ANAT SC 2009 - Musculoskeletal Anatomy

North Terrace Campus - Semester 2 - 2020

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.

  • General Course Information
    Course Details
    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 or MEDIC ST 1000B
    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 Staff

    Course Coordinator: Dr Kent Algate

    Location: Helen Mayo Building North, Level 2, Room 241
    Tel: +61 8 8313 6322
    Email: kent.algate@adelaide.edu.au

    Course Email:
    msk_admin@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 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
    1-10
  • Learning Resources
    Required Resources
    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. 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 Resources

    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 Learning
    This 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 Modes
    The course curriculum is segregated into introductory lectures and four 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). This will be followed by segregation of MSK regional anatomy, including the osteology, arthology,neural, muscular and vascular systems for the (1) head and neck, (2) upper limbs, (3) lower limbs and (4) trunk.

    Content for each module will be delivered using a blended/hybrid teaching and learning approach under utilising both flipped interactive sessions along with didactic delivery within the classroom. Compulsory system-based learning workshops and laboratory practicals each week will enable students to apply concepts to a real-world, clinical contex. These sessions are also desinged to devloping a form of team-based collaborative learning that incorporates small group activities at each station. 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 along with the use of the novel SECTRA table. revision sessions and formative assessment using a small group discovery experience (SGDE) format. 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 and reinforce 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.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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
    Assessments for the 2020 MSK Course Include:

    Design your own assessment (5%): A small group-based activity where students formulate a single short answer (SAQ) consistent witht eh end-of-year theory examinatiion along with the correct/expected answer. Students will be disignated a specific module that the question must be based. Following submission, questions will be circulated throughout the class and used as a practice 'formative' assessment.

    Anatomical Dialogue Group Project (15%): Individual groups formed in workshops will work together to source video footage relating to an injury or medical conditionof the musculoskeletal system. With reference to this footage, students will a) reflect and critique the anatomical dialogue used (or lack thereof) in the original voice-over of the commentator/presenter, and b) provide alternate dialogue to better explain the injury to a layperson. In the second part of this assignment, students will deliver an overview of the regional anatomy (i.e. bone/muscle/nerve) likely to be affected with the injury. A confidential peer-assessment will be included in this assessment. 

    In-semester practical examinations (20%)
    : There will be Two (10% each) in-semester practical examinations that 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. This 'spotter style' format will contain approximately 30-35 stations, with 75-second rotations between each; these exams are 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.

    End-of-semester practical examinations (25%): A spotter-style practical examinationto held in the Ray Lay Anatomy (SB02) during the University’s official examination period. Formatting of practical examination will be similar to that of the in-semester examinations however there will be 45stations with 75-second rotations between each, and cover all core course content presented during all 4 modules. 

    End-of-semester theory examinations (35%): 
    A written examination aimed at ascertaining each student’s understanding of knowledgeof the principles and core course content presented during all modules. This will be held during the University’s official examination period, and cover all core course content presented during all 4 modules. The format of the EOS theory examination will include, Key style MCQ & short answers questions. The time allocate will be 180 minutes, plus 10 minutes of reading time – however many students are able to complete this in less time than this; the additional time is provided to enable planning and review of answers.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.

    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.