| Text only | |||||
 |
 |
||||
|
|||||
BM2009 is restricted to students registered for the BSc in Biomedical Sciences. BM2009 is a practical anatomy course that explores gross human morphology and its functional correlation. The main method for student learning is supervised study of human prosected cadaveric material based practicals.
Course co-ordinators: Dr. Derek Scott, 01224-437566 (d.scott@abdn.ac.uk) & Dr Prem Ballal, 01224 274325 (p.ballal@abdn.ac.uk)
Course Adminstrator: Mrs Margaret Moir 01224-274320 (Senior Secretary/Anatomy Administrator)
The course will consist of:
1.An introductory lecture and tour of facilities
2.Twenty two, three hour practicals
3.Regular short talks and tutorials forming part of the practical classes
4.One hour revision tutorial, optional and by arrangement
5.Five in-course assessments, the first formative, the 2nd – 5th to form part of the in-course assessment mark to be carried into the examination process
Course Aims & Learning Outcomes
The overall objectives (below) should be attained by the end of the series of practicals and are what you should be able to do. They are to:
•Name and describe, in standard terms, anatomical planes and relations and the gross anatomical components of the human body and explain their function.
•Describe the location of functional systems in the regions of the body.
•Demonstrate anatomical skills, in particular be able to point out surface markings of internal organs and structures and explain their significance.
•Begin to identify the spectrum of usual variation of normal human structure and function and how this relates to abnormality.
•Explain the two dimensional projection of structures on radiographic images.
•Work as part of a team towards stated objectives.
•Develop problem solving and IT skills.
As far as the BM2009 course is concerned, the above objectives refer to the following regions of the body: back, upper and lower limbs, thorax and abdomen.
(The BM2509 course, in Semester 2, covers the pelvis and perineum, head, neck and brain.)
GENERAL INTRODUCTION AND TOUR OF DEPARTMENT
WEEK 12
In this class, you will be given an introductory talk on the background to the course and to the origins and (practical) meaning of the Anatomy Act 1984.
You will have the opportunity to ask any questions about Anatomy and also be provided with a tour of the department to identify the computer workstations, museum, office, toilets etc
You will be made aware of the emergency exits and procedures as well as the safety procedures that you must follow at all times. If you are unsure of any of these emergency/safety procedures please ask a member of staff to clarify the issue with you.
At the end of this week’s practical classes you should be able to:
-Describe the aims and objectives of Practical Anatomy
-Explain the safety regulations for work in the WR
-Be aware of your responsibilities under the Anatomy Act 1984
INTRODUCTION TO PRACTICAL ANATOMY, BONES AND JOINTS
WEEK 13
For your own safety, please review the safety guidance for the Dissection Room in the introduction to this course Guide
The aims of this practical are to introduce you to the subject of Anatomy. The week’s classes are organised along the same general format as the remaining classes of the term.
Although much of the material is introductory, it must be studied with the same rigour as you will need to apply throughout your training. Much of the material includes new terminology, a new language which you must begin to master as it will be the language used during future anatomy classes. In next week’s class it will be presumed that you know the terminology given this week – if you do not, then next week’s class will be that much more difficult to deal with, and so on…. As your study of anatomy progresses you will find that the terminology begins to work for you as the names of structures often intimate the position of the structures within the body and/or their function.
Not all the material is introductory. You will be examining the basic skeleton and studying the different types of joint that are located around the body. The skeleton provides a framework around which the soft tissues, including the muscles, blood vessels, nerves, viscera are held in position. If the skeleton was one solid mass, that “framework” function could be satisfied. However, we are able to move around, speak, grasp objects, all functions which require one part of the bony skeleton to move in relation to another part. The joints of the body allow the skeleton to be divided into small units – some of which allow a lot of movement and some which don’t allow any movement or only a very limited amount of movement. The basic structure of the different joints will be studied this week. The detailed anatomy of each joint will be reviewed when the relevant region is studied eg you will study the detail of the wrist joint in your classes on the upper limb. However, by the end of this week, you should be able to look at a skeleton and define the types of joint found between all of the main bones.
Reading
Essential Clinical Anatomy
pp 1-17
Tuesday Class – Same class in both wet and dry rooms
Introduction to Anatomy
Station Content
BMS.INT1 Growth and development
BMS.INT2 What is normal anatomy?
BMS.INT3 Anatomical terminology
BMS.INT4 Planes of the body
BMS.INT5 Regions of the body
BMS.INT6 Radiological imaging of the body
BMS.INT7 Cross-sectional anatomy
Thursday Class – Same class in both wet and dry rooms
Bones and Joints
Station Content
BMS.BJ1 Bone structure and growth
BMS.BJ2 Shape of bones
BMS.BJ3 The skeleton
BMS.BJ4 Types of joint
BMS.BJ5 Synovial joints
BMS.BJ6 Types of synovial joint
BMS.BJ7 Cross-sectional anatomy of joints
Learning outcomes
At the end of this week’s practical classes you should be able to:
- Describe the aims and objectives of Practical Anatomy
- Explain the safety regulations for work in the DR
- Describe what is meant by the anatomical position, anatomical planes and terms of movement
- Define and demonstrate the sagittal, coronal and horizontal planes
- Define the cavities of the body
- Define the terms of anatomical relationship and position – anterior, posterior, superior, inferior, superficial, deep
- Define the meaning of radiology and explain what it can contribute to an understanding of the structure and function of the human body
- Define the main methods of radiological imaging and the types of structure each can illustrate
- Define the movements of the body – flexion, extension, abduction, adduction, rotation, circumduction – and be able to ask a colleague, in anatomical terminology and in everyday language, to carry out these movements
- Define what is meant by normal anatomical variation, and anatomical anomalies, and the difference between these
- Define osteology
- Define the types of bone that are found, bone growth and bone marrow (red and yellow)
- Describe the shapes of bone, and the purpose of lumps, grooves and holes in bones
- Describe the types of joint in the body
- Describe the types of synovial joint in the body
After the Introduction to Practical Anatomy, Bones and Joints classes….
To assist in consolidating the anatomy you have studied in the classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 1-17.
2. Use the Museum – additional models of joints and articulated skeletons can be provided on request to a member of staff
3. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers:
a. A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of bones and joint related structures. Curiosity driven.
b. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Upper Limb/ other regions. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven. Concentrate on bones and joints
4. Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
5. If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
6. To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
THE BACK
WEEK 14
The vertebral column forms the “backbone” or axial skeleton of the human body. It provides the framework which supports the thorax and abdomen, and to which the limbs and the head and neck are attached. It is therefore appropriate to begin your regional study of the anatomy of the human body here.
Much of the anatomy of the back is concerned with its skeleton and the muscles which are attached to it and permit its movement. However, the skeleton, as well as supporting movement, also has a protective role. The vertebral column protects the spinal cord and the nerves which arise from it. The vertebral column thus provides the opportunity to introduce the basic organisation of the nervous system. The study of the nervous system in this class, although basic, is important as it lays down the basic structural organisation which lays the pattern for the peripheral nervous system throughout all the regions of the body you will study this semester. Understand and learn it this week and your study of the peripheral nervous system will make sense in later classes and be easier to learn.
The aorta, the largest artery in the body, passes down the anterior of the vertebral column and is the central artery for the distribution of the blood to all regions. We will introduce the cardiovascular system in this class as the back provides a central focus to this system to which future classes can relate.
In radiology, you should begin to learn how to interpret radiographs by using the appearance of the skeleton to determine which part of the body the radiograph is taken from. Learn to identify the main features shown in a radiograph first, to get your bearings, before trying to precisely identify the individual structures which are shown.
Reading
Essential Clinical Anatomy
pp 274-315 for the anatomy of the back
pp 23-46 for the introduction to the nervous system and cardiovascular system and radiology
Dry room
Station Content
BM.VC1.T1 Bones of vertebral column
BM.VC1.T2 Movements of vertebral column
BM.VC1.T3 Structure of typical vertebra
BM.VC1.T4 Muscle of the back
BM.VC1.T5 Cross-sectional anatomy of the back
BM.VC1.T6 Surface anatomy of the back 1
BM.VC1.T7 Surface anatomy of the back 2
Wet Room
Station Content
BM.VC2.T1 Somatic nerve arc
BM.VC2.T2 Sympathetic nervous system
BM.VC2.T3 Parasympathetic nervous system
BM.VC2.T4 Cardiovascular system and the back
BM.VC2.T5 Plexuses
BM.VC2.T6 Nervous system – Spinal nerves
BM.VC2.T7 Nervous system – Spinal cord
Learning outcomes
At the end of this week’s practical classes you should be able to:
- Describe and demonstrate the normal external features of the back
- Describe and demonstrate the movements of the vertebral column
- Describe the joints of the vertebral column
- Describe and demonstrate the location of the spines of the vertebrae
- Describe and demonstrate the muscles of the back
- Define the movements associated with the muscles of the back
- Describe and demonstrate a vertebra - the body, pedicles, transverse processes, lamina and spinous process
- Name the vertebrae using an articulated skeleton and x-rays of the spinal column
- Describe and demonstrate the features of an intervertebral disc
- Describe the spinal canal
- Describe and demonstrate the passage of nerve roots from the spinal cord between the vertebrae
- Describe a basic somatic and autonomic nerve arc
- Define, describe and demonstrate the dermatomes and their distribution
- Define a plexus and describe the organisation of the main somatic and autonomic nerve plexuses
- Describe the nerves which contribute to, and which arise from the main nerve plexuses
- Describe the distribution of the main nerves that arise from the main nerve plexuses
- Describe the basic organisation of the cardiovascular system and its general distribution to the body wall
- Describe the radiological appearance of the vertebral column and back
After the Back classes….
To assist in consolidating the anatomy you have studied in the Back classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 274-315 and 23-46.
2. Use the Museum – additional Back models can be provided on request to a member of staff
3. Use the networked Acland’s DVDs of Anatomy and the Acland’s Cross-Sectional Navigator to review the material covered in this section of the course. Use the “Index” to locate specific anatomical features within the package.
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers including:
- Interactive Clinical Anatomy 2 (Select “Vertebral column”, then “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
Most questions come within the level expected for Phase 1 MBChB
- Primal 3D Interactive Spine (Select “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
NB Most “Easy” questions should be answerable but only some “Hard” questions come within the level expected for Phase 1 MBChB. The style of questions is similar to that used in Interactive Clinical Anatomy 2 although the “Quiz” questions are based on diagrams.
- A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of structures at different depths within the Back. Curiosity driven.
- Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Vertebral column. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
6. If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
7. To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
THE UPPER LIMB
WEEKS 15-16
The upper limb extends from the shoulder girdle which attaches the upper limb to the trunk to the hand. The upper limb has evolved as a grasping organ. The grasping tool is the hand but the rest of the upper limb is important in order to be able to place the hand in position to grasp and then to manoeuvre the material grasped by the hand to the position where it can be used to contribute to the functioning of the individual. The simple everyday process of eating is an example of the placement of the grasping hand around a sandwich on a plate and transferring the sandwich to the mouth. There are literally hundreds of actions performed using this basic grasping and placement function that we carry out every day.
The upper limb is important for normal functioning. The anatomical organisation should always be considered in relation to the grasping and placement function. Because the upper limb is used so extensively it is prone to injury – the hand or upper limb gets placed or attempts to grasp a sharp object and is injured. We may use the hand or upper limb as a defence against incoming objects leading to its trauma. The fact that the upper limb lies at the edge of our bodies means that they are often bumped into other structures which may lead to injury. Clinically, the upper limbs are very accessible structures, they are utilised for a number of clinical procedures, not least the taking of the pulse, blood pressure readings and for intravenous injections/withdrawal of blood.
Reading
Essential Clinical Anatomy
pp 405-494
Upper Limb Week 1-Dry Room
Station Content
BM.UL1.T1 Bones of upper limb
BM.UL1.T2 Joints of upper limb - proximal
BM.UL1.T3 Regions of upper limb
BM.UL1.T4 Muscles of shoulder girdle
BM.UL1.T5 Muscles of glenohumeral joint
BM.UL1.T6 Rotator cuff muscles
BM.UL1.T7 Movevments of upper limb
Upper Limb Week 1-Wet Room
Station Content
BM.UL2.T1 Bones of upper limb
BM.UL2.T2 Movements of upper limb
BM.UL2.T3 Joints of upper limb - distal
BM.UL2.T4 Flexor muscles of arm
BM.UL2.T5 Extensor muscles of arm
BM.UL2.T6 Pronation and supination
Upper Limb Week 2 – Dry Room
Station Content
BM.UL3.T1 Bones of the hand
BM.UL3.T2 Joints of the hand
BM.UL3.T3 Joints and movements of the thumb
BM.UL3.T4 Muscles of the wrist
BM.UL3.T5 Long flexors of the forearm
BM.UL3.T6 Long extensors of the forearm
BM.UL3.T7 Intrinsic muscles of hand - eminences
BM.UL3.T8 Intrinsic muscles of the hand interossei & lumbricals
Upper Limb Week 2 – Wet Room
Station Content
BM.UL4.T1 Surface anatomy of upper limb
BM.UL4.T2 Arterial blood supply to upper limb
BM.UL4.T3 Venous drainage of upper limb
BM.UL4.T4 Brachial plexus and nerve supply of upper limb
BM.UL4.T5 Innervation of shoulder region
BM.UL4.T6 Innervation of arm, forearm and hand
BM.UL4.T7 Cross-sectional anatomy of upper limb
Learning outcomes
At the end of the upper limb practical classes you should be able to:
- Define and demonstrate the anatomical components of the upper limb - the shoulder, axilla, arm, forearm, wrist, hand, digits
- Describe and demonstrate the surface anatomical landmarks of the upper limb
- Describe, using anatomical terminology, and demonstrate the full range of movement of the upper limb and its component parts
- Describe and demonstrate the dermatomes of the upper limb
- Describe and demonstrate the function of the anterior chest wall muscles
- Describe the lymphatic drainage of the breast and anterior chest wall
- Describe and demonstrate the full range of movement of the shoulder joint
- Name and demonstrate using an articulated skeleton and x-rays, the bones contributing to the movements of the shoulder and the components of the joint
- Describe and demonstrate the principal muscles responsible for movements of the shoulder and the
innervation of these movements
- Describe the rotator cuff muscles and explain the group’s significance
- Describe and demonstrate the functions of the ligaments of the shoulder
- Describe and demonstrate the borders, components and contents of the axilla
- Describe the lymphatic drainage of the breast and anterior chest wall
- Describe and demonstrate the full range of movement of the elbow joint
- Name and demonstrate using an articulated skeleton and x rays, the bones of the arm and the components of the elbow joint
- Describe and demonstrate the principal muscles responsible for movements of the elbow and the innervation of these movements
- Describe and demonstrate the brachial artery
- Describe and demonstrate the functions of the ligaments of the elbow
- Describe and demonstrate the full range of movement of the forearm and wrist joint
- Name and demonstrate using an articulated skeleton and x rays, the bones of the forearm and the components of the wrist joint
- Describe and demonstrate the principal muscles responsible for movements of the forearm and wrist and the innervation of these movements
- Describe and demonstrate the radial artery
- Describe and demonstrate the functions of the ligaments of the wrist
- Describe and demonstrate the full range of movement of the hand, fingers and thumb
- Name and demonstrate using an articulated skeleton and x rays, the bones of the hand,
- the carpus, the metacarpals and phalanges
- Describe and demonstrate the principal muscles responsible for movements of the fingers and thumb and the innervation of these movements
- Describe the function of the synovial sheaths of the hand - demonstrate and describe the carpal tunnel
- Describe and demonstrate the functions of the ligaments of the hand and digits
- Describe the surface anatomical landmarks of the upper limb
After the Upper Limb classes….
To assist in consolidating the anatomy you have studied in the Upper Limb classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 405-494
2. Use the Museum – additional Upper Limb models can be provided on request to a member of staff
3. Use the networked Acland’s DVDs of Anatomy and the Acland’s Cross-Sectional Navigator to review the material covered in this section of the course. Use the “Index” to locate specific anatomical features within the package.
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers including:
a. Interactive Clinical Anatomy 2 (Select “Upper Limb”, then “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
Most questions come within the level expected for Phase 1 MBChB
b. Primal 3D Interactive Shoulder or Primal 3D Interactive Hand (Select “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
NB Most “Easy” questions should be answerable but only some “Hard” questions come within the level expected for Phase 1 MBChB. The style of questions is similar to that used in Interactive Clinical Anatomy 2 although the “Quiz” questions are based on diagrams.
c. Interactive Lab Practical (Select “Upper Limb” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for Phase 1 MBChB.
d. A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of structures at different depths within the upper limb – also cover areas of connections between upper limb and neck/thorax). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Upper Limb. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
6. If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
7. To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
THE LOWER LIMB
WEEKS 17-18
Bipedal gait makes human beings unique in the mammalian world. The specialisation that allows this is focused on the structure of the lower limb.
The lower limb is specialised to allow us to walk. This involves movement and the presence of joints which will allow movement but which will be stable enough to support the body weight. The weight bearing role of the lower limbs presents different structural requirements on the lower limbs which are often in opposition to the requirements for efficient locomotion. The evolutionary process has provided us with lower limbs which are able to satisfy both functions. To understand how these major functions can be carried out, you need to consider that other regions of the body are needed, for example to have a sense of balance and the muscle power to ensure that balance is maintained.
The lower limb is frequently damaged in all sorts of accidents, including sports injuries. The lower limb, especially of elderly people, is very prone to osteoarthritis, a degenerative condition of the joints. The Achilles (calcaneal) tendon can rupture spontaneously or be injured. Varicose veins arise when the valves in the veins fail and, as a result, the veins distend with blood which fails to drain from the leg – venous stasis. The veins then become painful. Varicose veins are a frequent complaint in the community. If the condition is severe, the leg may become ulcerated. Fractures involving the femur and pelvis are common. An important fact in clinical management is that blood loss from a pelvic or femoral fracture is often severe and can, alone, be life threatening - about 1 litre of blood (25% blood volume) is commonly lost in a shaft of femur fracture.
Reading
Essential Clinical Anatomy
pp 316 – 404
Lower Limb Week 1 – Dry class
Station Content
BM.LL1.T1 Bones of lower limb
BM.LL1.T2 Joints of lower limb
BM.LL1.T3 Regions of lower limb
BM.LL1.T4 Movements of lower limb
BM.LL1.T5 Pelvis and hip joint
BM.LL1.T6 Muscles of hip joint
Lower Limb Week 1 – Wet class
Station Content
BM.LL2.T1 Muscle compartments of lower limb
BM.LL2.T2 Knee joint
BM.LL2.T3 Muscles and movements of knee joint
BM.LL2.T4 Nerve supply to lower limb
BM.LL2.T5 Blood supply and lymphatics of lower limb
BM.LL2.T6 Landmark areas of lower limb
Lower Limb Week 2 – Dry class
Station Content
BM.LL3.T1 Bones and movements of foot
BM.LL3.T2 Joints of leg and ankle
BM.LL3.T3 Joints of foot
BM.LL3.T4 Anterior muscle compartment of leg
BM.LL3.T5 Lateral muscle compartment of leg
BM.LL3.T6 Posterior muscle compartment ofleg
Lower Limb Week 2 – Wet class
Station Content
BM.LL4.T1 Muscle layers of the foot
BM.LL4.T2 Lumbosacral plexus and sciatic nerve
BM.LL4.T3 Blood supply and lymphatic drainage of leg and foot
BM.LL4.T4 Standing and walking
BM.LL4.T5 Surface anatomy of lower limb
Learning outcomes
At the end of this week’s practical classes you should be able to:
- Define and demonstrate the anatomical components of the lower limb - the gluteal region, hip, thigh, knee, popliteal fossa, leg, ankle, foot and toes
- Describe and demonstrate the surface anatomical landmarks of the lower limb
- Describe, using anatomical terminology, and demonstrate the full range of movement of the lower limb and its component parts
- Describe and demonstrate the movements of walking and summarise their nervous control
- Outline the innervation of movements of the lower limb and describe the dermatomes
- Describe and demonstrate the full range of movement of the thigh
- Name and demonstrate using an articulated skeleton and x rays, the bones contributing to the movements of the thigh and the components of the hip joint
- Describe and demonstrate the principal muscles responsible for movements of the thigh and the innervation of these movements
- Describe and demonstrate the components and contents of the femoral triangle
- Describe and demonstrate the principal muscles responsible for movements of the thigh and the innervation of these movements
- Describe the popliteal fossa and the position of the popliteal artery within it
- Describe and demonstrate the full range of movement of the knee
- Name and demonstrate using an articulated skeleton, models and x rays, the bones and fibrocartilaginous menisci contributing to the movements of the knee
- Describe and demonstrate the principal muscles responsible for movements of the knee and the innervation of these movements
- Describe and demonstrate the ligaments of the knee and explain the action of each
- Describe and demonstrate the full range of movement of the ankle
- Name and demonstrate using an articulated skeleton and x rays, the bones contributing to the movements of the ankle
- Describe and demonstrate the principal muscles responsible for movements of the ankle and the innervation of these movements
- Describe and demonstrate the ligaments of the ankle and explain the actions of each
- Describe and demonstrate the position of the posterior tibial artery pulse
- Describe and demonstrate the full range of movement of the foot and toes
- Name and demonstrate using an articulated skeleton and x rays, the bones contributing to the movements of the foot and toes
- Describe and demonstrate the principal muscles responsible for movements of the foot and toes and the innervation of these movements
- Describe and demonstrate the arches of the foot and explain their function
- Describe and demonstrate the position of the dorsalis pedis artery pulse
After the Lower Limb classes….
To assist in consolidating the anatomy you have studied in the Lower Limb classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 316-404
2. Use the Museum – additional Lower Limb models can be provided on request to a member of staff
3. Use the networked Acland’s DVDs of Anatomy and the Acland’s Cross-Sectional Navigator to review the material covered in this section of the course. Use the “Index” to locate specific anatomical features within the package.
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers including:
a. Interactive Clinical Anatomy 2 (Select “Lower Limb”, then “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
Most questions come within the level expected for Phase 1 MBChB
b. Primal 3D Interactive Hip or Primal 3D Interactive knee or Primal 3D Interactive Foot and Ankle(Select “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
NB Most “Easy” questions should be answerable but only some “Hard” questions come within the level expected for Phase 1 MBChB. The style of questions is similar to that used in Interactive Clinical Anatomy 2 although the “Quiz” questions are based on diagrams.
c. Interactive Lab Practical (Select “Lower Limb” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for Phase 1 MBChB.
d. A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of structures at different depths within the lower limb – also cover areas of connections between lower limb and pelvis). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Lower Limb. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
6. If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
7. To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
THE THORAX
WEEKS 19-20
The thorax contains the heart and the lungs, the principal organs associated with the cardiovascular and respiratory systems.
The thoracic wall provides a protective casing for the main viscera of the cardiovascular and respiratory systems. However, the thoracic wall also plays an important role in the passage of air in and out of the lungs as well as contributing to the return of venous blood to the heart. Thus, in these weeks you will be able to gain an understanding of how the anatomy of a region integrates with the physiology of the systems located in that region.
It is valuable to know the surface anatomy of the heart and the lungs. However, it is important to note that anatomy textbooks books always give the surface markings of the lungs in mid expiration - the position adopted by the dead! Remember that the heart changes its shape as it goes through the cardiac cycle. The disposition of thoracic viscera is affected by gravity so that the position of the heart will change depending on whether an individual is lying down or standing up. Such changes in position due to gravity, or to functional activity, will also apply to your studies, in later classes, of the abdominal contents.
A detailed understanding of the anatomy of the heart is required. This will include its organisation into chambers, the valves which separate the chambers and the blood vessels which supply blood to the heart itself. When coronary arteries are diseased, particularly by atherosclerosis (hardening of the arteries) blood flow to the myocardium (muscle in heart wall) supplied by that artery is reduced. This compromises oxygen supply and therefore myocardial function. This is especially the case in coronary artery thrombosis where the vessel often becomes completely blocked. The resulting oxygen deficit may be severe enough to cause heart muscle to die - a myocardial infarct.
You should know the lymphatic drainage of the thoracic wall and cavity. The lymphatic drainage of the breast is central to the clinical staging of breast cancer - determining the extent of spread of the disease, prior to treatment. In general terms, lymphatic drainage is important in pathological conditions: in the response to infection and other inflammatory conditions; and in the spread of malignant tumours. Enlarged lymph nodes are not the only indicator of the spread of malignant tumours. Lung tumours can spread from the lungs to invade the adjacent structures including the vagus, recurrentlaryngeal and phrenic nerves. This results in loss of function of the nerve(s) involved.
Many other aspects of your study of the thorax are less dramatic. A positional surface marking on the anterior thoracic wall - the midclavicular line - provides a vertical axis against which to describe things, eg the nipple in the male lies in the fourth intercostal space, just lateral to the midclavicular line.
Reading
Essential Clinical Anatomy
pp 47 – 115
Thorax Week 1 – Dry room
Station Content
BMS.TH1.T1 Bones of thoracic wall
BMS.TH1.T2 Joints of thoracic wall
BMS.TH1.T3 Contents of intercostal spaces
BMS.TH1.T4 Neurovascular bundle of intercostal spaces
BMS.TH1.T5 Surface anatomy of thoracic wall
Thorax Week 1 – Dry room
Station Content
BMS.TH2.T1 The heart and its chambers
BMS.TH2.T2 Blood supply of the heart
BMS.TH2.T3 Nerve supply of the heart and the cardiac cycle
BMS.TH2.T4 Great arteries arising from the heart
BMS.TH2.T5 Great veins draining into the heart
Thorax Week 2 – Dry room
Station Content
BMS.TH3.T1 The lungs and pleura
BMS.TH3.T2 Trachea and bronchus
BMS.TH3.T3 The diaphragm and respiration
BMS.TH3.T4 Cross-sectional anatomy of thorax
BMS.TH3.T5 Imaging of thorax
Thorax Week 2 – Wet room
Station Content
BMS.TH4.T1 Nervves, blood and lymphatics of thoracic contents
BMS.TH4.T2 The mediastinum
BMS.TH4.T3 Cross-sectional anatomy of thorax
BMS.TH4.T4 The breast
BMS.TH4.T5 Surface anatomy of the thorax
Learning outcomes
At the end of this week’s practical classes you should be able to:
- Describe and demonstrate the normal external features of the thorax
- Identify and demonstrate the following landmarks: the jugular notch, sternum, sternal angle, xipoid process, spinous proceses of the vertebrae, ribs, intercostal spaces, clavicles, midclavicular line, midaxillary line
- Describe and demonstrate the anterior and posterior axillary folds
- Define the term dermatome
- Describe and demonstrate the dermatomal innervation of the chest wall
- Describe and demonstrate the position of the heart, the apex beat, borders and aortic arch
- Describe and demonstrate the surface markings of the lungs and pleura
- Describe how the surface anatomy of the lungs varies with respiration
- Describe the normal movement of the thorax with breathing
- Describe and demonstrate the surface markings of the liver
- Describe the surface markings of the breast
- Describe the structures which give rise to the surface landmarks - the jugular notch, sternum, sternal angle, xiphoid process, intercostal spaces, clavicles, midclavicular line, midaxillary line
- Describe the functions of the intercostal muscles
- Describe and demonstrate the position of the intercostal nerve and vessels relative to intercostal spaces
- Describe the lymphatic drainage of the structures on the anterior chest wall, including the breast
- Name and demonstrate the bones of the thorax and their component parts anatomically and radiologically
- Demonstrate the lung markings and heart shadow on a PA X-ray film
- Describe and demonstrate the internal thoracic arteries
- Describe and demonstrate the costophrenic angles
- Describe and demonstrate the surface anatomy of the apices of the lungs
- Define the origin, spinal root values and functions of the phrenic nerves and describe the functional loss if the phrenic nerves are damaged
- Describe the structure and attachments of the diaphragm
- Describe the function of the thoracic diaphragm in inspiration
- Describe and demonstrate the normal position of the diaphragm
- Describe and demonstrate the structural and functional features of the lungs
- Describe and demonstrate the pericardium
- Define and demonstrate the names and distribution of the coronary arteries - the right and left coronary arteries, the anterior interventricular (left anterior descending) and circumflex branches, the posterior interventricular artery
- Define and demonstrate the atria, ventricles, interatrial and interventricular septa, heart valves, chordae tendineae, papillary muscles, orifices of the coronary arteries and opening of the coronary vein
- Explain the function of the atria, ventricles, interatrial and interventricular septa, heart valves, chordae tendineae and papillary muscles
- Explain the route the blood follows through the heart
- Explain the relative bulk of the ventricles
- Demonstrate anatomically the normal central position in the chest of the mediastinum and its contents
- Describe and demonstrate the position and relations of the aorta (the ascending part, the arch, the descending part)
- Describe and demonstrate the main branches of the aortic arch and define their territory of supply
- Describe and demonstrate the position and relations of the superior vena cava and its main tributaries
- Describe and demonstrate the position and relations of the vagus nerves and the recurrent laryngeal nerves, the phrenic nerves and the brachial plexus
- Describe and demonstrate the pulmonary veins and define their function
- Describe and demonstrate the position and relations of the trachea, main bronchi and oesphagus
After the Thorax classes….
To assist in consolidating the anatomy you have studied in the Thorax classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 47-115
2. Use the Museum – additional Thorax models can be provided on request to a member of staff
3. Use the networked Acland’s DVDs of Anatomy and the Acland’s Cross-Sectional Navigator to review the material covered in this section of the course. Use the “Index” to locate specific anatomical features within the package.
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers:
a. Interactive Clinical Anatomy 2 (Select “Thorax”, then “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
Most questions come within the level expected for Phase 1 MBChB
b. Interactive Lab Practical (Select “Thorax” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for Phase 1 MBChB.
c. A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of structures at different depths within the thorax – also cover areas of connections between thorax and upper limb as well as major structures that pass between thorax and neck and thorax and abdomen – you will cover these later in more detail). Curiosity driven.
d. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Thorax. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
6. If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
7. To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
THE ABDOMEN
WEEKS 21-22
Much of the abdominal cavity is occupied by the gut tube, together with accessory structures which arise from the gut tube during embryological development. These include the liver, pancreas and gall bladder. However, the abdominal cavity also contains the kidneys which form a major component of the urinary system. Although you do not study the urinary system until the second semester, it is important to examine the gross anatomical appearance of the kidneys now as they are located in the abdomen.
Inferiorly, the abdominal cavity is continuous with the pelvic cavity. In the main, the pelvic cavity will be studied in the second semester along with the reproductive systems and the urinary system which are all largely located in the pelvis. Where appropriate, your study of abdominal viscera will be extended into the pelvis eg. you will examine the anatomy of the rectum in the classes on the abdomen even though it is located in the pelvis. The boundaries between the abdomen and the pelvis will be fudged as, in reality, systems pass between several regions. Over the anatomy course these “fudges” in boundaries should be used effectively to help you in linking the various anatomical regions into a single anatomical and functional body.
Superiorly, you will revisit the diaphragm as it forms the boundary between the thoracic and abdominal cavities. The oesophagus passes though the diaphragm to reach the stomach and the aorta carries the blood from the thorax to the abdominal viscera. Use these classes to review your knowledge of the thorax by asking yourself – where does the oesophagus, aorta come from, how do they reach the abdomen? Using such prompts to continuously review your anatomy will help to consolidate your learning of the subject.
The illustrations of the stomach in the textbook is of the cadaveric position of a relatively empty stomach. In life, the stomach is very distensible to accommodate large meals and it is also very mobile. Upright, the body of the stomach can hang almost into the left iliac fossa. The illustrations in anatomy textbooks do not adequately demonstrate the arrangement of the intestines within the living abdomen. Remember that the abdominal viscera are constantly moving and that the size of the stomach will vary in relation to your eating habits.
You need to understand the anatomical arrangement of the normal lymphatic system. However, this is not as complicated as it may seem, as like the cardiovascular system the lymphatics are largely organised around the foregut, midgut, hindgut relationship. In the abdomen, the main lymphatic drainage is to nodes around the root of the artery supplying the viscus. In effect, if you know the origin of the arterial blood to a viscus you can predict the main drainage route for lymph.
The peritoneum forms a thin covering to the abdominal viscera which, through its secretion of peritoneal fluid, allows the abdominal viscera to slide freely over one another as they carry out their normal functions. Many texts include detailed diagrams outlining precise reflections of the peritoneum from the abdominal wall onto the abdominal viscera. As you examine the cadaveric material you will see that there is considerable variation between the size and position of the pelvic viscera between individuals. Whilst you
need to be aware of the points of major reflection of the peritoneum do not try to commit to memory precise points of reflection. Be guided by the material displayed in the classes.
The abdominal wall also forms a major part of the abdomen classes. A sound knowledge of the abdominal wall is important, particularly those reference points on the surface which you will use as markers when you examine a whole cadaver, or live individual and palpate the abdominal viscera. The abdomen is divided into somewhat arbitrary (named) divisions which you must learn simply because they are all widely used in anatomical descriptions. The inguinal region is an area of potential weakness of the abdominal wall and is a common site for the herniation of the peritoneum. This uncomfortable, and potentially serious, condition is common in males.
Reading
Essential Clinical Anatomy
pp 116 – 203
Abdomen Week 1 – Dry room
Station Content
BMS.AB1.T1 Vertebral column – lumbar
BMS.AB1.T2 Muscles of anterolateral abdominal wall
BMS.AB1.T3 Muscles of posterior abdominal wall
BMS.AB1.T4 Inguinal canal
BMS.AB1.T5 Surface anatomy of abdominal wall
Abdomen Week 1 – Wet room
Station Content
BMS.AB2.T1 The peritoneum
BMS.AB2.T2 Abdominal aorta and branches
BMS.AB2.T3 Nerve supply to abdominal wall
BMS.AB2.T4 Kidneys and suprarenal glands
Abdomen Week 2 – Dry room
Station Content
BMS.AB3.T1 Oesophagus and stomach
BMS.AB3.T2 Liver, gall bladder, pancreas and spleen
BMS.AB3.T3 Coeliac trunk andits branches
BMS.AB3.T4 Surface anatomy of abdominal viscera
Abdomen Week 2 – Wet room
Station Content
BMS.AB4.T1 The intestines
BMS.AB4.T2 The rectum and anal canal
BMS.AB4.T3 Peritoneal folds
Learning outcomes
At the end of this week’s practical classes you should be able to:
- Describe and demonstrate the normal external features of the abdomen
- Describe the normal skin, muscles and bones of the abdominal wall
- Describe and demonstrate the following landmarks: xiphoid process, umbilicus, pubic crest, linea alba, costal margins, the iliac crest, iliac tubercles and anterior superior iliac spine, inguinal ligaments
- Identify and demonstrate the four abdominal quadrants, the nine abdominal regions and the iliac fossae
- Examine a plain abdominal x-ray/MRI/CTscan and identify the bony shadows
- Describe and demonstrate features of the groins
- Define the term dermatome
- Describe and demonstrate the dermatomal innervation of the abdominal wall
- Describe and demonstrate the surface markings of the stomach, duodenum, small and large intestine, liver, gall bladder, pancreas, spleen, aorta and its bifurcation, kidneys
- Describe the normal movements of the abdominal wall in breathing, maintaining an upright posture and straining
- Describe the functions of the abdominal musculature
- Name, using skeletal material, the bones that form the landmarks of the abdominal wall and demonstrate the landmarks
- Describe the superficial and deep inguinal rings, the inguinal canal and its content
- Describe the position of and demonstrate the abdominal viscera - the omentum, stomach, duodenum, jejunum, ileum, caecum, appendix, ascending transverse, descending and sigmoid colon, liver, gallbladder, extrahepatic biliary ducts, pancreas and spleen in relation to each other
- Describe and demonstrate the position of the abdominal viscera with reference to their surface anatomy
- Describe and demonstrate the peritoneal cavity and the omental bursa (lesser sac)
- Describe and explain the function of the greater and lesser omenta
- Explain the function of each of the abdominal viscera
- Describe the peritoneal gutters and their function
- Describe and demonstrate the territory supplied by the coeliac trunk, superior and inferior mesenteric arteries
- Describe the innervation of the intestines and explain the functional significance of this in terms of bowel activity as well as the sensation of pain
- Describe and demonstrate the blood supplies of the liver and the functional significance of both
- Describe the pathway followed by bile excreted from the liver
- Describe the porta hepatis, the epiploic foramen and the structures that form its anterior boundary
- Describe the gall bladder and its function
- Describe and demonstrate the anatomy of the biliary tree and explain its function
- Describe the pancreatic duct and its opening
- Describe the position of the liver and how this is maintained
- Describe and demonstrate the spleen
- Describe and demonstrate the position of the stomach in the abdomen and explain the appearances of the peritoneal and mucosal surfaces
- Describe and demonstrate the features that distinguish the jejunum, ileum and colon
- Describe and demonstrate the aorta and its major branches
- Describe and demonstrate the vena cava and its main tributaries
- Describe the position and appearance of the suprarenal (adrenal) glands
- Describe the thoracic diaphragm and explain its functions
- Explain how the abdominal organs function and how their anatomy makes that function possible
After the Abdomen classes….
To assist in consolidating the anatomy you have studied in the Abdomen classes, and later for revision, you should:
1.(re) Read Essential Clinical Anatomy pp 116-203
2.Use the Museum – additional Abdomen models can be provided on request to a member of staff
3.Use the networked Acland’s DVDs of Anatomy and the Acland’s Cross-Sectional Navigator to review the material covered in this section of the course. Use the “Index” to locate specific anatomical features within the package.
4.Use the Quiz/Test applications on the software packages loaded on the Anatomy computers including:
a.Interactive Clinical Anatomy 2 (Select “Abdomen”, then “Quiz” or “Test” and then follow instructions)
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “Test” application provides MCQ type text questions.
Most questions come within the level expected for Phase 1 MBChB
b.Interactive Lab Practical (Select “Abdomen” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for Phase 1 MBChB.
c.A.D.A.M. (Select “Anatomy” and then the “arrowhead” icon and use this application to self-test identification of structures at different depths within the Abdomen – also cover areas of connections between abdomen and thorax as major structures that pass between abdomen and pelvis – you will cover these later in more detail). Curiosity driven.
d.Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Abdomen. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5.Make full use of additional texts in the university libraries as well as the boxed half skeleton and A.D.A.M. software available for study within QML, and in the Medical Library at Foresterhill.
6.If you are in doubt about any aspect of the material covered ASK a member of staff – do not allow any areas of difficulty to go unresolved.
7.To assist in your learning it is beneficial to consider your anatomy in relation to the other disciplines that you study and also with regard to everyday activities.
Laboratory Work
This component comprises 22 three-hour practicals during which students will be expected to actively investigate the anatomy of the limbs, back, thorax and abdomen of a human body. The course will provide students with a framework of basic knowledge and practical skills relating to the human body that form a vital part of the understanding of how human beings function. The Practicals centre on the morphological aspects (how parts of the body are put together) of the body and how these components work.
Anatomy Resource and Teaching Room
The Museum and Dissecting Room will be available for self study during the following times:
Monday – Thursday (including Wednesday pm) – 9.00am – 4.45pm
Friday – 9.00am – 4.15pm
(NB – It may be necessary to close for lunch 1-2pm if staff are unavailable to supervise the Teaching Room area)
Please note that these rooms are used for classes – they will not be available for private study, including the use of the computers, when classes are in progress.
You are encouraged to use these facilities to supplement the learning opportunities provided during timetabled classes.
Anatomical Models and Radiographic Images
Anatomical models of limbs, bones and organs and radiographic images (e.g. x-ray films) form part of the resources of the course.
A help desk with a range of anatomical textbooks is available in the Teaching room for reference during classes. You may also wish to make use of the anatomy software packages available on the computers in the Resource room. Students are asked to ensure their hands are washed and clean before handling any of these materials, in consideration of those who will use them afterwards.
Notes on Examination of Human Subjects
Description of the human body
Anatomy has a jargon of its own - a precise vocabulary with which people communicate succinctly. Part of your task is to learn the basics of that language so that you can understand others and be understood by them. Some key words with which you will be expected to be familiar are highlighted in italics in the paragraphs that follow.
Descriptions of the body systems can be found on page one of “Essential Clinical Anatomy”. The body can also be divided into anatomical regions. The systems are distributed in more than one region - an example of this is the cardiovascular system which consists of the heart, which is in the region known as the thorax, and the blood vessels which are found distributing arterial blood to all the regions and collecting venous blood for transport back to the heart.
Standard terms are used to describe the body. You need to know these terms. All descriptions used in anatomy relate to the anatomical position. This is a standard position and is defined on page 4 of “Essential Clinical Anatomy”.
The relationship of parts of the body to each other are described in terms of anatomical planes. These can also be found on page three of “Essential Clinical Anatomy”. They are the sagittal, coronal and horizontal (or axial) planes.
As well as the planes, there is a series of commonly used terms of relationship and comparison. These are defined in “Essential Clinical Anatomy”, pages 5-6. This group of terms allows us to define the position of a structure in relation to another. The table on page 6 lists and describes these important terms that can be grouped as pairs of opposites: superior and inferior (some texts refer to these as cephalic and caudal); anterior and posterior; medial and lateral; proximal and distal; superficial and deep.
Description of movement
The purpose of the limbs is movement. Again, movements have descriptive terms with which you need to become familiar. These are described and demonstrated on pages 7-8 of “Essential Clinical Anatomy”. You will encounter these terms of movement during the first week of the Practicals.
Surface anatomy
Surface anatomy represents the projection of structures on the skin - in other words, appreciation of what lies under the skin by examining the shape and contour of the body surface. This is important in consideration of the skeleton, muscles and the internal organs. Surface anatomy is what you see and feel when you examine a human body. Thus, you need to know your surface anatomy. One of the advantages to studying human anatomy is that you possess a working model in yourself - do not underestimate the value of using that gift! Remember that our anatomy is alive and moving, not dead and static. As far as the limbs are concerned for example, demonstrating movement provides essential functional correlation, e.g. definition of the muscle groups involved in the production of elbow flexion.
The preparation of dissections (prosections)
A considerable amount of time has been taken by staff to prepare dissections (prosections) of human cadaveric material for you to study. This material forms the core material for your classes and it is important that you spend as much time as possible studying this material in an active fashion.
The embalmed subject
The process of embalming is necessary to preserve the tissues for examination, prevent decomposition and the growth of microorganisms but results in hardening of the tissues and organs, loss of elasticity and changing of the colour. Normal structural relationships between parts of the body are maintained, as is the variability in the anatomy of the same structure, e.g. the radial artery, between different individuals. This variability is, of course, the situation in living subjects. During your practicals, you will study prosections of cadaveric material, but your study should focus on the consideration of the living - anatomy is alive and moving, from the vigorous flexing of muscles to the gentle wriggling of intestines. You are learning how the structures you are examining function.
Some commonly used terms
The following are highlighted key word anatomical terms that are widely used and that you have to learn in order to understand others and be understood.
Superficial fascia lies deep to (just beneath) the skin and superficial to (just outside) the muscles. It is a layer of variable thickness consisting mostly of fat but including superficial veins and cutaneous sensory nerves.
Deep to this layer is the deep fascia, which is a flexible sheet of fibrous tissue underlying the fat. It varies in thickness from a thin transparent membrane to a thick tough covering, depending on its function. This type of tissue also separates functional compartments of limbs. These compartments divide parts of the limbs into groups of muscles with particular functions, e.g. the anterior compartment of the thigh is responsible for knee extension.
It is relatively easy to define muscles in embalmed subjects and to see their attachment to bone via strong fibrous tendons. You must consider the function of the muscles by studying the effects of contraction of muscle groups in the living. In this way you can learn how movement is achieved and how the skeleton facilitates movement by providing anchorage for muscles and conveying mechanical advantage to their action.
Muscles act on joints where two or more bones meet. Joints are required for movement. Surrounding the joints are capsules and strengthening ligaments. The joint capsule is a lined fibrous bag that encloses a joint. Ligaments are strong bundles or sheets of fibrous tissue. They are often hard to tell apart from the joint capsule in the cadaver but are demonstrated to advantage on the functional models of the joints that are in the DR and which you should use to supplement your learning.
Bones provide the bulk of the skeleton and thus the levers on which muscles act to produce movement. Bones are structured according to their function; the shape of the articular surfaces is important in the range of movement possible at a joint and in the stability of the joint itself. The articular surface of a bone is the part that touches an adjacent bone and where the two bones move relative to one another. The stability of a joint refers to the capacity to move and continue moving without dislocating. Dislocation is when the articular surfaces are incorrectly positioned relative to one another and, apart form causing considerable pain, greatly restricts movement.
Nerves are bundles of fibres that carry the impulses that produce movement and the sensations that control it and make us aware of the environment in which we live. Most peripheral nerves originate in the spinal cord and course through the body to their sites of innervation in the limbs and trunk; the remaining peripheral nerves originate from the brain and are known as cranial nerves. You will be able to examine many peripheral nerves in the course of the practicals.
Arteries are tubes that carry blood from the heart to the tissues and veins carry blood from the tissues back towards the heart. You will have the opportunity to examine many vessels. Lymphatics are the vessels through which extracellular fluid flows from the tissues; they are also abundant but are almost exclusively too small to see with the naked eye.
You will also dissect the body cavities of the thorax and abdomen and examine the viscera, the organs within.
Practical Synopsis and Learning Outcomes
HOW TO LEARN FROM PRACTICAL ANATOMY
What follows is a series of notes you might find useful in getting the most out of the Practical Anatomy component of the course. If you follow these guidelines, you’ll save yourself a lot of time in the long-run.
Read the relevant pages in the Practical Anatomy Learning Guide before going to the practical. This may also include reading pieces from text books in addition.
Once at the practical, review the Learning Objectives you will find at the beginning of each set of practical notes. Discuss them with your colleagues. Work in small groups (2-4) and discuss the material provided. Work things through between the members of your small group and use each other to cross check that you understand the material. Test each other from time to time.
The most important activity in a practical is participation. Make sure you are involved in the work. Ask questions of staff who are present. Review what you are all doing and how that helps you reach your learning objectives.
At the end of the practical, review the Learning Objectives and ensure you can achieve them. Note that, to do so, you will probably have to read from your text book and learning guide, learn facts and practice skills once you go home to consolidate your learning.
Re-visit the Anatomy teaching rooms during your “free” periods, including Wednesday pm if you are free. As with other courses, you need to study at least the same amount of time again, as is formally timetabled, doing background study. For anatomy, as much of that additional time as possible should be spent revisiting the class material and using the museum specimens.
Make use of the library books available in Anatomy at The Suttie Centre as well as those which are available in the Queen Mother Library and the Medical library at Foresterhill. Two half skeletons are available from the short loan collection of the Queen Mother Library for private study although they cannot be removed from the library premises.
Make use of the software packages available in Anatomy at The Suttie Centre – please note that these are not available on the WWW.
In the class material, there will often be questions presented in the text. These are there to help you correlate the different sections of each class or to get you to reflect on material covered in earlier classes. Written answers to these questions will not be provided as you should be able to work out the answers from the material in the class, or by revisiting earlier work. However, if you are really stuck, a demonstrator will guide you towards achieving an answer.
This course book, the talks and tutorials as well as the written material available in your class demonstrations are good indicators of both the breadth and depth of what you are expected to learn.
Our experience indicates you have to “hit the ground running” from the beginning. In other words, you must keep up to date with your learning because the courses move quickly to new material. You are advised to work consistently, regularly and effectively and do the exercises set out for you. Our experience is that those people who don’t perform well are students who do not work regularly and effectively. If you feel that you are falling behind seek advice and help before the situation gets out of control.
General layout of classes
In the classes, which are based in the Anatomy Wet Teaching Room the material will be divided into six to eight stations. The stations are designed to be self-supporting and can therefore be done in any order. It does mean that some material is repeated but this should be considered beneficial as it helps to integrate the material from different stations.
At each station there will be a display board with text and diagrams. There will also be an adjacent table with learning aids appropriate to the needs of the station. These tables will largely have prosected human cadaveric material with legends which will guide you through each prosection. Anatomy staff will be available to assist when required. However, the onus is on you to learn – you should not expect a demonstrator to give you a mini-lecture on the content of each station. At all stations, the text and the diagrams are provided to assist you with understanding the learning aids. You should not waste time trying to learn the text material in these classes – that can, and should, be done at home. The text material and diagrams gives a good indication of the level of detail that you are expected to know. Your recommended text book “Essential Clinical Anatomy” by Keith L. Moore and Anne M.R. Agur” is also a good indicator of the level of knowledge and understanding that you must reach.
General layout of material
Yourself and your colleagues
Do not underestimate the value of your own body, and that of your colleagues, in being able to contribute to your understanding and learning of the structure of the human body and how structure relates to function. Remember, that this is the aim of the Anatomy component of your course. Although most of your learning aids are non-functional – cadaveric material, plastic models etc – the aim is to provide you with an understanding of the structure of the living body, how it relates to function. Where possible, and much is possible, you should confirm the anatomy described in the class material on yourself or a colleague. It is sometimes easier to get a colleague to carry out an action to illustrate an anatomical point. If you practice requesting a colleague to illustrate a point you will be doing much to develop both your use of anatomical language and also your communication skills which will be to your advantage in later years. Your colleagues are also important in contributing to your learning process. You are strongly advised to work in small groups, ideally 2-4, when working through the class material. In small groups, the extra minds will help contribute to understanding of the subject, develop communication skills and also contribute to the development of group working skills. When faced with a difficulty in understanding a topic clarification can often be achieved by simply examining the problem from a different perspective, eg reading a different text description. Different pairs of eyes/minds examining the anatomical material can often speed up the learning process and expand each participant’s understanding of the topic.
Cadaveric material
Cadaveric material is central to all stations. The cadaveric material has been prosected for you to maximise your opportunity for build a 3D understanding of the structure of the human body. Use it extensively. It is important that everyone investigates this material. Do not be satisfied with examining it from a distance. You must pick the material up, and look under the muscles or other structures to see what lies deep to the more superficial structures. Unless you do this you will not be able to build up a complete 3D image in your mind. You should always try and examine as many specimens as possible to begin to appreciate the variation that can exist between individuals. Specimens of the same region of anatomy, but which have been prepared from a different plane, will also be of great benefit in consolidating your understanding. Considerable time has gone into the preparation of this material and it is important that you treat the material with care and with due respect to the donors. However, do use it.
Anomalies
Some of us are short, some tall, some have heavier builds than others. The human body varies between the different stages in the life of an individual, as well as between individuals – that is normal variation. The variation in surface features – height, weight, hair colour, build, posture etc - which allows you to recognise one individual from another is paralleled beneath the skin by variation between individuals. Variations occur between different stages in an individual’s life which are normal and these also have to be considered. In your course there is insufficient time to detail all the possible (normal) variations that are known to exist between individuals. However, you will be shown some variations to illustrate the point.
However, there are other forms of variation which arise as a result of an incorrect developmental process. Many of these will result in deformities that are lethal to the embryo/foetus/newborn or which severely impair postnatal development and a “normal” lifestyle. Others have abnormalities in development which are neither lifestyle threatening or indeed obvious to the individual or any third party. For those of us who work in Anatomy departments it is often surprising to find a dissected body that shows no abnormalities at all! In your classes, some of these anomalies will be shown to you. You are not expected to learn them but they are provided to make you aware that such variations in structure can be present.
Museum pots
We prefer to provide you with specimens that you can handle. However, some specimens are so delicate that they would not withstand normal wear and tear. Others, such as rare anomalies, must be preserved for as long as possible as they may never be seen again. Therefore, longterm preservation of anatomical specimens in glass/perspex pots is a common feature of Anatomy/Pathology and other biological disciplines. Be warned that some of the large pots are very heavy and must not be moved around. In addition to the more rare items there are also many general specimens in pots which are available for study in the Anatomy Museum. These are particularly useful for revision purposes but please do not remove them from the shelves.
Plastic models
Generally, plastic models are not as good as the real thing, whether it is cadaveric prosected material or the living body. However, they can provide a valuable stepping stone towards understanding the anatomy of the human body. In some regions of the body, such as the pelvis and perineum, the details of the structure are more easily considered than in a real specimen. All classes will have some plastic models supporting the cadaveric material. They should be used as an adjunct, rather than an alternative to, the cadaveric material and the living body. One example of each model is kept in the museum, all year round, and can be used for revision of the anatomical regions previously covered in the course and also for revision purposes prior to assessments.
Articulated skeletons and bones
In all the rooms that you will study anatomy you will find one or more articulated skeletons. It is useful to refer to these frequently as the skeleton of the body provides fixed points to which all structures of the body can be related. Even those structures which are not attached to the skeleton, such as the abdominal viscera, can be related to the skeleton, eg the liver lies under cover of the lower ribs, the hilus of the kidney lies in the same horizontal plane as the 1st lumbar vertebra. Many parts of the skeleton can be palpated on the living individual – you will do this in surface anatomy – and are therefore useful in translating the images you may see in radiographs and in cadaveric material to the living subject. In some classes, individual bones will be studied in order to more easily identify the large lumps/grooves/foraminae that they have. However, use the text material to guide the level of knowledge about each bone that you need to know – we only require you to know, and understand, the purpose of the main components of the bones. Most textbooks, including your recommended textbook, have diagrams of bones with the areas of attachment of muscles defined. You do not need to learn the precise areas of attachment of the muscles on bones that these diagrams portray, although sometimes it can help towards reaching an understanding of the position and function of particular muscles. You should, however, know the general features of muscle attachment eg is the muscle attached proximal or distal to the articulation surfaces on the bone, does the muscle pass anterior/posterior/lateral/medial to the joint that it crosses as these features are necessary to understand the actions of the muscle.
Radiographs/MRIs/Ctscans
There is now a wide range of imaging techniques available for studying the anatomy of living individuals. In your anatomy classes the radiology station will provide a variety of images, mainly X-rays, MRIs and CT scans together with explanatory notes. These images are primarily provided to help you put together a 3D understanding of the structure of the body.
Diagrams
Nearly all the stations will have many diagrams posted on the display board. These will be labelled with the anatomical features that are to be studied at that workstation as well as those which may be used as reference points to aid location and understanding. These 2D diagrams are provided as aids to understanding the 3D organisation of the body. In other words, they are there to provide a stepping stone to building the 3D image in your mind. Simply learning the diagram is not the reason for providing them.
Text
All stations have several pages of text material. Like the diagrams also provided at each station, the text pages are there to help you work out the 3D organisation of the part of the body under study. Of course, much of the content of the text pages must be learnt but that is an exercise which should be done “at home” using your recommended textbook. There is no factual information that needs to be learned on the text pages at workstations which is not in the recommended textbook.
Demonstrating staff
In all your classes, staff will be available to assist you and to answer any questions you may have. However, you should understand that you will only learn your anatomy in a format that will benefit you in your later studies by working at it yourself. Thus, do not expect the demonstrators to simply give you the answer – they will help you find the answer but by getting you to work through the situation stage by stage. Although this may irritate you at the time, it will benefit your learning in the longer term – remember that the demonstrator will be irritated if you have made no attempt to work through any difficulty yourself (or with colleagues). However, questions which seek to extend knowledge or understanding of the material presented at a station will always be welcomed.
Additional learning aids available in Anatomy
Anatomy Resource Centre
The Anatomy museum is a museum registered with the Scottish Museums Council. It contains numerous potted cadaveric specimens, models and other anatomical artefacts. Note, it is not a museum with public right of access as it is licensed under the Anatomy Act 1984. Not all the collection is on display, but the material on the shelves covers the whole of the human body. The museum area is available for study during normal working hours throughout the year although sometimes it is used for small group teaching at which times it is closed to other students. There are tables and chairs which you can used as general study areas as well as 2 computers.
Anatomy staff
The Anatomy staff are always willing to assist students if they can. Administrative matters should be directed to Mrs Moir in the Anatomy Office, room 317 who will also advise on the availability of teaching staff. Remember, that the teaching staff have other duties so it is advisable to make an appointment if you intend to travel to The Suttie Centre especially to speak to a member of staff. Telephone and email numbers are given at the beginning of this guide.
Alternatively, and usually more efficiently, you can email your questions to a member of the teaching staff. In most cases, you will get a rapid response and if the difficulties require a face to face meeting that can be arranged for a mutually convenient time.
Anatomy textbooks
In addition to your recommended textbook “Essential Clinical Anatomy” there are numerous anatomy texts and atlases of anatomy available in the university libraries and at Anatomy. You should read the relevant pages in the textbook as preparation for the classwork and to assist with bringing the week’s work together. It is often valuable to read more than one text to get a different viewpoint, particularly if you are struggling to understand a particular point.
Safety and Security
Safety Guidance
The cadavers present no particular known health hazard and the levels in the atmosphere of toxic chemicals used in the embalming process of the cadavers is well within the limits set by Health and Safety regulations. Note, however, that the fluid provided to keep the cadavers in good condition is <1.0% formaldehyde in water. It is an irritant and if it splashes into your eyes, wash it out immediately with lots of cold water.
Minor injuries should be washed immediately with soap and water and protected with an adhesive dressing. The latter are available from the WR office. Advice should be sought from departmental staff in the event of more serious injury. All injuries should be notified to a member of staff.
Spillage of fluid on to the floor represents a hazard. Any spillage should be wiped up at once; staff will direct you as necessary.
Familiarise yourself with all routes of exit and the location of fire alarms.
Security
STUDENTS MUST NOT REMOVE HUMAN MATERIAL (soft tissues and bones); ANATOMICAL MODELS OR ARTICULATED SKELETONS FROM THEIR LOCATION. All the models, bones and skeletons are security marked - should any go missing during the course of the year, the University will treat the matter as theft with all the consequences that implies. Students, as well as the staff, are responsible for ensuring the security of the learning resources.
Talks
A short (10 – 20 minutes) talk is provided on each region of the body. This talk will highlight an area of difficulty / interest. It will be held in a lecture theatre at the beginning of the class (as shown in the timetable above). Any variation will be indicated to you.
Tutorials
A small group tutorial will be provided for each region of the body (as indicated in the timetable above). In these sessions, all students will be expected to make an active contribution to the tutorial. Worksheets will be provided, before the tutorial, to guide your preparation for the tutorial. You are expected to undertake whatever reading/problem solving exercise you are given as preparation.
You will be divided into small groups for these tutorials. You must stay in the group to which you are assigned.
The times and locations of the tutorials will be posted on the noticeboard just inside the dissecting room.
You are required to attend in the group and at the time and location that you are assigned to.
There is a regular programme of seminars given throughout the academic year by invited specialists from within the broad field of biomedical research.
These are usually held on Thursdays from 12noon -1pm in the IMS Building at Foresterhill (check the School or IMS websites for specific locations of seminars).
As you are studying within research-driven disciplines, we strongly feel that you should attend these whenever possible, with a view to broadening your appreciation of medical sciences. You will also be directed to attend any other relevant seminars when they arise.
Reading List and Other Learning Aids
Textbooks – The purchase of an anatomy textbook is considered essential for all students. The following book is recommended:
“Essential Clinical Anatomy” by Keith L. Moore and Anne M.R. Agur and Arthur F Dalley, 4th edition, 2010 published by Lippincott, Williams & Wilkins. ISBN 978-1-60913-112-8
NB. Reading the recommended Anatomy textbook, or similar texts, is an integral part of your study of anatomy.
Written material and diagrams in classes are similar to what you will find in your recommended text. Your recommended text gives you the level of detail that you are expected to achieve.
N.B. All reading references given in the practical synopses in this course manual are from “Essential Clinical Anatomy” by K.L. Moore and A.M.R. Agur.
A small collection of books is available for students’ use in Anatomy Teaching areas. These books must not be removed from Anatomy.
Anatomy on the Web
The following are available on the University Intranet:
Acland’s DVD atlas of Human Anatomy
This is a series of 6 DVDs which have been produced in the USA and illustrate the anatomy of the human body across all body regions.
Unlike the cadaveric material used in your Anatomy classes, the material has been dissected in the unembalmed state and consequently retains better colouration and flexibility than the cadaveric material in your classes.
The DVDs are organised by body region:
1. The head and neck 1
2. The head and neck 2
3. The internal organs
4. The lower extremity
5. The trunk
6. The upper extremity
The DVDs come with commentary – you will need a set of headphones (you can purchase a set from the Library, or simply use your own set from your CD player etc).
The DVDs are networked across the University of Aberdeen, including Halls of Residence.
From the classroom desktop:
- go to Life Sciences and Medicine
- then Medicine
- then Anatomy
- then Aclands DVD Atlas of Human Anatomy
- then select DVD of choice
You will then be taken to MAIN MENU (via credits – takes about 70 secs)
(to bypass credits go to “menu” on DVD control panel, then select “title menu”)
You may, if you wish, view each DVD from beginning to end.
Alternatively, from the main menu, you can select:
Table of contents – This lists the main topics covered on the DVD – the equivalent of chapters in a textbook. Click on a title to go to the start of the chosen chapter.
Index – This provides an alphabetical listing of the individual topics covered in the DVD (and cross references to other DVDs in the series). Click on a topic to go to the start of the sequence covering the topic.
Glossary – This gives a glossary of terms, listed alphabetically.
Other tools: the DVD control panel that appears on the screen has a number of features which you may choose to make use of eg. changing speed, zoom, etc
Summary of contents of each DVD.
The Head and neck 1 – Table of contents (More appropriate for BM2509)
Part 1: Support and movement of the head
Part 2: The facial skeleton and base of cranium
Part 3: The nasal cavity and its surroundings
Part 4: The oral cavity and its surroundings
Part 5: The larynx and its surroundings
The Head and neck 2 – Table of contents (More appropriate for BM2509)
Part 1: The facial muscles and scalp
Part 2: The brain and its surroundings
Part 3: The nerves of the head and neck
Part 4: The blood vessels of the head and neck
Part 5: The eye and its surroundings
Part 6: The ear
The internal organs - Table of contents
Part 1: The thoracic region
Part 2: The abdominal region
Part 3: The reproductive system (More appropriate for BM2509)
The lower extremity – Table of contents
Part 1: The hip
Part 2: The knee
Part 3: The leg and ankle
Part 4: The foot
The trunk – Table of contents
Part 1: The spine
Part 2: The thorax
Part 3: The abdomen
Part 4: The pelvis (More appropriate for BM2509)
The upper extremity – Table of contents
Part 1: The shoulder
Part 2: The arm and forearm
Part 3: The hand
Acland’s Cross-Sectional Navigator
This is a series of cross-sectional images of the human body, almost, but not quite from head to toe. The images were obtained by freezing a body and then cutting thin transverse slices (2 or 5mm thick) through it. Technically this was quite difficult and accounts for why there are gaps in some of the cross-sectional sequences through parts of the body. However, for all practical purposes it is a complete set of cross-sectional images and provides a valuable aid in building a 3-dimensional picture of the human form. There are obvious comparisons with the kinds of cross-sectional images which are now routinely generated using MRI or CT scanning (although these latter techniques have now moved on to offer images in other planes as well).
Acland’s Cross-Sectional Navigator is networked across the University of Aberdeen, including Halls of Residence.
From the classroom desktop:
-go to Life Sciences and Medicine
- then Medicine
- then Anatomy
- then Acland’s Cross-Sectional Navigator
The package will open into a Home page with two function boxes:
In the left hand box:
Introduction icon – This gives general information about this software package including advice on how best to use the package, reasons for absence of some areas of the body etc. You should run through this information on your first visit to the site.
Body region guide – This details the areas of the body covered by the package.
Index – An alphabetical listing of structures that are included in the package. This gives a full listing of all structures that can be seen (and are labeled) in the package. However, there are no direct links from this listing to the structures in specific images. To find a structure, you need to note the area(s) in which the structure can be found (right hand column) then click on the area in the left had column to enter the sequence of images covering that area of the body. Once you are in the correct area you can click on the INDEX icon again, find the named structure in the alphabetical listing, click on the name and you will then be taken to an image showing that structure (in practice it is not as bad as it reads here!).
Exit – Exits you from the package when you have finished.
In the right hand box:
This gives a list of the areas of the body covered by the package. You can go directly to any of these areas by clicking on the relevant button eg Abdomen.
On entering an area of the body, eg Abdomen, you will go to a screen showing the first image in a series.
On the right side of the image (on each page) there are some icons to navigate you through the package:
Exit – Exits you from the package when you have finished.
Home – Takes you back to the Home page
Index – Similar to the INDEX icon on the home page but limited to the area of the body you are in. However, this index had direct links to an image showing the relevant structure. To use, find the name of the structure you are interested in (middle column) and then simply click on the name to be taken to an image where the structure is shown.
Arrows – Click on these arrows to move up, or down, through the sequence of cross-sectional images in each area of the body. The numbers below the arrows indicate the distance, in mm, that you will move through the body each time you click on an arrow.
Labels and Lines – These icons offer options of having structures labeled with their name, or not.
Small image – This is a more important part of the package than its size suggests. It is an image of the vertical section through the area under examination. The horizontal bar across this small image indicates the precise level within the area that is shown on the main cross-sectional image: It is always important when looking at sections of the body to be fully aware of where you are!
123 – The 3 or 4 digit number below the small image is the reference number of the main cross-sectional image.
You will find this package useful when learning the anterior and posterior relations of structures to one another.
Some stand-alone PCs with anatomy software are also available in the department. The software packages available on these computers include:
A.D.A.M.
McMinn’s Interactive Clinical Anatomy
Primal 3D Interactive head and neck
Primal 3D Interactive hand
Primal 3D Interactive shoulder
Primal 3D Interactive knee
Primal 3D Interactive hip
Primal 3D Interactive foot and ankle
Primal 3D Interactive spine
Imaging Atlas of Human Anatomy (Radiology)
Instant Anatomy
Primal 3D Sports Injury: The Knee
Primal 3D Sports Injury: The Foot
Primal 3D Sports Injury: The Shoulder
Primal 3D Sports Injury: Body in Motion
Primal 3D Sports Injury: Interactive Skeleton Sports and Kinetics
To access the above software:
Switch on computer
Click on Start button to reveal list of packages available
Double click on appropriate icon to enter package
Because of licensing requirements, not all of the above packages are available on all of the machines.
All of the packages listed above have “quiz” applications which you may find useful for revision purposes.
All of the packages are available during practical classes and at other times throughout the year.
Please note that these are commercial packages which have not been specifically designed for your course. Much of the material covered in these packages is presented in greater depth than you are expected to know for the examination.
The University has strict regulations on plagiarism. If you are unsure about what constitutes plagiarism read the University guide on plagiarism at http://www.abdn.ac.uk/writing
Copying or plagiarising another persons work, either from other students or published material in books or papers and submitted as your own for assessment is considered a form of cheating. This is considered by the University to be a serious offence and will be penalised according to the extent involved and whether it is decided there was an attempt at deliberate deception, or whether bad practice was involved. If you do use information or ideas obtained from textbooks or other published material you must give a precise reference to the source both at the appropriate point in your narrative and in a list of references at the end of your work. Direct quotations from published material should be indicated by quotation marks and referenced in the text as above
Students will be required to pass the whole course - ie a total composite mark, based on the continuous summative assessments and examination components as specified below, of 9 or above on the University of Aberdeen common assessment scale (CAS) will give 15 credits. There are no ‘mock’ examinations in BM2009. Students should assess their own progress by self-testing their attainment of the learning objectives for each practical and by realistically interpreting the results of formative assessments, including spotters, offered periodically during the course.
Upper limb summative assessment – 10%
Lower limb summative assessment – 10%
Thorax summative assessment – 10%
Abdomen summative assessment – 10%
(Continuous assessment: 40% of total assessment)
Examination: 60% of total assessment
• this will take place in the January diet, with a resit paper in August
• the examination will comprise two parts, both compulsory, as follows:
A written paper consisting of objective short answers that systematically examine the student on material covered in the course (the learning objectives associated with the practicals serve as a good guide to the material examined). Total = 30%
A “Spotter” examination with short questions based on interpretation of dissected parts, models, bones X-rays etc. Total = 30%
Students who attain an overall mark for the course of 8 or less on the CAS will fail the course. A resit diet will be held in August.
From 2010/11 class certificates will be valid for two years and permit a total of three attempts at the required assessment within that two yeart period i.e. the first attempt plus up to two resits.
NB. For this course (and for BM2509 in Semester 2) the in-course assessment marks will only be considered at a student’s first attempt of the examination. In any resit examination, the final mark will be determined on the basis of the Written paper (50%) and the Spotter (50%).
Dr Prem Ballal
Mr David Chorn
Dr Derek Scott, d.scott@abdn.ac.uk (Course Co-ordinator) Miss Elizabeth Welsh e.welsh@abdn.ac.uk Miss Lucy Hyde, l.e.hyde@abdn.ac.uk Mrs Margaret Moir, Secretary (Anatomy), tel 01224 274320, m.moir@abdn.ac.uk Mr Ian Brown, Technician, i.e.brown@abdn.ac.uk In addition, postgraduate demonstrators will often be available to assist during practical classes. N.B. Teaching staff can be recognised by the green lab coats that they wear.
If students have difficulties with any part of the course that they cannot cope with alone they should notify someone immediately. If the problem relates to the subject matter you may be best advised to contact the member of staff who is teaching that part of the course.
Students with registered disabilities should contact either the IMS based School Office (Miss Lyndsay McEwan l.mcewan@abdn.ac.uk) or the Suttie Centre Anatomy office, room 317 (Mrs M. Moir m.moir@abdn.ac.uk) to ensure that the appropriate facilities have been made available.
Otherwise, you are strongly encouraged to contact any of the following as you see appropriate:
Course student representatives.
Course co-ordinators Dr. Derek Scott (d.scott@abdn.ac.uk) & Dr Prem Ballal, (p.ballal@abdn.ac.uk).
Convenor of the departmental student-staff liaison committee (Dr Gordon McEwan, g.t.a.mcewan@abdn.ac.uk ).
Adviser of studies.
Support Available to Students
The University is keen to help you successfully complete your studies. If at any time you feel you need assistance, there is a range of support services available to help you. These include support to assist with unexpected and/or exceptional financial difficulty, support for disabled students and academic learning support through the Student Learning Service. Further details about all these services area available at http://www.abdn.ac.uk/studenthelpguide/.
We value students’ opinions in regard to enhancing the quality of teaching and its delivery; therefore in conjunction with the Students’ Association we support the operation of a Class Representative system.
The students within each course, year, or programme elect representatives by the end of the fourth week of teaching within each half-session. In this school we operate a system of course representatives. Any student registered within a course that wishes to represent a given group of students can stand for election as a class representative. You will be informed when the elections for class representative will take place.
What will it involve?
It will involve speaking to your fellow students about the course you represent. This can include any comments that they may have. You will attend a Staff-Student Liaison Committee and you should represent the views and concerns of the students within this meeting. As a representative you will also be able to contribute to the agenda. You will then feedback to the students after this meeting with any actions that are being taken.
Training
Training for class representatives will be run by the Students Association. Training will take place in the fourth or fifth week of teaching each half-session. For more information about the Class representative system visit www.ausa.org.uk or email the VP Education & Employability vped@abdn.ac.uk. Class representatives are also eligible to undertake the STAR (Students Taking Active Roles) Award, further information about the co-curricular award is available at: www.abdn.ac.uk/careers.
Monitoring Students' Progress
The University operates a system for monitoring students' progress to identify students who may be experiencing difficulties in a particular course and who may be at risk of losing their class certificate. If the Course Co-ordinator has concerns about your attendance and/or performance, the Registry will be informed. The Registry will then write to you (by e-mail in term-time) to ask you to contact their office in the first instance. Depending on your reason for absence the Registry will either deal directly with your case or will refer you to your Adviser of Studies or a relevant support service. This system is operated to provide support for students who may be experiencing difficulties with their studies. Students are required to attend such meetings with their Adviser of Studies in accordance with General Regulation 8.
Set criteria are used to determine when a student should be reported in the monitoring system. You will be asked to meet your Adviser if any of the following criteria apply for this course:-
either (i) if you are absent for a continuous period of two weeks or 25% of the course (whichever is less) without good cause being reported;
or (ii) if you are absent from two small group teaching sessions e.g. (laboratory/tutorial classes) without good cause;
or (iii) if you fail to submit a piece of summative or a substantial piece of formative in-course assessment by the stated deadline
If you fail to respond within the prescribed timescale (as set out in the e-mail or letter) you will be deemed to have withdrawn from the course concerned and will accordingly be ineligible to take the end of course assessment or to enter for the resit. The Registry will write to you (by e-mail in term-time) to inform you of this decision. If you wish consideration to be given to reinstating you in the course you will be required to meet the Convener of the Students' Progress Committee.
Absence from Classes on Medical Grounds
Candidates who wish to establish that their academic performance has been adversely affected by their health are required to secure medical certificates relating to the relevant periods of ill health (see General Regulation 17.3).
The University’s policy on requiring certification for absence on medical grounds or other good cause can be accessed at:
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
You are strongly advised to make yourself fully aware of your responsibilities if you are absent due to illness or other good cause. In particular, you are asked to note that self-certification of absence for periods of absence up to and including eleven weekdays is permissible. However, where absence has prevented attendance at an examination or where it may have affected your performance in an element of assessment or where you have been unable to attend a specified teaching session, you are strongly advised to provide medical certification (see section 3 of the Policy on Certification of Absence for Medical Reasons or Other Good Cause).
Attendance
Attendance at practicals, talks and tutorials (with the exception of any revision tutorial) is compulsory. The rules for the practical component of the course are:
If you miss two practicals without good reason, you will receive a warning that, should you miss any other practical, your name may be removed from the class and thus you will not be eligible to sit the examination.
If you miss three or more practicals, your name may be removed from the class list. (see “Monitoring student progress” above)
Any predicted absence must be discussed in advance with relevant staff. Absence on medical grounds must be confirmed by a medical certificate, handed in to the School Office at IMS as soon as possible.
Class Certificates
Students who attend and complete the work required for a course are considered to have been awarded a ‘Class Certificate’. Being in possession of a valid Class Certificate for a course entitles a student to sit degree examinations for that course. From 2010/11 class certificates will be valid for two years and permit a total of three attempts at the required assessment within that two year period i.e. the first attempt plus up to two resits.
Communication
You will receive a University e-mail account when you register with the University Computing Centre. The University will normally use e-mail to communicate with you during term-time. These e-mails will be sent to your University e-mail account, which you can access using Eudora or SquirrelMail.
It is your responsibility to check your e-mail on a regular (at least weekly) basis and to tidy the contents of your e-mail inbox to ensure that it does not go over quota (see http://www.abdn.ac.uk/diss/email/mailquota.hti for guidance on managing your e-mail quota). It is recommended that you use your University e-mail account to read and respond to University communications. If you already have a non-University e-mail account that you use for personal correspondence, it is possible to set up automatic forwarding of messages from your University e-mail account to your personal e-mail address (see http://www.abdn.ac.uk/local/mail.forward/) but, should you do so, it is your responsibility to ensure that this is done correctly. The University takes no responsibility for delivery of e-mails to non-University accounts.
You should note that failure to check your e-mail or failure to receive e-mail due to being over quota or due to non-delivery of an e-mail forwarded to a non-University e-mail account would not be accepted as a ground for appeal (for further information on appeals procedures, please refer to http://www.abdn.ac.uk/registry/quality/appendix5x17.hti).
Feedback Framework
Feedback on assessment:
The University recognises that the provision of timely and appropriate feedback on assessment plays a key part in students learning and teaching. The guiding principles for the provision of feedback within the University are detailed in the Institutional Framework for the Provision of Feedback on Assessment available at:
www.abdn.ac.uk/registry/quality/appendix7x8.pdf
Enhancing Feedback:
The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University’s ‘Enhancing Feedback’ website at: www.abdn.ac.uk/clt/feedback
What you will be expected to know
The information students will learn is broadly based and covers all regions of the body (eg thorax, limbs) and functional systems (eg cardiovascular system, alimentary system).
NB Some regions and systems are covered in the BM2509 course, Human Anatomy B, which takes place in Semester 2.
Thus, students are expected to have a wide knowledge of the human body, concentrated on the details of how the structures you study enable function. The course will foster in students the development of anatomical and generic skills. Anatomical skills are objectives for learning which result in your being able to carry out or demonstrate an action or display a structure.
A series of Learning Outcomes is bulleted under the summary of each region of the body. These outcomes form the basis of the factual component of the assessment of this part of BM2009 - know them, and the detail they relate to, because you will be questioned on them.
What you will be expected to do
•The codes of conduct and safety instructions for the Dissection Room (DR) are laid out later in this course manual – READ THEM. Failure to follow them may result in your removal from the class list.
•You are required to attend all classes. A medical certificate must be provided to cover any absences. You must sign the register at each class. Failure to comply with this may result in you being removed from the class list and unable to sit the end of course examination.
•Read your recommended textbook, ‘Essential Clinical Anatomy’. This textbook forms an integral part of the learning resources of this course. Other texts should be referred to broaden your understanding of the topic.
•Keep up with the work – experience indicates that a failure to keep on top of your learning has serious consequences for the examination outcome. If you do not understand something ask for help as soon as you can.
TurnitinUK
TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred.
As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University’s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/.
Feedback
Feedback is welcomed on all aspects of the course. We would like to know whether you enjoyed the course and whether it was relevant to your particular degree choice.
If you find at any time you are having problems, let us know; keeping it to yourself, out of a false sense of pride or for whatever reason simply increases the problem and may cause you to fall further and further behind. The staff of the Department are glad and willing to help any student in difficulty, without judgement, but can only do so if approached by the student concerned. We will ask you formally for your thoughts in mid-course and at the end, but feel free to raise matters with the Course Co-ordinator or the Student Representative at any time.
Code of Behaviour and Practice in the Wet Room (WR)
What follows is a code of practice for your work involving human material. READ IT AND REMEMBER IT – FAILURE TO COMPLY WITH THIS CODE OF PRACTICE WILL RESULT IN YOU NOT BEING ALLOWED TO ATTEND PRACTICALS AND, THUS, YOU WILL FAIL TO OBTAIN A CLASS CERTIFICATE.
YOU MUST ALWAYS WEAR YOUR LAB COAT WHEN IN THE WR.
You will be allocated a locker for your possessions but you will need to bring a padlock to secure it. Note that YOU CANNOT TAKE BAGS, COATS, ETC., INTO THE DR - they should be locked safely in your locker.
The Anatomy Act
All work carried out in Anatomy at the University of Aberdeen involving the use of human cadaveric material is carried out under The Anatomy Act 1984 as amended by The Human Tissue (Scotland) Act 2006 and its regulations.
Under The Act, human cadaveric material may only be used in premises that are licensed for the purpose and by people with an interest and need to study the material.
Under The Act, its Regulations and Code of Practice, and local rules, you are:
1. Not allowed to be in possession of human cadaveric material outside of premises licensed under The Act.
2. Not allowed to bring any friends/relatives into Anatomy irrespective of their background and interests.
3. Not allowed to take photographs or any form of electronic image of human cadaveric material.
4. Required to properly respect the human cadaveric material donated for your study.
You are advised that any breaches to the above will make you liable for University disciplinary procedures and, in addition, may be a criminal offence under The Act.
Respect for donated human material
Practical anatomy involves students in the examination of human subjects. This privileged opportunity relies on the generosity of local people who recognise the value to science and medicine that the practical study of human anatomy can provide, and generously make their bodies available for that purpose.
It is important that, at all times, you respect that generosity and behave accordingly.
Eating, smoking or drinking are not permitted in the Wet Room, Science Lab, Anatomy Museum or in any other area where anatomical specimens may be located.
Mobile phones must be switched off when you are in the Anatomy Facility, or in any other area where anatomical specimens may be located – it is not sufficient to switch it to silent mode.
Photography, or other forms of image capture, are not permitted in Anatomy or in any other area where anatomical specimens may be located.
The wearing of baseball caps, “hoods” and other forms of casual headwear are considered disrespectful and are inappropriate in the Anatomy Facility.
PLEASE NOTE THAT NO ONE, OTHER THAN THOSE AUTHORISED TO DO SO, IS ALLOWED TO ENTER THE WR.
You are expected to pay your respects to those who donated their bodies at the Memorial Service in King’s College Chapel on 3 May 2012. You will be advised of the arrangements for the Memorial Service nearer the time.
Care of Cadavers
Preserved human material requires to be kept moist to save it from spoiling. Please follow instructions to protect this valuable material and cover the specimens after you have examined it – do not rely on others to do it for you.
DO:
•Wear a clean, white laboratory coat.
•Use gloves.
•Handle specimens with care and respect.
•Follow the ‘Care of Cadavers’ procedure.
•Work safely with regard to yourself and others.
•Cover the cadaveric material when you have finished.
•Leave your working area clean and tidy.
•Wash your hands before leaving the Anatomy Teaching area.
DO NOT:
•Bring friends or relatives into Anatomy.
•Smoke, eat or drink in Anatomy.
•Handle specimens (including the articulated skeletons and anatomical models) roughly.
•Move material from one dissection table to another.
•Let the body cloths hang off the dissection tables.
•Remove anything from any Anatomy teaching location.
•Take your white lab coats from Anatomy for use elsewhere.
•Take photographs.
Appeals and Complaints
The University’s appeals and complaints procedures provide students with a framework through which to formalise their concerns about aspects of their academic experience or to complain when they feel that standards of non-academic service have fallen short of that which they expected.
The process has been designed to make the appeals and complaints process as accessible and simple as possible and to provide a robust, fair mechanism through which to ensure that all appeals and complaints are considered in the appropriate way at the appropriate level.
A major feature of the process is the emphasis it places on early or informal resolution. All students should note that there is an expectation that they will take responsibility for seeking resolution of their academic or non-academic concerns by raising and discussing them at the earliest possible stage with the relevant individuals in an academic School or administrative Service.
Further details of the processes for making an appeal or complaint, including where to find further help and support in the process, is given at:
www.abdn.ac.uk/registry/appeals
Transcripts at Graduation
It is anticipated that students who commenced their studies in, or after, 2009/10, will receive a more detailed transcript of their studies on graduation. The increased details will include a record of all examination results attained. For students graduating in 2012/13 transcripts will show details of all CAS marks awarded, including marks which are fails. Where a resit has been required as a result of medical circumstances or other good cause (MC/GC) this will not be shown, but all other circumstances (i.e. No Paper ‘NP’) will be included.
MyAberdeen (the University of Aberdeen’s Virtual Learning Environment)
MyAberdeen replaces WebCT as students’ virtual learning environment. This is where you will find learning materials and resources associated with the courses you are studying.
MyAberdeen also provides direct access to TurnitinUK, the online originality checking service, through which you may be asked to submit completed assignments.
You can log in to MyAberdeen by going to www.abdn.ac.uk/myaberdeen and entering your University username and password (which you use to access the University network).
Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: www.abdn.ac.uk/students/myaberdeen.php.
Information about academic writing and how to avoid plagiarism can be found at www.abdn.ac.uk/sls/plagiarism.
Aberdeen Graduate Attributes
Graduate Attributes are a wide-ranging set of qualities which students will develop during their time at Aberdeen in preparation for employment, further study and citizenship.
There are four main areas of the Graduate Attributes:
• Academic excellence
• Critical thinking and communication
• Learning and personal development
• Active citizenship
Students have many opportunities to develop and achieve these attributes. These include learning experiences on credit-bearing courses and co-curricular activities such as work placements, study abroad and volunteering. In accordance with the University’s commitment to Equality and Diversity, students can request support with any aspect of the Graduate Attributes framework.
The ACHIEVE website offers resources that enable students to assess and reflect upon their present skills and development needs. The website also contains resources to help students to improve their skills and links to a range of university services such as the Careers Service and the Student Learning Service. Students can access ACHIEVE from their MyAberdeen site in the ‘My Organisations’ section. More information about Aberdeen Graduate Attributes and ACHIEVE can be found at www.abdn.ac.uk/graduateattributes.
The Co-curriculum
The co-curriculum enhances a student’s employability and provides opportunities to develop and achieve Aberdeen Graduate Attributes. Co-curricular activities complement a student’s degree programme and include: work placements, study abroad, enterprise and entrepreneurship activities, the BP Student Tutoring Scheme, career mentoring and the STAR (Students Taking Active Roles) Award initiative. Below are examples of credit-bearing co-curricular activities. It is anticipated that these types of activity will be included on an enhanced transcript for students graduating in, or after, 2012/13
ERASMUS is an exchange programme funded by the European Commission which enables students to study or work in another European country as part of their degree programme. Eligible students will receive a grant to help with extra costs while abroad and a number of our partner institutions teach through English. For more information, visit www.abdn.ac.uk/erasmus/. The University also has opportunities for students to study in a non-European country as part of their degree through the International Exchange Programme. International partners include universities and colleges in North America, Hong Kong and Japan (www.abdn.ac.uk/undergraduate/international-exchange.php). The University aims to ensure full academic recognition for study periods abroad, therefore the credits gained from study abroad will count towards the Aberdeen degree programme for students participating in both ERASMUS and the International Exchange Programme.
Work placements can also form an integral part of a degree programme and attract academic credit. Placements are available locally, nationally and internationally, lasting from a few weeks to a full year and are generally paid. Visit the Careers Service website for further placement information and to find available work placements.
Further information about the co-curriculum is available at: www.abdn.ac.uk/careers
School of Medical Sciences - Guide to Citing and Referencing
This guide should be used to assist you when completing any work for disciplines in the School of Medical Sciences. All work should include citations at appropriate places in the text, with a complete reference list at the end of the assignment. If diagrams/ graphs/ tables are copied or adapted from other publications/ websites, the sources must also be cited in the legend for that item, and included in your reference list.
Good citing and referencing not only improves the quality of your work, but it gives credit to the authors of original work, and makes it less likely that you can be accused of plagiarism. Further guidance on writing and plagiarism may be found at http://www.abdn.ac.uk/writing/ . When you submit work for marking, you are declaring that YOU are the author, that you have not copied it or plagiarised any material from other sources, AND that all sources of information have been acknowledged in your text. Students may be penalised by the University if found guilty of plagiarism.
Students are warned to be careful if using websites as sources of information. These may be inaccurate and are often not peer-reviewed. You are strongly encouraged to use advanced textbooks, peer-reviewed papers or reviews as the sources of your information in your work. Students are also advised to avoid quoting chunks of text in their work. Just because you put quotation marks around some text does not mean that you have not plagiarised it. Try and explain ideas and concepts in your own words.
The referencing style used here is Harvard, similar to that recommended by the University Library (see their factsheet for further information on referencing). Students must use this style of citing and referencing for all work. Other styles are not acceptable. Marks may be deducted if students do not cite or reference properly (see specific marking schemes for details).
Citing references within the text
You must provide citations in the text at the appropriate places by putting the author’s surname and year of publication in round brackets immediately after the relevant text (author, date method).
Author, date method
Jones et al. (1999) has argued that….
Studies have produced conflicting results…..(Bloggs, 2000; MacDuff et al., 1993)
Smith stated (1990)…..and then later work confirmed this (2003)…..
Bloggs (2001) investigated…..
One author (Bloggs, 2000)
Two authors (Smith & Jones, 1982)
Three or more authors (Chesterfield et al., 1995)
If the same author(s) wrote two or more papers in the same year Thwaites et al. stated (1990a)…..and then provided further evidence (1990b)…..
N.B. “et al.” should be in italics, as should all other Latin words/phrases in your text (e.g. in vitro). There is also a full stop after “et al.”, since it is an abbreviation of “et alia” (“and others”).
Listing your references at the end of your work
Your list of references must place the surnames of the first authors in alphabetical order. List all authors of a piece of work unless there are a large number.
Format of references at the end of your work
Book - whole Rang, H.P., Dale, M.M., Ritter, J.M. & Flower, R.J. (2007) Pharmacology. 6th Ed. Edinburgh: Churchill Livingstone.
Book – article or chapter within Johnson, D. & Smart, J.S. (1983) Advanced techniques in measuring athletic performance. In: S. Roberts, ed., Sports Science in the Laboratory. London: Macmillan, pp. 3-28.
Journal – article within Furchgott, R.F., Zawadzki, J.V. (1980) The obligatory role of endothelial cells in the relaxation of arterial smooth muscle by acetylcholine. Nature. 288(5789), 373-6.
Website Department for Education and Employment (2000). Student loans: guidance on terms and conditions from April 2000. [online]. Available from: http://www.dfee.gov.uk/loan2000/index.html [Accessed 23rd March 2006]
