, in the original voice-over of the commentator/presenter explaining the potential injury; and provide alternative dialogue to better explain the injury to a layperson and medical professional, in the form of a video submission. As part of the submission, students will be required to provide a confidential peer-assessment of each group member’s contribution to this project using Canvas, for normalisation of individual grades.
  • 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
    Multiple choice question tests Summative 2x5% = 10% 1-9
    Midsemester practical exam Summative 15% 1-9
    Project (joint effort) Summative 15% 1-10
    End semester practical exam Summative 25% 1-9
    End of semester theory exam Summative 35% 1-9
    Assessment Detail
    Assessment Item No.1: Multiple Choice Online Quizzes
    Weighting: 5% each (cumulative 10%) - The weighting of 5% means that these are low-stakes tests, designed to reinforce the standards of the course and to uncover students’ weakness
    Group or Individual: Individual
    Description: Each online quiz will comprise of 10 questions, to be completed within a 15 minute time period under the ‘Assessment’ tab on the FHA Canvas site. Students will only be allowed one attempt at this assessment piece. Specifically, each quiz will examine the following content: 
    o  MCQ 1 (16 Aug 2016)  – Weeks 1-4: movements and arthology of major joints of the upper/lower limb.
    o  MCQ 2 (12 Sept 2016) – Weeks 5-8: Upper/Lower Limb osteology, muscles, nerves, vasculature

    Assessment Item No.2: Mid-Semester Practical Examination
    Weighting: 15%
    Group or Individual: Individual
    Description: A mid-semester practical examination will be held during the allocated laboratory session in the Ray Last Anatomy Laboratory (SB02), which will cover a combination of lecture material, laboratory material and supplied online resources/readings. The format of the exam will contain approximately 20 stations, with 2-minute rotations between each; students will be required to answer short response questions using an amalgamation of cadaveric prosections, anatomical models and medical images. These questions may include identifying structures, explaining the function(s) of particular structures, labelling or drawing diagrams.

    Assessment Item No.3: "Anatomical Dialogue" Group Project
    Group or Individual: Group (Groups of 5-6)
    Weighting: 15% [10% content accuracy; 5% storyboard/quality]
                     NOTE: 2.5% of the total grade will consider the ‘creativity’ and ‘originality’ of the presentation;
                               2.5% of the total grade will also be awarded for video quality i.e. filming/audio/formatting

    General Objective: Demonstrate higher processing skills in the areas of synthesis and evaluation through an analysis of how anatomy is used and represented in our personal lives and future profession.

    Description: Since sporting injuries are frequently discussed in modern media broadcasting and sports coverage, in groups students will be required to source video footage relating to an injury or medical condition relating to the musculoskeletal system. Using this footage students are required to (a) reflect and critique the anatomical dialogue used or lack thereof, in the original voice-over of the commentator/ presenter explaining the potential injury (i.e.comment on the accuracy, intended target audience, depth of the explanation); and (b) provide alternative dialogue to better explain the injury to a layperson with no anatomical training. In the second part of this project, students are required to provide an advanced overview of the regional anatomy i.e. muscle/nerve innervation/ vasculature likely to be affected with the injury and discuss the functional implications, targeted at medical professionals or anatomists.

    Part B: As part of their submission, students will be required to provide a confidential peer-assessment of each group member’s contribution to this project using Canvas. Specifically, you will be required to rate each member’s contribution on a scale of 0 – 5 for each of three to six criteria; scores will be normalized to give a final group contribution weighting between 0-1, which will then be multiplied by the product/overall mark of the group.

    NOTE: We encourage creativity and originality with this task! Note that the marking criteria will include the ‘use of creative writing style’ so it is important that you write in a manner that makes your story interesting to read/watch/listen to. More details on this assessment can be found under the assessment tab in Canvas.

    Assessment Item No.4: End of Semester Practical Exam
    Weighting: 25%
    Group or Individual: Individual
    Description: The practical examination will be held in the central university examination block, in the Ray Last Anatomy Laboratory (SB02), which will cover a combination of lecture material, laboratory material and supplied online resources/readings. The exam is designed to determine students' ability to identify osteological, arthological, nervous and vasculature structures of the anatomical regions covered over the course of the semester, and their respective function.

    The format of the exam will contain approximately 20 stations, with 2-minute rotations between each; students will be required to answer short response questions using an amalgamation of cadaveric prosections, anatomical models and medical images. These questions may include identifying structures, explaining the function(s) of particular structures, labelling or drawing diagrams. Students will be given a total of 40 minutes to complete the exam.

    Assessment Item No.5: Final Theory Examination 

    Weighting: 35%
    Group or Individual: Individual
    Description: The written examination is aimed at ascertaining each student’s understanding and knowledge of the principles and core course content presented during all modules and will be held during the university’s official examination period. The format of the comprehensive exam will include:
    o  Key style MCQs
    o  Short answer questions (selective questions sourced from weekly practical notes) 
    o  Extended response/Essay questions

    The time allocated will be 120 mins, plus 10 mins of reading time, but many students should be able to complete it in less than this; the additional time is provided to enable planning and review of answers.
    Submission
    The "Anatomical Dialogue" Group project should be saved and submitted as a digital file (mp4 fomat or equivalent), accompanied by the group script (demarcating each group member's individual role). The presentation should not exceed 10 minutes. This should be submitted under the Assessment folder in Canvas AND emailed to fha_admin@adelaide.edu.au by the due date. Group contribution peer grading will be conducted online, individually and confidentially in Canvas by 4pm Wednesday 26th October 2016.
    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.

    Students may request remarking of any assessment item.

    Replacement exams are offered subject to the student applying on medical and/or compassionate grounds according to the University’s policies.

    Academic replacement exams are offered if the student receives a final mark between 45 and 49%.
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    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.

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