ANAT SC 2009 - Musculoskeletal Anatomy
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code ANAT SC 2009 Course Musculoskeletal Anatomy Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3.5 hours per week Available for Study Abroad and Exchange Prerequisites ANAT SC 1102 Incompatible ANAT SC 2200 Assumed Knowledge ANAT SC 1103 Course Description This course will provide students with a comprehensive understanding of the gross anatomy, function and integration of the neuro-musculoskeletal system, with an emphasis on clinical problem solving related to common injuries and movement dysfunction. Syllabus content will include advanced regional and sectional anatomy of the upper and lower limbs, vertebral column, diaphragm and abdominopelvic structures, and the head/neck with an emphasis on the musculoskeletal system (osteology and arthrology), relevant parts of the nervous system and vasculature. Students will learn how to recognise major neural plexuses and peripheral nerves and their innervation to muscle groups and skin, and consequently be able to identify the impact of injury on motor and sensory function. The effects of growth and development, maturation and ageing on the musculoskeletal system will also be studied. In addition, advanced functional aspects of joint anatomy and common pathological manifestations will be discussed for select anatomical regions. Teaching sessions will be delivered using a blended-learning approach; content delivered using a combination of didactic and online lectures, and contextualised learning enforced in weekly practical resource sessions, the latter using prosected human material, anatomical models and medical images (MSCT, MRI, conventional radiography and ultrasound) to promote deep learning.
Course Coordinator: Dr Kent Algate
Course Co-ordinator: Dr. Nicolene Lottering
Location: Room N322, Level 3, Medical School North
Tel: +61 8 8313 5342
Course Email: firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Identify and annotate skeletal structures of the axial and appendicular skeleton, including landmarks of muscle attachment, and describe the type, structure and function of bones. 2 Describe the detailed anatomy of the muscular, nervous systems and vasculature of the upper and lower extremities, vertebral column and head and neck, on human cadaveric specimens, digital resources and medical images. 3 Relate the biomechanics and anatomical constituents (e.g. concentric functions of muscles), at the micro and macro levels of organisation, to growth and development, human movement and mechanisms of injury and disease. 4 Differentiate types of joints and their macroscopic anatomy, including major ligaments, connective tissue structures and bursae; explain and recognise high-incidence joint injury and pathology on principal imaging modalities 5 Summarize the regional and compartmental innervation of major nerve plexuses; and describe the causes, functional changes in movement and clinical assessment associated with lesions and plexopathies. 6 Reduce a complex functional problem to basic principles and explain the mechanism of the problem using lay person and appropriate anatomical terminology by working in small groups.
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
3-7, 9-10 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
1-10 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
NA 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
Required Resources1. 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. 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
Recommended Apps (Mobile, Tablets or Laptops)1. Essential Anatomy 5 or Complete Anatomy, 2018 by 3D4Medical.com LLC (available at 3D4Medical.com; Apple App Store or Microsoft Store)
Online LearningThis course will use Canvas as an eLearning platform for the dissemination of lecture notes and recordings, tutorial activities, and deployment of summative quizzes. Course content will be subdivided into modules in Canvas; each with folders disseminating copies of the didactic lecture notes, articulate storyline lectures, anatomy resource session notes; as well as folders with formative and summative assessment tasks relevant to each module. This course will also encompass blended learning approaches using innovative teaching styles including lightboard technology and videoscribe conceptional multimedia. Canvas will be used as the primary platform for announcements, the integration of learning pathways and to deploy student update emails. Private social media channels (medium TBD based on pre-class evaluation data) will be developed to encourage discussion, communication and resource sharing between students for spaced-and-paced revision.
Learning & Teaching Activities
Learning & Teaching ModesThe course curriculum is segregated into introductory lectures and three content modules, divided by anatomical region. Specifically, students will be: introduced to the basic concepts of biomechanics, the macro and micro-structure of soft and hard tissues of the musculoskeletal system (MSK), followed by common radiological modalities and their radiographic interpretation associated MSK anatomy and pathology, including plain radiography, multi-slice computed tomography and magnetic resonance imaging, in the introductory module. This will be followed by segregation of MSK regional anatomy, including the osteology, arthology,neural, muscular and vascular systems for the (1) upper and (2) lower limbs; and (3) trunk (including the pectoral region, anterior and posterior abdominal walls and vertebral column); and (4) head and neck.
Content for each module will be delivered using a blended/hybrid teaching and learning approach under a Flipped Classroom (Karanicolas and Snelling, 2017) and Teaching with Technology Framework (Lottering, 2018), with approximately 4-5 didactic lectures, as well as a compulsory case-based learning workshop each week to apply concepts to a real-world, clinical context based on common MSK trauma, pertaining to each anatomical region. The pedagogy associated with this unit is characteristic of a spiral curriculum, revisiting introductory topics (osteology and neuromuscular systems) covered in year 1 and extending towards topics covered in year 3 i.e. “Applied Clinical Anatomy” which will cover sectional anatomy, radiological interpretation and patient assessment.
The weekly anatomical resource sessions are designed in a form of team-based collaborative learning that incorporates small group activities at each content station and a summative assessment station. It is anticipated that students will have an enhanced learning experience through the use of team-based learning and peer teaching. The resource sessions are intended to extend and amplify student understanding of material presented in lectures in an interactive format, where they are given opportunities to seek clarification on any aspect of the topics covered, as well as to tackle concepts that might be difficult to grasp. Students will be exposed to cadaveric material, anatomical models, surface anatomy and medical images; combining a traditional “wet-laboratory” with interactive multimedia activities (e.g. virtual reality, Kahoot! quizzes and flag-races).
Students will also gain an understanding of the three-dimensional spatial arrangment of the human body using state-of-the-art virtual and augmented reality technologies and software in this course. Dr. Lottering has been a pioneer in VR medical education through implementation of HTC VIVE VR system into laboratory learning activities, revision sessions and formative assessment using a small group discovery experience (SGDE) format and championing new visions of teaching excellence through virtual reality app development and software validation in collaboration with Bond University, specific to the MSK curriculum. Students will also be required to complete formative assessment in the form of weekly spotter tests or online quizzes for each module, designed both to test students understanding of the content and to reveal to them what information may need further revision. This assessment will encourage students to keep up with the material throughout the course, and provides an opportunity for continual feedback. Select questions from the online quizzes, formatted to include multiple choice, fill-in-the-blanks, hot spots and short response type questions, will beincluded in the End of Semester theory exam.
No information currently available.
Learning Activities Summary
No information currently available.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
No information currently available.
No information currently available.
No information currently available.
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.
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.2018 SELT FEEDBACK
Overarchingly, in 2018 the course fail rate and student satisfaction continued to improve since, dropping to 13%, whilst the broad agreement pertaining to the quality of the course improved to 97%. This may be attributed to the implementation of the Teaching with Technology Framework and Students-as-Partners Framework that Dr. Lottering has developed and implementated for this course. Correlated to the reduction in fail rate, student engagement and satisfaction improved between 2017 and 2018, with increased broad agreement in the majority of performance criteria. Specifically for criteria 10 (I am satisfied with the quality of this course),
C01 C02 C03 C04 C05 C06 C07 C08 C09 6.2 (97%) 6.4 (96%) 6.5 (96%) 6.4 (100%) 6.3 (96%) 6.2 (96%) 6.1 (96%) 6.4 (96%) 6.1 (100%)
Best Aspects of this Course:
• "Engaging learning (allowing students to perform physical examinations), practical aspects - exam (visual), tutors and lecturers suggestions were very useful in terms of the applications + softwares they recommended and even ways to study for the course"
• "I really enjoyed all the content, learning about MSK has been really interesting.I loved the labs, they were extremely helpful for the practical exams and for putting all of the theory into context.All the peer leaders were great, and I really enjoyed working with them. They were excellent at answering questions. Nicolene is such a good lecturer and explains everything really clearly. The overall organisation of the course was reallygood and made it less stressful. There was lots of support as well."
• "The fact that we have peer leaders as well as demonstrators from past years of this course makes accessing validinformation and helpful tips easy. Most other courses there are just the lecturers which is not nearly as helpful as this aspect of teaching from the peers and demonstrators"
• "This was a wonderful course! There were enough classes to facilitate understanding of concepts, sufficient revisionwas provided for assessments (especially for the exam), and many sources of help were provided"
• "The range of materials to learn from is large. The teaching is also very engaging and informative. I enjoy the sense ofcommunity made by the social media groups and pages."
Aspects requiring Improvement
Students appeared to struggle with the delivery of the Upper Limb module, due to the difficult transition/introduction to the new language that is anatomy. In addition students were introduced to a ‘flipped classroom’ environment for this specific module; however since many students aren’t familiar with this format in first year, particularly the ‘pre-classroom’ component, this teaching technique did not seem highly effective as many students were unprepared in class. Further students "found it hard to learn what is necessary particularly as there was a change in lecturers for the upper limb, struggled through the upper limb because of the change in teaching style" for this module. This is corroborated by "The course is done really well, the most difficult part if the sheer content in the short amount of time, the worst part ofthe course were the first few lectures and workshops not taken by Nicolene." To improve this, Dr. Lottering will reimagine the delivery of the Upper Limb module in 2019 to improve the blended approach and incorporate more lecturing activities and social media digital strategies for revision.The number of negative comments and feedback pertaining to workload and content burden significantly improved in 2018; hypothesizing that clearer expectations, learning objectives and communication made the course more manageable.
Teacher Evaluation Data for Dr. Lottering (CC)
T01 T02 T03 T04 T05 T06 6.6 (99%) 6.7 (95%) 6.5 (95%) 6.8 (95%) 6.7 (95%) 6.5 (95%)
Summarised in the "improvements" response category, "I have had no issues whatsoever with Nicolene as a teacher. She has had quite a few years now of teaching in anatomy and seems to have a high understanding and awareness of how to teach this course" demonstrating that I have created a supportive and engaging learning environment in which students are able to relate well to me, find learning interactive and fun, and appreciate my expertise in the content area.
• "Nicolene is a very compassionate person. She is constantly making the effort to check in throughout the week how ourstudies are going. Not even just in musculoskeletal anatomy but in our other courses as well. She has a very visual approach to learning which is how I learn/study best so using these aspects of teaching makes it easier on me as astudent. She is very different compared to other teachers I have had in the past in the fact that if you rock up to class she will make the effort to get to know you. This makes it a lot easier when approaching her with any questions regarding course work."
• "She is unreal, cannot rate high enough! She goes the extra mile and delivers the content in a comprehensive andbrilliant way. Expresses the lectures and content in a way that is engaging and stimulating."
• "I believe that Nicolene's teaching has been second to none in my university degree so far. Nicolene is easily approachable and provides student with every opportunity to succeed in this very challenging course."
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.