ANAT SC 2006 - Foundations of Human Neuroanatomy

North Terrace Campus - Semester 1 - 2017

This course is designed to introduce students to basic concepts in neuroanatomy including: gross and microscopic organization of the central nervous system, normal and pathological CNS functioning, nervous system development, and the development and evolution of the CNS. In order to accomplish this aim, nervous system structure, function and pathology are integrated, drawing on information and techniques from cellular, systems and clinical neuroscience. Lectures are supplemented with weekly tutorial and practical sessions. Tutorials include small group activities, designed to reinforce key concepts. Practicals include the study of human brain and spinal cord prosections and models. Students will also undertake a group research project in order to enhance their development of scientific research skills: forming collaborations, writing research proposals, presenting research findings and responding to critical questions.

  • General Course Information
    Course Details
    Course Code ANAT SC 2006
    Course Foundations of Human Neuroanatomy
    Coordinating Unit Health Sciences Faculty Office
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites ANAT SC 1102 or BIOL1101 or BIOL 1310 or equivalent
    Incompatible ANAT SC 3103
    Course Description This course is designed to introduce students to basic concepts in neuroanatomy including: gross and microscopic organization of the central nervous system, normal and pathological CNS functioning, nervous system development, and the development and evolution of the CNS. In order to accomplish this aim, nervous system structure, function and pathology are integrated, drawing on information and techniques from cellular, systems and clinical neuroscience. Lectures are supplemented with weekly tutorial and practical sessions. Tutorials include small group activities, designed to reinforce key concepts. Practicals include the study of human brain and spinal cord prosections and models. Students will also undertake a group research project in order to enhance their development of scientific research skills: forming collaborations, writing research proposals, presenting research findings and responding to critical questions.
    Course Staff

    Course Coordinator: Dr Lyndsey Collins-Praino

    Course coordinator:

    Dr. Lyndsey Collins-Praino
    Email: lyndsey.collins-praino@adelaide.edu.auPhone: +61 (0)8 8313 5488

    Course contributors:

    A/Prof Ian Johnson
    Email: ian.johnson@adelaide.edu.au
    Phone: +61 (0)8 8313 5988

    A/Prof Renée Turner
    Email: renee.turner@adelaide.edu.au
    Phone: +61 (0)8 8313 3114

    Dr Frances Corrigan
    Email: frances.corrigan@adelaide.edu.au
    Phone: +61 (0)8313 4150
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrate an understanding of the basic anatomy of the nervous system in humans and other animals.
    2 Identify major neuroanatomical structures in wet specimens and images and describe their functional significance.
    3 Discuss the functional consequences of a lesion to a neuroanatomical structure/pathway or a haemorrhage in a particular blood vessel.
    4 Explain the natural defence mechanisms and protection of the human nervous system.
    5 Apply knowledge of the development and evolution of the nervous system to carry out intra- and inter-species nervous system comparisons.
    6 Describe the processes of injury, repair and plasticity in the nervous system.
    7 Analyse the role of anatomical dysfunction in the emergence and maintenance of major neurological and neuropsychiatric disorders.
    8 Display insight into current research issues and an ability to critically evaluate primary literature in the field of neuroscience.
    9 Develop skills necessary for a professional in the sciences including: working collaboratively, identifying research questions, conducting literature searches, writing research proposals, presenting research findings.
    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)
    1-9
    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
    3,5,7-9
    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
    8,9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8,9
    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
    N/A
    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
    9
  • Learning Resources
    Required Resources
    Required Textbooks:

    1.         Clinical Neuroanatomy, 7th edition, 2010 by Richard S. Snell, published by Lippincott, Williams and Wilkins. ISBN:  978-0-7817-9427-5.

    2.         Lippincott’s Pocket Neuroanatomy, 2014 by Douglas J. Gould, published by Lippincott, Williams and Wilkins. ISBN: 978-1-4511-7612-4.

     







    Recommended Resources
    Recommended Textbooks:

    1.  Neuroanatomy in Clinical Context: An Atlas of Structures, Sections, Systems and Syndromes, 9th edition, 2015 by Duane E. Haines,
    published by Wolters Kluwer. ISBN: 978-1-4511-8625-3.

    2.  Neuroanatomy through Clinical Cases, 2nd edition, 2010 by Hal Blumenfeld, published by Sinauer Associates. ISBN: 978-0-87893-613-7.

    Online Learning
    Neuroanatomy Web Links:

    Allen Brain Atlas:
    http://www.brain-map.org/

    Neuroanatomy Atlas (Columbia):
    http://www.columbia.edu/itc/hs/medical/neuroanatomy/neuroanat/

    The Whole Brain Atlas (Harvard Med):
    http://www.med.harvard.edu/aanlib/home.html

    The Human Brain Atlas (Michigan State):
    https://www.msu.edu/~brains/brains/human/index.html

    Scalable Brain Atlas:
    http://scalablebrainatlas.incf.org/main/index.php?

    HyperBrain quizzes (U of Utah):
    http://library.med.utah.edu/kw/hyperbrain/quiz/

    Neuroanatomy Quiz (U of Minnesota):
    http://vanat.cvm.umn.edu/neuroQuiz/

    e-Learning Neuroanatomy
    (Universiteit Gent): http://www.neuroanatomy.ugent.be/

    Neuroanatomy Resources (Buffalo):
    http://www.smbs.buffalo.edu/acb/neuro/linkscss.html






    Note on MyUni use:

    This course will use MyUni as a major component. All lecture notes, tutorial activities and lecture recordings will be posted on MyUni. Announcements and weekly student update emails will be sent via the site. The periodic quizzes will be administered online via MyUni. Groups for the group project will be formed via MyUni, and given access to a group discussion board. Finally, a MyUni discussion board to encourage communication with both instructors and peers will be established.












  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures

    Lectures will be held two times per week for 50 minutes each. Each lecture begins at 10 minutes past the hour and ends on the hour. Lectures are intended to be “value-added” sessions, rather than mere re-capitulations of textbook material. Therefore, students are expected to have done the reading prior to attending the lecture. This will give them the basis of understanding needed in order to get the most out of the lecture. While recorded lectures will be posted on the MyUni site following each session, the only way to participate in the in-class activities, which are designed to reinforce and clarify the content, is to attend class.

     

    Practical Sessions

    Practical sessions will be held in the Ray Last Laboratory. During these sessions, students will engage in “traditional” dissecting room
    activities, including viewing/interpreting anatomical specimens/models and dissecting a sheep’s brain, under the guidance of a team of experienced demonstrators. Attendance will be taken at each practical session.

     

    Tutorial Sessions

    Tutorial sessions will be held weekly. During the tutorial sessions, students will engage in a variety of small-group activities and
    round-table discussions, designed to enhance their understanding of the topic. Attendance will be taken at each tutorial session.



    Workload

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

    As a 3 unit course, Foundations of Human Neuroanatomy will require  approximately 12 h of work per week, including lecture, practical and
    tutorial attendance, completion of assignments, preparation of the group project and private study.
    Learning Activities Summary
    Please refer to the course timetable within MyUni.
    Specific Course Requirements
    Please refer to the course manual on MyUni.
  • 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 Task Type Weighting Learning Outcome
    Quiz 1 (online) Formative N/A 1-7
    Quizzes 2-4 (online) Summative 30% (10% each) 1-7
    Group report Summative 10% 8,9
    Group seminar Summative 5% 8,9
    End of semester practical exam Summative 15% 1-9
    End of semester theory exam Summative 40% 1-9
    Assessment Detail
    Please refer to the course manual within MyUni for further details regarding assessment.
    Submission
    Details will be made available on MyUni.
    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.