Syllabus PDF

Preview

Summary

Syllabus...

Description

ANA407: GROSS HUMAN ANATOMY SYLLABUS

Pathology and Anatomical Sciences Monday, May 22, 2017 to Friday, July 14, 2017

Summer 2017

6 credits Content Subject to Change at Instructor’s Discretion, with notification to students

Course Director Instructor: Office: E-mail: Phone: Office Hours:

Dr. Stuart Inglis, PhD 206 Sherman Hall [email protected] Office: 716-829-3113 Mon – Friday; 10:00am to 12:30pm

Contact information for additional faculty/staff members can be found on pg. 2 of the syllabus.

Dates, Times, and Locations The course runs between Monday, May 22, 2017 to Friday, July 14, 2017, inclusively.

Activity

Times and Locations Laboratory Group A Laboratory Group B

Lectures

Mon – Fri, 12:30pm – 1:50pm Butler Auditorium 150 Farber Hall (or as specified)

Laboratories

Mon – Fri, 8:00am – 12:00pm Anatomy Dissection Lab 333 BEB

Mon – Fri, 2:00pm – 6:00pm Anatomy Dissection Lab 333 BEB

ANA407: Gross Human Anatomy

Summer 2017

Course Description This course provides students interested in the fields of exercise and rehabilitation sciences with an advanced regional study of the anatomy of the human body. The course incorporates all regions of the body, with a particular focus on the musculoskeletal system. Course material will be presented primarily through a combination of online lectures, in class active learning, and laboratory dissection.

Course Objectives After successful completion of the course, students will be expected to: 1. Describe, where appropriate, the location, points of attachment, nervous and vascular supply, and function of anatomical structures discussed in lecture and laboratory sessions throughout the progression of the course. 2. Identify anatomical structures discussed in lecture and laboratory sessions by name within appropriate images as well as within a properly dissected human body. 3. Make inferences regarding how injury or disease to anatomical structures discussed in class will affect the normal functioning of the human body. 4. Describe the anatomical basis of disease for a list of clinical conditions presented in lecture. 5. Develop a finite differential diagnosis for a variety of clinical presentations based on patient history, descriptions of the results of diagnostic testing, and images and videos of the patient during injury and/or medical assessment. 6. Develop practical skills in the treatment of a patient population through the provision of care and reverence for the dissected body donors

Course Personnel

Name Stuart Inglis

Position Course Director Lecture/Lab Instructor

Raymond Dannenhoffer

Associate Dean Supervisor of Gross Anatomy Lab

David Freeman

Head Teaching Assistant Teaching Assistants

Contact Information Office: 206 Sherman Hall Email: [email protected] Office Phone: 716-829-3113 Office: 221f Farber hall Email: [email protected] Office Phone: 716-829-2540 Email: [email protected]

Page 2 of 17

ANA407: Gross Human Anatomy

Summer 2017

Program Competencies: This course addresses the following Program Competencies. Competency (from BS Program in Exercise Science)

Course Objective(s)*

Instructional Method(s)

Assessment Method(s) Quizzes Practical examinations Theory examinations

Describe the relationship between structure and function of various organ systems as related to movement patterns and exercise responses and adaptations in response to exercise training in healthy and diseased states

1, 3, 4, 5

lecture podcasts FAL sessions Lab

Identify symptoms or circumstances that contraindicate exercise or fitness testing

4, 5

Lecture podcasts Theory examinations FAL sessions

Describe the anatomy of major organ systems and tissue structures in the human body

1, 2

lecture podcasts Lab

Quizzes Practical examinations Theory examinations

Describe the signs and symptoms of, and standard medical care for common sport- or exercise-related injuries

3, 4, 5

lecture podcasts FAL sessions

Theory examinations

Describe the basic mechanisms of common sportor exercise-related injuries and repair.

3, 4

lecture podcasts FAL sessions

Theory examinations

lecture podcasts FAL sessions Lab

Practical examinations Theory examinations Formative evaluation

Instructional Method(s)

Assessment Method(s)

lecture podcasts FAL sessions Lab

Quizzes Practical examinations Theory examinations

FAL sessions

Theory examinations

Apply classroom knowledge and skills to workplace 3, 4, 5, 6 settings Competency (from ACOTE Standards for Occupational Therapy)

Course Objective(s)*

1, 2, 3, 4, 5 B.1.1. Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics B.2.6. Analyze the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.

3

* objectives identified by number from the preceding “course objectives” list For a full list of BS in Exercise Science program competencies, follow the following url address… http://sphhp.buffalo.edu/exercise-and-nutrition-sciences/education/exercise-science-bs/competencies.html For a full list of ACOTE standards in Occupational Therapy, follow the following url address… http://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/Standards/2011-Standards-andInterpretive-Guide.pdf

Page 3 of 17

ANA407: Gross Human Anatomy

Summer 2017

Instructional Methods The objectives for this course will be accomplished through the following activities, each of which being described in turn:  Pre-class preparation activities  In-class facilitated active learning (FAL) sessions  Laboratory Dissection  Post-class independent study Pre-class preparation activities The course will be presented using a flipped classroom format. In the time leading up to each classroom session, students will be given access to instructional material in the form of, but not limited to, the following modalities…  Lecture-based video podcasts – These podcasts take the place of lectures in a traditional didactic course design. All podcasts are pre-recorded by the course instructor in advance of the class and cover all of the learning objectives for each class session. Podcasts can be downloaded from the course website through UBLearns or streamed online through the instructor’s YouTube channel, depending on the student’s viewing preference. Students may also request a digital copy of the podcasts directly from the instructor (student pays reimbursement cost of flash drive)  Lecture presentations – Presentations are available for student download from UBLearns in the form of PowerPoint or pdf files, depending on the student’s preference. These files contain the slides used in generating the video podcasts and should be used in conjunction with viewing these videos. Instructor notes are incorporated into the notes section of each of these files to summarize the relevant content. Students are encouraged to follow along and personalize these notes through additions and modifications.  Lecture notes – a text-based version of the instructor notes from the lecture presentations will also be made available for student download from UBLearns in the form of a word document, for students who would prefer a unified text document without images. Actual test in the lecture notes is a direct duplication of the notes embedded in the lecture presentations. No additional information is incorporated into or omitted from this source.  Kinesthetic Learning Exercise (KLEs) – Where appropriate, anatomical drawing exercises will be presented as supplemental podcasts available alongside the lecture podcasts. In these sessions, the instructor provides a brief description of anatomical structures as they are being drawn in turn on a template of an articulated skeleton. Students will have access to these templates and are encouraged to draw along with the instructor as the video progresses. These sessions are designed for students who learn concepts through sketching diagrams. These exercises do not accompany all classes and do not contain the same depth of content as is presented in the lecture-based video podcasts  Textbook readings – sections of text from the suggested reading list that is pertinent to the content for each class will be provided for each lesson It has been well established through educational research that learning approaches vary greatly from one student to another. The above list of resources is designed to provide a variety of options for students who preferentially learn through visual, auditory, kinesthetic, and text-based modalities. Students are responsible for independently evaluating the efficacy of each resource in the early phase of the course and developing a personalized learning approach that works best for their individual style of learning. It is important to note that students are NOT expected to utilize ALL resources for each class, but rather to limit themselves to the resources they find most effective. It is strongly recommended, but not mandated, that students view all of the lecturebased video podcasts in conjunction with the lecture presentation slides or lecture notes prior to each class, as this provides the most concise presentation of the relevant course content. Students may use the additional resources as they deem appropriate, recognizing that these serve as a supplement to the lecture-based video podcasts, not as a replacement. Students may also use alternate learning resources in addition to, or in substitution of, the resources mentioned above. In these situations, students must acknowledge the risk that alternative material may contain errors or overlook concepts that may negatively affect a student’s grade on a quiz or exam.

Page 4 of 17

ANA407: Gross Human Anatomy

Summer 2017

In-class facilitated active learning (FAL) sessions Class time will be dedicated towards active learning sessions facilitated by the course instructor. Each session will begin with a 5 point Readiness Assessment Quiz (RAQ) based on material presented in the pre-class preparation materials for the day. Students are expected to have covered the necessary material prior to class in order to successfully complete each quiz. Following the quiz, the instructor will address student questions regarding the day’s material, as well as provide clarification about confusing concepts. For the remainder of the class, students will be presented with a series of clinically oriented questions that requires application of knowledge of the pre-class material. In the first phase for each question, students will use student response software to answer the question independently, based on their own knowledge of the material. The results of the poll will be revealed, and the students will have an opportunity to discuss the answers in their dissection groups before responding individually for a second time. The results of the second poll will be revealed followed by the correct answer. The class will summarize the case as a whole before moving on to the next scenario and repeating the process. Laboratory Dissection A 4 hour laboratory dissection session will accompany each class session. Eight students will be assigned to each body, working in 2 groups of 4 on either side of the body. A digital dissection guide will accompany each dissection, containing explicit instructions and accompanying photos and videos to facilitate completion of the dissection and identification of the relevant anatomical structures. Students will work in their dissection groups to complete the day’s dissection and identify all pertinent structures, with the assistance of laboratory teaching assistants Post-class independent study Each student is expected to spend an appropriate amount of time after each class reviewing and consolidating the class content and reviewing the material that they found most difficult

Page 5 of 17

ANA407: Gross Human Anatomy

Summer 2017

Course Textbooks A list of textbook resources for the course are provided below. The course textbook, Netter’s Clinical Anatomy (see below), is the only textbook that is required for the course, and was carefully selected to supplement the in-class active learning sessions. In addition to the required text, many students benefit from the use of additional textbook resources. Reference textbooks contain a comprehensive study on the topic of human anatomy, and are targeted towards professors and graduate scholars in the field of anatomy. The detail in reference texts is well beyond the depth of study for the present class, but can occasionally be used to research a specific topic of interest in greater detail during the course of their studies. The student textbooks serve as alternatives to the course textbook, and are used extensively at other institutions throughout the world. These books serve as reasonable substitutes for the course text should the student already have a copy of the alternative text or can borrow one from a friend. They may also be preferred for reading focused learners, as they are more text heavy than the course textbook. Anatomy atlases provide minimal text description, but are rich with detailed anatomical images above and beyond what is seen in a textbook. Students will commonly buy atlases in conjunction with a textbook to supplement their learning. A medical dictionary is helpful as a quick reference for the meaning and etymology of a number of anatomical term in this and in future courses. The following is a recommendation list for the most popular books utilized by students in this course of study. Copies may be purchased for individual use or found at the campus library for communal use. In each instance, the most recent edition of the text is cited, however, older editions are acceptable substitutes, if more readily available. Online access is typically available for many newly purchased books, but is not required for the present class, should students prefer to purchase previously owned volumes. Alternative textbooks can also be used, but undergraduate level anatomy textbooks and combined anatomy/physiology texts are generally discouraged, as the lack the depth of anatomical detail that students will encounter in the present course.

Course Textbook 1.

Hanson, J. T. (2014). Netter’s Clinical Anatomy, 3rd ed. Saunders; ISBN-13: 978-1455770083, ISBN-10: 1455770086 Description - Features over 500 images from celebrated medical illustrator Frank Netter, depicting both normal and clinically relevant anatomy. Accompanying text is informative yet more concise than larger textbooks that cover similar material in greater detail. Clinically relevant images will be used extensively during the in-class facilitated active learning sessions. This book serves as an excellent illustrated reference guide for the clinical conditions discussed in class, as well as numerous others.

Recommended Texts Reference Textbooks 1. Standring S. (2015). Gray's Anatomy: The Anatomical Basis of Clinical Practice, 41 st ed. Elsevier; ISBN10: 0702052302, ISBN-13: 978-0702052309 Description – The gold standard for complete anatomical knowledge for the past 150 years. Most recently updated in 2015. Student Textbooks 1.

Moore K. L., Agur A.M.R. & Dalley A. F. (2013). Clinically Oriented Anatomy(7th ed.). Philadelphia: Lippincott Williams & Wilkins ISBN-13: 978-1451119459ISBN-10: 1451119453 Description – Highly regarded in-depth textbook targeted towards pre-clinical medical professionals taking anatomy.

Page 6 of 17

ANA407: Gross Human Anatomy

2.

Summer 2017

Drake R. & Vogl W. (2014). Gray’s Anatomy for Students (3rd ed.). Philadelphia: Churchill Livingstone/Elsevier ISBN-10: 0702051314 ISBN-13: 978-0702051319 Description – Building off the renown of the name, this book is targeted towards students as a reasonable course textbook. Bears little similarity to its namesake, but is a good quality test in its own right, and comparable to the Moore text.

Anatomy Atlases 1.

Netter F.H. (2014) Atlas of Human Anatomy (6 th ed.). Philadelphia: Saunders/Elsevier ISBN-10: 1455704180 ISBN-13: 978-1455704187 Description – The original atlas which the course text is based off. Contains many of the same images as seen in the course text, but in greater detail, as well as images not included in the textbook. Celebrated for its conceptualized view of anatomy, which benefits students new to the field of study. Should not be considered a substitute for the textbook, as it contains little to no text and very few depictions of clinical conditions.

2.

Agur A.M.R. & Dalley A.F. (2012) Grant’s Atlas of Anatomy (14th ed.). Philadelphia: Lippincott Williams & Wilkins ISBN-10: 1469890682 ISBN-13: 978-1469890685 Description – Atlas that accompanies Moore’s Clinically Oriented Anatomy, originating with Grant’s group out of the University of Toronto. Celebrated for the life-like artistic depictions of the body, which contrasts with Netter’s more conceptualized images. Useful for finding structures within the anatomy laboratory

3.

Gilroy A.M., MacPherson B.R., Schuenke M., Schulte E., & Schumacher U. (2016). Atlas of Anatomy (Thieme Anatomy) (3rd ed.) Thieme. ISBN-10: 1626232520 ISBN-13: 978-1626232525 Description – A newer publication that is attempting to compete in a market that has been dominated by Grant and Netter for decades. Has won favor with the newest generation of anatomy students through its online digital resources and high quality anatomical images.

4.

Rohen J. W., Yokochi C., & Lutjen-Drecoll E. (2015). Anatomy: A Photographic Atlas (Color Atlas of Anatomy a Photographic Study of the Human Body) (8th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN-10: 1451193181 ISBN-13: 978-1451193183 Description – unique among the other atlases listed in that it contains labeled photographic images of prosected cadavers, rather than relying on artistic depictions. Images are therefore true to life, but novice students sometimes struggle with conceptualizing what they are looking at, due to the volume of detail in each image.

Medical Dictionary 1.

Stedman’s Medical Dictionary (28 th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN-10: 0781733901 ISBN-13: 978-0781733908 Description – Gold standard medical reference text.

Page 7 of 17

ANA407: Gross Human Anatomy

Summer 2017

Supplemental Materials The following courseware content will be supplied to each student.  Course content will directly follow the lecture presentations/notes that can be downloaded directly from UBLearns under each class entry.  Laboratory dissections will follow digital dissection guides uploaded to tablets assigned to each table. Copying and/or redistribution of the digital dissection guides is strictly prohibited, as they contain sensitive images and video of UB body donors (see laboratory policies below). Top Hat We will be using the Top Hat (www.tophat.com) classroom response system in class. You will be able to submit answers to in-class questions using Apple or Android smartphones and tablets, laptops, or through text message. You can visit th...