ANAT SC 3003 - Applied Clinical Anatomy

North Terrace Campus - Semester 1 - 2019

Applied clinical anatomy will enable students to gain a better appreciation of the structural and functional relationships in the human body in health and apply this knowledge to understand changes that occur in disease. This course employs a wide range of teaching and learning modes, with an emphasis on a blended learning, flipped classroom approach. The course curriculum is organised by anatomical region into three modules that will address the relevant clinical anatomy of the (i) head & neck; (ii) thorax; and (iii) abdomen and pelvis. Learning will be facilitated by weekly clinical scenario-based teaching supplemented by cadaveric dissections, surface anatomy and imaging and reinforced with weekly / end of module testing. The course will be useful for students considering medicine or paramedical careers that demand an appreciation of the clinical relevant anatomy but also to students fascinated by the structure and organisation of the human body.

  • General Course Information
    Course Details
    Course Code ANAT SC 3003
    Course Applied Clinical Anatomy
    Coordinating Unit Medicine
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ANAT SC 2009
    Course Description Applied clinical anatomy will enable students to gain a better appreciation of the structural and functional relationships in the human body in health and apply this knowledge to understand changes that occur in disease. This course employs a wide range of teaching and learning modes, with an emphasis on a blended learning, flipped classroom approach. The course curriculum is organised by anatomical region into three modules that will address the relevant clinical anatomy of the (i) head & neck; (ii) thorax; and (iii) abdomen and pelvis. Learning will be facilitated by weekly clinical scenario-based teaching supplemented by cadaveric dissections, surface anatomy and imaging and reinforced with weekly / end of module testing. The course will be useful for students considering medicine or paramedical careers that demand an appreciation of the clinical relevant anatomy but also to students fascinated by the structure and organisation of the human body.
    Course Staff

    Course Coordinator: Dr Marc Gladman

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Explain, in detail, the clinically-relevant anatomy of the Head & Neck, Thorax, Abdomen and Pelvis

    2. Describe and palpate clinically-relevant surface anatomical landmarks

    3. Apply anatomical knowledge to explain common clinical symptoms

    4. Generate an explanation of the pathogenesis of common diseases using anatomical knowledge

    5. Describe clinically-relevant structures on common medical images

    6. Work collaboratively in small groups to apply course knowledge to clinical scenarios

    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)
    1-4
    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
    3-6
    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
    6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-7
    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
    6
    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
    3,4,6
  • Learning Resources
    Required Resources
    Moore, K.L. & Agur, A.M.R. & Dalley, A.F. (2014). Essential clinical anatomy.5th edition Wolters Kluwer. ISBN 9781451187496
    Recommended Resources
    Rohen, J.W., Yokochi, C. & Lϋtjen-Drecoll, E. (2016). Anatomy: a photographic atlas 8th edition Wolters Kluwer ISBN 987654321

    Hankin M.H., Morse D.E., Bennett-Clarke C.A. (2013) Clinical Anatomy: A Case Study Approach 1st Edition McGraw-Hill Education ISBN 0071628428

    Ellis H., Mahadevan V (2013). Clinical Anatomy: Applied anatomy for students and junior doctors 13th edition Wiley-Blackwell

    Tunstall, R. & Shah, N. (2012). Surface anatomy. JP Medical Ltd ISBN 1907816178
    Online Learning
    Useful online resources:

    www.clinicalanatomy.ca

    www.netanatomy.com

    ELearning

    This course will use Canvas as an eLearning platform and all course content will be available in MyUni and will be conveniently organised as modules that will contain:
    1. Lecture notes and recordings,
    2. Practical session notes, manuals and materials
    3. Tutorial cases

    The weekly in-class assessment will also be conducted through the MyUni eLearning platform so devices, providing access to canvas, need to be brought to each session.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Applied clinical anatomy employs a wide range of teaching and learning modes, with an emphasis on a blended learning, flipped classroom approach. The course curriculum is organised by anatomical region into three modules that will address the relevant clinical anatomy of
    (i) the head & neck,
    (ii) thorax and
    (iii) abdomen and pelvis.

    Content for each module will be delivered using pre-class, in-class and post-class activities. Pre-class activity includes weekly pre-lecture activities / readings that will be summarised in a weekly plenary lecture. In-class activity will involve weekly two separate but closely aligned activities (cadaveric wet labs and clinical case-base dry labs) that will take the form of team-based collaborative learning that incorporates small group activities. Post-class activities will assess understanding, application and recall and will provide students with weekly feedback regarding their progress within the course.

    Attendance and grading in each of the practicals will be conducted electronically using SpeedGrader in Canvas.

    Workload

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

    Please refer to MyUni for full details.

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

    Pre-lecture activities: 13x 1 hour = 13 hours
    Lectures: 13 x 1 hour = 13 hours
    Preparation for Laboratory and Tutorial Sessions: 1 hour per session x 26 = 26 hours
    aboratories: 13 x 1.5 hours = 19.5 hours
    Tutorials: 13 x 1.5 hours = 19.5 hours
    Post-class Readiness Assurance Tests: 13x 1 hour = 13 hours
    Examination: 1 x 2 hours = 2 hours
    General study = 40 hours

    TOTAL = approx. 150 hours
    Learning Activities Summary
    Course materials are divided into 3 modules:

    Module 1: Thorax
    Module 2: Abdomen and Pelvis
    Module 3: Head and Neck

    Pre-class activities
    Each week, students will be provided with pre-lecture activities / readings that will be summarised in a weekly plenary lecture. The aim of the pre-class activity is to provide orientation and identification of key factual information and concepts relevant to the region being studied to facilitate understanding and recall.

    In-class activities
    Compulsory in-class activities include both wet and dry practical sessions that are designed in the form of small group discovery activities to provide enhanced opportunities for team-based and peer-assisted learning. In-class activities will be supported by an expert demonstrating team consisting of clinicians and medical and higher degree students.

    Anatomical wet practicals involve exposure to cadaveric material, anatomical models, surface anatomy and medical images at 6 stations, including a formative assessment station. The completion of activities at each station provides an opportunity for visual and interactive learners to integrate the predominantly theoretical knowledge from pre-class activities with that obtained via personal observations and hands on investigation of the three-dimensional arrangement of anatomical structures to promote comprehensive understanding.

    Dry practicals will involve clinical case-based activities that will be conducted in small groups to promote deep understanding, appreciation and application of core content. This active learning approach will promote application and analysis of the relevant content and will provide an opportunity for tutor and peer feedback.

    Post-class activities
    Students will also be required to complete summative assessment in the form of weekly online quizzes for each module. This Individual Readiness Assurance Testing (RAT) will be performed using canvas quizzes to provide real-time, modular feedback that will assist individual students gauging their understanding of and reflection on course content on a week-to-week basis. The small group discovery experience activities will be followed by team-RAT to further reinforce learning. The assessment has been “custom designed” to 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 be included in the End of Semester theory exam.

    Specific Course Requirements
    Applied Clinical Anatomy wet laboratory sessions

    These are held in the Ray Last Anatomy Laboratory. To access this facility, you must wear (1) a laboratory coat, (2) closed-in shoes, and (3) your student identification card on your lab coat. You will not be permitted entry into this facility without these items. Please also bring a hardcopy of the laboratory handout and a pen/pencil as no electronic devices (phones, tablets, laptops) are allowed in this facility.

    If you have NOT yet completed the online Ray Last Anatomy Laboratory Induction module, you will need to do so before commencement of the course. Please Note: you will need to purchase your own lab coat.

    Applied Clinical Anatomy dry laboratory sessions

    These will involve the completion of online summative quizzes through canvas / MyUni. Please ensure that you bring your own electronic device (smartphone, tablet, laptop) to this session and that it is charged and fully functional.
    Small Group Discovery Experience
    SGDE will feature extenisvely through in-class and post-class activities and in summative group learning activities integrated in the course. Speicifically, 

    1. Groups of 6-7 students will engage in SGDE in the anatomy laboratory using prosections and guided by 6 tutors.
    2. Groups of 6-7 students will also engage in SGDE in dry labs guided by 6 tutors concerned with surface anatomy, anatomical models and clinical tersts and imaging.
  • 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 Due Weighting Learning Outcome
    Weekly Quizzes x8 Formative & Summative Weeks 2-4, 6-8, 10,11 (in practicals) 24% LO1-6
    Weekly practical attendance Summative Weekly (in practicals) 6% LO6
    End of Module Tests x3 Summative Weeks 5, 9, 13 (in practicals) 15% LO1-5
    End of Semester Practical Examination Summative Week 13 (in practical) 25% LO1-5
    End of Semester Theory Examination Summative Week 13 (in practical) 30% LO1-5
    Assessment Detail
    Please see MyUni site
    Submission
    Please see MyUni site
    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.

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